Dr. Lance Bardsley, associate professor of political science, was accepted for the National Endowment for the Humanities (NEH) Summer Institute at Oklahoma University. His proposal, titled “Western Expansion and American Constitutional Development,” highlighted the “importance of informing the general public and promoting awareness of China as an economic and political force in the world and of facilitating a dialogue of how the two countries can benefit from each other even when there are times of tension or disagreement over policy. A well informed public is one of those features of a robust civil society that can actively engage its government and the policy choices it makes providing differing perspectives on critical issues while also serving as a check on the state and its actions. One of my goals from participating in an intensive study about U. S.-Chinese relations would be to become a community asset to the local school systems to inform and promote an interest in studying China. This is why I would arrange opportunities to make a presentation about U. S.-Chinese relations to our partner high schools to not only inform the general public, but also to encourage future college entrants of the possibility to study abroad in China through our available programs as just one attempt to enhance the public’s understanding of the growing relationship between the two nations.” Dr. Bardsley, who teaches on UNG’s Oconee campus, attended the institute in hopes of participating in the UNG exchange program with Liaocheng University in China.

Newsletter editor Maria J. Albo interviewed Dr. Bardsley.

What inspired you to apply for this program?

I have always been interested in constitutional development and this was an opportunity to examine the impact of western expansion on early American constitutional development. This was similar to my dissertation that examined the incorporation of Ireland, Scotland, and Wales into what became the United Kingdom. The impact had a significant effect on its constitutional structure and we are now witnessing some delayed reactions to it in the past 20 years.

Describe the application process.  How long did it take you to gather the necessary materials?

The application process required administrative aspects, which were straightforward and consumed minimal time. However, the essay portion, a thought piece on what impact the program would have on the applicant’s research and teaching, required considerable self-reflection. In fact, it required the applicant to examine where he saw himself going intellectually over the next few years.

Tell us about the program.  (i.e., What was your typical day like?  What books were included on your reading list?  Who were the main speakers?)

The usual day required about 100-200 pages of reading nightly in preparation for the following day’s presenters and discussions with a class of 25 other scholars and teachers. A great deal of peer pressure was a real motivator. Also, the program leaders sent four books a month out that were required to be read before arrival at the seminar. This was essential to complete because a participant would actually have a one on one with the author, which promoted discussion about the work itself and the issues of research general. Finally, a participant roomed with two to three other faculty members and the out-of-class discussions of the material were intellectually stimulating because participants had not only perspectives from faculty members of different disciplines, but also different educational and life experiences. This leads to making new friends that remain long after the end of the seminar.

What part of your experience will you/have you incorporated into the classroom?

We reviewed how the Articles of Confederation had numerous weaknesses, but one we ignore or intentionally forget was the necessity to deal with the Native American tribes. We had no clear foreign-policy perspective because it was accomplished on a state-by-state basis, which usually resulted in conflict of interests. This is where some of the so-called “border conflicts” between states arose because of a lack of a coherent policy dealing with Native American affairs.

Do you have any suggestions for other faculty members in the department who may be interested in applying for this program?

The NEH offers institutes on 10-15 topics each summer covering a variety of topics strictly for university faculty members. For political scientists, the best options are usually history or philosophy programs that have a direct relation to issues in political science. One just has to look and determine whether a program satisfies her intellectual interests.

For more information visit the NEH website:

https://www.neh.gov/divisions/education/summer-programs.