Faculty Advisory Board

The Faculty Advisory Board members include key colleagues from the Provost’s Global Study Abroad (PittMAP) initiative; the School of Arts and Sciences (including Sociology and the World History Center); and professional schools including Business, Education, Law, Public Health and Public and International Affairs. The Board’s membership will rotate to new faculty every other year and in the future will include members from the Schools of Nursing and Social Work.

Faculty contributions ensure that the GSC continues to have an innovative impact on the University community by strengthening its internal programs, and encouraging the exchange of ideas and research through a support network of scholars. The Board provides valuable guidance and perspective as we advance toward our goals at the local, regional, national and international levels. Members are encouraged to promote our programs and those of partner departments, foster student involvement and share the vision of an internationally respected resource center with its doors open to all. Through our curricular initiatives, lectures and events, outreach efforts, and faculty funding opportunities, we work to serve our faculty partners and to develop a network that brings together academic perspectives within and amongst our affiliated schools and departments.


Faculty Advisory Board Member Biographies


David Bartholomae – English
David Bartholomae is a Professor and holder of the Charles Crow Chair in the Department of English. He received his PhD in English from Rutgers University. Professor Bartholomae’s research and publications reflect his primary research interests, which are in composition, literacy and pedagogy. His work also engages scholarship in Rhetoric, American Literature and American Studies.

Professor Bartholomae’s most recent book is a collection of essays, Writing on the Margins: Essays on Composition and Teaching (2005). An early book (with Anthony Petrosky), Facts, Artifacts, Counterfacts: Reading and Writing in Theory and Practice (1986) is still in print and remains a part of the professional conversation on basic writing. With Jean Ferguson Carr, he is the editor of the prize-winning University of Pittsburgh Press Series Composition, Literacy and Culture. With Anthony Petrosky, he is the editor of The Teaching of Writing: The Eighty Fifth Yearbook of the National Society for the Study of Education (1986) and the author of a series of influential textbooks that include Ways of Reading: An Anthology for Writers (7th edition, 2005), Resources for Teaching (with each edition of WOR), Ways of Reading: Words and Images (2003), and Reading the Lives of Others: History and Ethnography (1994). Professor Bartholomae has published a long list of chapters and articles. Those most often   taught and reprinted are: “What is Composition? And If You Know What That Is, Why Do We Teach It?”; “Inventing the University”; “Writing with Teachers” (an exchange with Peter Elbow); “The Tidy House: Basic   Writing in the American University”; “Freshman English, Composition, and CCCC”; and “The Study of Error.”

Ruth Mostern - History
Ruth Mostern joins us as Associate Professor of World History, on leave in AY 2016-17. Mostern is a specialist in spatial and environmental history focusing on imperial China and the world. An interdisciplinary scholar with research interests bridging the humanities, social sciences, information science and environmental science, she has authored one book and edited another and has completed two major digital publications and eighteen articles. She has raised approximately $1.8 million in extramural funding and currently holds grants from both the National Endowment for the Humanities and the National Science Foundation.

Mostern's current research reconstructs the environmental history of the Yellow River as a human and natural system. She is studying the entire river basin (which stretches from the Tibetan plateau to the Pacific Ocean) during a timeframe of approximately 5,000 years in order to assess when, and to what degree, human activity in the upper and middle reaches of the river increased the risk of flooding on the densely populated lower course of the river. She is creating a digital atlas that includes a GIS (a digital mapping system) and database of the dates and locations of disasters and civil engineering works in the river basin. This data-rich atlas will support interdisciplinary advances in the understanding of large-scale human-environmental impact.

Meanwhile, Mostern is also a leading collaborative initiative to create a world-historical “gazetteer” that can facilitate the geocoding of linked open data for large-scale and long-term historical analysis.

Jacqueline Smith - Sociology
Jackie Smith is a Professor and Director of Graduate Studies in the Department of Sociology. She is also the editor of the Journal of World- Systems Research. She received her PhD in Government and International Studies from the University of Notre Dame. Professor Smith studies the connections between globalization and political mobilization and is particularly interested in how social movements are shaped by global economic structures and institutions, as well as how they affect global norms and political processes. Her current research focuses on the World Social Forum process and the larger global justice movement, and in particular how movements build coalitions across a variety of differences such as class, race, gender and national identity. She also explores how groups make connections between local and global level politics, and is involved in local and national groups working on a variety of social justice issues.

Professor Smith’s courses include transnational social movements, global society, and the United Nations.

Professor Smith’s most recent book publications include: co-authored with Dawn Wiest, Social Movements in the World-System: the Politics of Crisis and Transformation, Rose Series in Sociology (2012); Social Movements for Global Democracy (2008); co-edited with Ernesto Verdeja, Globalization, Social Movements, and Peacebuilding (forthcoming 2013); and co-edited with Byrd, Scott, Ellen Reese, and Elizabeth Smythe, Handbook of World Social Forum Activism (2011).



Najeeb Shafiq – Administrative and Policy Studies
M. Najeeb Shafiq is an Associate Professor of Economics and Education in the School of Education’s Department of Administrative and  Policy Studies and the School of Arts and Sciences’ Department of Economics.  He received his PhD in Economics and Education from Columbia University. Professor Shafiq is an economist who uses large data sets and advanced quantitative methods to explore education topics in developing countries and the U.S. His research interests include the social benefits of education, educational gender gaps, child labor and school choice. Professor Shafiq previously held appointments at the World Bank, Washington and Lee University, and Indiana University at Bloomington.

Professor Shafiq teaches graduate courses on the economics of education, social theories, comparative education and quantitative methods. His recent research papers focus on the social benefits of education (using public opinion data), household schooling and child labor decisions, and education reform (particularly educational privatization and accountability-based reform). Professor Shafiq’s publications include “Six questions about the World Bank’s 2020 Education Sector Strategy.” In Alexander Wiseman and Christopher Collins, eds, The World Bank’s Education Policy Development and Revision, International Perspectives on Education and Society Series 15 (2012): pp. 33-41; “Do School Incentives and Accountability Measures Raise Skills in the Middle East and North Africa? The Cases of Jordan and Tunisia.” Review of Middle East Economics and Finance 7 (2) (2011); and “What Criteria Should Policymakers Use for Assisting Households with Educational Expenditure? The Case of Urban Bangladesh.” South Asia Economic Journal 12 (1) (2011): pp. 25-37.



Jessica Griffin Burke – Behavioral and Community Health Sciences
Jessica Griffin Burke is an Associate Dean for Education in the Graduate School for Public Health's Office of the Dean, and an Associate Professor in the Department of Behavioral and Community Health Sciences.  She received her PhD in Social and Behavioral Sciences (2003) and her MHS in International Health (1998) from the Johns Hopkins Bloomberg School of Public Health.  She is a social scientist who focuses on the context of health disparities. Much of her work is concentrated on HIV, intimate partner violence, adolescent health, and infant health outcomes. Dr. Burke's area of expertise is the utilization of innovative quantitative social epidemiologic and qualitative ethnographic methodologies in the exploration of multiple levels of determinants affecting issues of health. She pioneered the use of the mixed method approach of concept mapping as a participatory public health research tool. Dr. Burke is director of the Community Based Participatory Research and Practice certificate program which is designed to provide a comprehensive set of courses that prepare graduate students for a career in community-based participatory research and practice.  Dr. Burke’s graduate-level courses adopt an ecological approach in the exploration of health determinants and stress the importance of partnering with communities in needs assessment and intervention development processes.  Her publications include: co-authored with McDonnell, K.A., A.C. Gielen, and P. O’Campo, “Women's perceptions of their community's social norms towards assisting women who have experienced intimate partner violence.” Journal of Urban Health 88(2) (2011): pp. 240-53; co-authored with O’Campo P., C. Salmon, and R. Walker, “Pathways connecting neighborhood influences and mental well-being: Socioeconomic position and gender differences.” Social Science and Medicine 68(7) (2009): pp. 1294-304. Epub 2009 Feb 13; and co-authored with Gielen, A.C., R.M. Ghandour, R. Mahoney, K.A. McDonell, and P. O’Campo. “HIV/AIDS and Intimate Partner Violence: Intersection Women’s Health Issues in the United States.” Trauma, Violence and Abuse 8(2) (2007): pp. 178-98. Review.



Jennifer Murtazashvili
Jennifer Brick Murtazashvili is an Assistant Professor in the Graduate School of Public and International Affairs. She received her PhD in Political Science from the University of Wisconsin – Madison. Her research and teaching interests include formal and informal political institutions; the political economy of development, decentralization and local governance; post-conflict reconstruction; field methods; Central and South Asian politics and former Soviet politics. Professor Murtazashvili is writing a book on the role of customary and village governance in the state-building process in Afghanistan for which she conducted interviews and focus groups in more than 30 Afghan villages across six provinces over the span of two years. In the policy world, she has managed U.S. government democracy assistance for the United States Agency for International Development in Uzbekistan and drafted legislative materials for the new Afghan Parliament as a consultant for the United Nations Development Program in Kabul. Professor Murtazashvili has lived for more than seven years in various parts of Central Eurasia, primarily in Uzbekistan and Afghanistan. She was a Research Fellow at the Institute for Legal Studies at the University of Wisconsin - Madison Law School and served as a US Peace Corps Volunteer in Uzbekistan.

Professor Murtazashvili’s recent publications include: “Coloured by Revolution: The Political Economy of Autocratic Stability in Uzbekistan.” Democratization 19 (1) (2012): pp. 78–97; “Rangeland Administration in (Post) Conflict Conditions: the Case of Afghanistan.” In Innovations in Land Rights Recognition, Administration, and Governance, Klaus Deininger, et al, eds (2010): pp. 225-241; co-author and contributor with Stanfield, J. David, Muhammad Yasin Safar, and Akram Salam, Tribalism, Governance, and Development. United States Agency for International Development (2010); and “Community Governance and State Building in Rural Afghanistan.” Central Eurasian Studies Review 7 (2) (2009): pp. 12-16.



Ronald Brand
Ronald A. Brand is the Chancellor Mark A. Nordenberg Professor of Law and Director of the Center for International Legal Education at the University of Pittsburgh School of Law.  His teaching focuses on international business transactions, private international law, and dispute resolution. He has published widely in the areas in which he teaches. Professor Brand was a member of the U.S. Delegation to the Special Commissions and Diplomatic Conference of The Hague Conference on Private International Law that concluded the 2005 Convention on Choice of Court Agreements. He has taught and lectured in many countries, and in 2011 lectured on private international law at the Hague Academy of International Law. He has served as an expert adviser in the UNCITRAL negotiations on online dispute resolution, and carries out U.S. Department of Commerce programs designed to enhance the curriculum in the areas   of international commercial law and arbitration for law schools in the Middle East. Professor Brand is a past-Chairperson of the Interest Group on International Economic Law of the American Society of International Law, a member of the Executive Committee of the American Branch of   the International Law Association, a former Fulbright Scholar in Belgium, a former Fellow of the Institute of Advanced Studies at the University of Bologna, and a recipient of the ABA Section on International Law’s Leonard A. Theberge Award in Private International Law. He received his B.A. from the University of Nebraska, and his J.D. from Cornell Law School.