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Objective. The ways in which women terrorists are represented by the media and studied by law enforcement and academic institutes is the subject of this essay. Method. The author reviews academic studies, government and nonprofit agency studies, and media characterizations. Results. This review illustrates a disconnect between women’s roles and the way their actions are represented by the media and studied by academics and law enforcement agencies.

This article examines how external third parties, particularly international organizations, can facilitate the development of security community and international integration within post-conflict societies. Focusing on seven countries in the Western Balkan region, this study offers unique insight into how and why feelings of trust and a sense of community can be encouraged by external actors – the EU and NATO in this case – and how and if trust and community can filter down to the most local levels within post-conflict societies. Ultimately, we argue that both the EU and NATO have, primarily through membership requirements to engage in regional interaction and cooperation, significantly contributed to the development of security community among Western Balkan neighbors at the elite level. However, we also find that feelings of trust and belongingness are still very much lacking among the general population of the Western Balkan region. Such insights will further efforts to enhance conflict resolution and post-conflict reconstruction in the Western Balkans and elsewhere.

My dissertation tackles an important question of democratic transition by addressing the apparent lack of political participation, specifically low intensity participation (LIP), of women across much of post-communist Europe. Based on available statistics, it is only in what once was East Germany, and to a lesser extent the Czech Republic, that a low LIP trend is not starkly visible. The regional pattern is contrary to past experiences of women in transition, particularly in Latin America, where women in authoritarian systems pushed for inclusion when democratic space opened. While some research has addressed the issue of high intensity participation (women in elected positions), many of the variables thought to be important (e.g. removal of quotas, electoral structure and party ideology), do not adequately address low LIP among the region's women. Based on 13 months of fieldwork in Poland, eastern Germany, the Czech Republic and Romania I propose that the communist legacy, the lack of an institutionalized women's movement prior to 1989 and gendered job displacement after are related explanations for low female LIP in Eastern and Central Europe during the initial transition period. The absence or limited intensity of one of these variables effects and mediates rates of female LIP, as is the case in eastern Germany (existence of a women's movement) and the Czech Republic (less dramatic gendered job displacement). Additionally, I argue that despite the many changes in women's lives since 1989, particularly related to the eastward expansion of the European Union and the growth of the NGO sector, these three factors remain important for explaining the persistence of low female LIP in much of the region today.

Using data from across six institutions, the authors found that (a) global learning is a cumulative process wherein students who engage in one type of activity will then be more likely to engage in additional learning opportunities indicating global learning integration, and (b) institutional process and structures impact student choice patterns. The research on the intersection of institutional structures and student choice has focused on the institutional and financial challenges of integrating global learning across the college or university, broadly. Although Salisbury and colleagues analysis looked at the influence of demographic characteristics (gender, socioeconomic status, ethnicity, etc.) on learners choice of study abroad, it did not incorporate curricular, cocurricular, and extracurricular global and intercultural experiences, nor did the study examine student attitudes, knowledge, and skills. As collaborators from six universities, the authors designed the study and collected data from multiple sources between 2014 and 2017.

The ninth annual APSA Teaching and Learning Conference was held in Washington, DC, February 17-19, 2012. This year's theme was \"Teaching Political Science: Relevance in a Changing World.\" [PUBLICATION ABSTRACT]

This chapter expands the author's understanding of reasons involved in students' decision to forego an important college or university experience. It seeks to unpack why and how the four specific social and demographic factors influence participants' choices to not study abroad or to terminate a sojourn early. Although financial and curricular barriers might be the strongest deterrents, this chapter focuses on nonmonetary factors, dealing with student nonacademic identities. Although financial and degree-completion concerns lead reasons students give for not choosing study away, less is known about categories of students who are unable to have the experience. This multi-institutional research finds that students who are student-athletes or deal with mental and physical health concerns express a reluctance to study abroad in particular, as do nontraditional students who are parents and/or veterans.