Professor; Program Coordinator, French Language Studies
Prof. Michel Gueldry's background is in political science and international relations. He has taught at the University of Memphis, Rhodes College (Memphis, TN), Middlebury College (VT), Mills College (CA), University of Oregon, Bryn Mawr College (Avignon, France), the Institut d'Etudes Politiques of Grenoble, the Institut des Hautes Etudes Européennes et Internationales in Nice (France), Leipzig University, and the Wuppertal Institute.
Courses offered in the past four years.
- Current term ●
- Upcoming term(s) ○
Climate Change: Security, Ethics & Justice, Solutions
This Monterey Model class studies 3 broad topics: 1) climate change and local/national/global security (weeks 1-5), 2) CC ethics and justice (weeks 6-10), 3) adaptation, mitigations and solutions for CC (weeks 11-15).
A Monterey Model class associates several languages sections (English, French, Spanish) and TI students from the TI Practicum. During regular weeks, language students study climate change (CC) through the same topics (security ethics, solutions) in their respective target languages, at the same time in separate classrooms with their own professors. During the plenaries (in Irvine auditorium), (selected) students from the 3 language sections present and discuss their topics in their respective target languages (English, French, Spanish), while TI students under faculty supervision provide simultaneous interpretation (for students’ presentations and QA period).
During the plenaries, (selected) language students also act as MCs : They introduce and manage student speakers, coordinate with speakers and TI chief interpreters, trouble-shoot, keep time, etc. Professor Gueldry will compile the schedule for the plenaries based on all classes input through their respective professors. But during the plenaries in Irvine, selected students MCs from the three language sections are responsible for all activities and general flow.
In terms of linguistic proficiency skills, EAPP students should be at the Advanced Mid-to High level (ACTFL proficiency), FRLA and SPAN students Advanced Mid- to preferably High level.
Spring 2018 - MIIS
Sustainability often sounds mysterious, complex, political, and/or utopian; and many professionals don’t understand what it means for their field, their mission, their objectives and their day-to-day operations. This benign neglect stems from a lack of understanding of and literacy in sustainability, which in fact has much offer to all professionals. Think of sustainability as your professional best practices (in terms of operations) and your professional goals (in terms of the kind of social change, and social improvement that you’re trying to achieve). That’s what this class is about.
We will devote about 5-6 weeks studying environmental and social sustainability, and putting it in the context of other forms of sustainability (cultural, organizational, and political, mostly). We will spend about 3 weeks on decision-making for positive change, and especially the rapport between culture and sustainability, the psychology of sustainability, the values, norms, and incentives that explain why individual, organizations, and countries chose positive change (rather than status quo or injustice). In the last 5 weeks or so of the class, we will study what sustainability and best practices mean for your profession, for your specialization. You will by necessity inspire, and at least partly lead or co-lead with me, this last module of the class.
Fall 2017 - MIIS
It will be hard, and not satisfying, for you to be a productive and happy professional if you neglect your whole-person development. And you won’t be as efficient if you’re unsure of who you are and how to grow (mostly) happily over time and through life’s circumstances… This is why this class allows you to develop your emotional intelligence, your self-management, your social skills and communication skills; and to apply them to social and professional situations. Our class borrows from neuropsychology, cognitive sciences, cognitive psychology, archetypal and transcendental psychology, neurolinguistics, cognitive linguistics, social psychology, positive psychology and intercultural competence (ICC) studies. We spend about 5-6 weeks on “self-as-other,” on self-observation, self-knowledge and self-development, and another 5 weeks on key ICC theories and concepts or tools, tips, and frameworks to help you understand yourself and others. Then we study Americans as “the Other” and look deeply into the culture, psychology and emotional dynamics of the 11 American nations (yes, eleven: E Pluribus Unum, indeed!); and what this means for you as an individual, a professional, and a citizen—or a foreigner residing in this country, or as a hyphenated American, etc.
Our class mixes skids and activities that engage your whole identity (cognitive, affective, behavioral-attitudinal, archetypal, and physical), reading and discussions of texts and theories, reflections and self-observation outside the classroom, and internalizing tricks and tips to develop your emotional intelligence and your social intelligence. Expect to learn (cognitively) a lot in terms of theories and ICC, but expect also to be intrigued and internally transformed—this is what happens when you connect your “self,” your “persona,” with deep psychology and meta-truths. Also expect to be surprised and disconcerted at least occasionally.
Fall 2017 - MIIS
During weeks 1-2, this class examines the concepts of conflict, violence, and security as they apply to our age. During weeks 3-10, we study the role of unequal distribution of and access to water, land (international land acquisitions), agriculture and food in fostering insecurity and conflict. Students choose the topics / types of resources and conflicts that they want to cover during weeks 11-15. In addition to linguistic development and knowledge of topic, we also seek to develop key professional skills such as technical reading, social presentation of self, public speaking, debating skills and group management. This is an excellent introductory or bridge class at an intermediate level for 1st semester students who wish to progressively hone their language and analytical skills.
Emphasis is on aural, oral and reading proficiency development, and to a lesser extent, writing skills in French. The level of French proficiency recommended is Advanced Low to Advanced Mid on the ACFTL language proficiency scale. Students at the Intermediate High level may be accepted (after interview with me) if they are very motivated and have a strong work discipline. http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english
Fall 2016 - MIIS
Energy, Climate Change and Security
This class is structured in 4 complementary modules. First we study how the international scientific consensus on climate change (CC) is developed. We look closely at the IPCC role, organization, workings, and findings; and also consider other authoritative sources and scientific bodies that complement the IPCC’s findings. Then we study what natural sciences (climatology, cryosphere studies, limnology, scientific ecology and Earth sciences, etc.) say about the mechanisms and scale of climate change. Then we consider the multiple, inter-acting implications of climate change for various forms of security: national, human, environmental, and ecological. And finally we move more into the applied social sciences: we study the obstacles to CC communication and action, and propose various strategies to communicate, mobilize and act, including a new energy policy.
1. Sustained level of source reading and weekly preparations and commentary (with one lighter week every 4-5 weeks)
2. One 4-5 page essay on a topic of your choice (3 drafts with abundant feedback, only the last one is graded)
3. One professional presentation (with pre-presentation “dos and donts” analysis and post-presentation individual feedback on performance)
4. Two exams on vocabulary and concepts (which we carefully prepare in class ahead of time)
5. Two “open sessions” where students choose topics, activities, format and their role (with professor as silent partner and collective debrief afterward)
Recommended language proficiency: minimum Advanced Mid, preferably Advanced High, level on the ACTF proficiency scale
Fall 2016 - MIIS
Areas of Interest
My current teaching and research focuses on:
- connections between natural resources, conflicts and security
- economic theories and business models for sustainable development
- intercultural competence, from utilitarian / managerial approaches to critical theories to integrative / holistic practices
- integration of environmental ethics, conservation psychology, intercultural studies and spirituality for social change and especially for sustainability
I am now editing a new book on “new forms of insecurity in a globalized world,” such as climate change, ecosystems resource issues, human gender and community challenges, technological challenges, and sub- and trans-national radical groups.
- PhD in Political Science, University of Toulouse, France, 1991
- MA in Political Science, University of Toulouse, France
- MA in History, University of Chambéry, France
Professor Gueldry has been teaching at the Institute since 1994.
- France and European Integration: Toward a Transnational Polity? (Westport, Praeger, 2001)
- Les Etats-Unis et l'Europe face à la guerre d'Irak (Paris, L'Harmattan, 2005)
- Incorporating Professional Terminologies into the World's Languages: The Linguistic Engine of a Global Culture (The Mellen Press, 2010)
- How Globalizing Professions Deal with National Languages: Studies in Cultural Conflicts and Cooperation (The Mellen Press, 2010)
- L'Union européenne et les Etats-Unis: processus, politiques et projets (2011)
- Promoting Sustainability through the Life Cycle Analysis (Québec : Vertigo, 2012)
- Climate Change, Water-Ag. Issues and Instability in the MENA Region (Politique Etrangère, Fall 2013)
- The Difficult Dialogue Between Neoclassical Economics and Ecological Economics (France : La Vie des Idées, Winter 2013)
- “The Double Discipline of Neo-classical Economics” (Real-World Economics Review, 2015)
- “Culture/s and Sustainability” (The International Journal of Sustainability, 2016)
- “China’s Global Acquisition of Energy” (Chinese Journal of Political Science, 2016)