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for inserting global affairs. Study of comparative politics and international relations in the
discipline of Political Science increasingly overlaps in complementary fashion, so that advances on
one dimension will likely promote teaching of the other as well.
(2) MUN clubs. As Co-Advisor to the Clemson University MUN, I have undertaken a parallel
track to reinforce MUN in secondary schools. I have encouraged the Clemson University MUN
club to organize an annual high school MUN conference on our university campus. The first
Clemson University high school MUN (CUMUN) was held on campus in February 2005 and plans
are underway for the second such annual conference in 2006. An innovative aspect of CUMUN is
that university students from MUN provide infrastructure and advising support for high school
students participating in CUMUN. My online course materials and assignments likewise include
emphasis on how to create a MUN club and eventually a counterpart MUN course for high
schools.
(3) Curricular reform and innovation. In the online course, I have elaborated some
international relations modules myself and have required the students to prepare additional
modules. My modules should be able to fit into a number of secondary school classes, while the
modules prepared by the students are to be tailored to fit specific classes they will teach or plan to
teach. The modules by definition are brief in order to fit into an already tight secondary school
curriculum, yet they are also meant to be innovative in confronting young adults with
contemporary world problems. The enclosed class materials further describe international
relations modules and class requirements for developing them (Appendices 1 and 2).
High school courses in civics and world history are priority targets for including modules in
international relations because of their complementary orientation. Foreign language classes
would likewise benefit from appropriate use of international relations modules. I have long been
Convention