Barbara Partee | Professor of Linguistics UMass, Amherst

I loved teaching in the NYI in 2003 and 2005, and sitting in on other faculty's great courses. Loved the varied evening programs, including fascinating films and really interesting people giving riveting talks. Loved the mixture of students and young researchers from different backgrounds and their stimulating questions and discussions. Loved the camaraderie among students and faculty. Loved St Petersburg in the summer. And the organizers and their helpers make it all work beautifully!

Rajesh Bhatt | Professor of Linguistics and Department Head UMass, Amherst

The NYI was an intellectually stimulating experience. I learned a lot from my students as well as from the other classes. The research interests of a significant subset of the faculty overlapped in such a way that the students got a true "stereo" experience. But the most exciting thing for me were the students: rarely have I taught students who were so eager. Their enthusiasm allowed my introductory syntax class to be simultaneously about foundational and cutting-edge issues in syntactic theory.

Robyn Stein deLuca | Dept. of Cultural Analysis and Theory, Stony Brook University

NYI was a fantastic experience because of the great camaraderie among students and faculty.

E. K. Tan | Assistant Professor of Film Studies Stony Brook University

NYI-St. Petersburg offered me the opportunity to share my knowledge with and learn from students from diverse backgrounds. This short three-week program was a wonderful experience where I was immersed in a cultural tradition that was wonderfully rich and mesmerizing..

Janet Dean Fodor, Distinguished Professor of Linguistics | CUNY Graduate Center

I found the experience of teaching at the NYI Institute enormously rewarding. I have encouraged my colleagues to consider participating in the future. And I would strongly recommend a summer, or more than one, at the Institute for any graduate student or beginning faculty member who is eager to engage in research on language and cognition and who swishes to gain an international perspective on recent trends in cognitive research methods and finding.

Leonard H. Babby, Professor of Slavic Linguistics | Princeton University

The NYI program is, from my point of view, a work of art.

Christopher Potts, Professor of Linguistics | Stanford University

My teaching experiences at the 2004 and 2005 New York Institute were among the most satisfying of my career so far. The institute's organizers worked hard to establish a serious yet welcoming atmosphere, and my students were knowledgeable and highly engaged. Their comments were fresh and enlightening, as were the faculty lectures and symposia. I came home intellectually enriched. The NYI achieved an impressively high level of substantive cross-cultural and multidisciplinary communication. I feel fortunate to have taken part in it.

Patrice Brodeur, Canada Research Professor on Islam, Pluralism and Globalization | University of Montreal

In my opinion, the most important aspect of this program is the cross-cultural encounter that fosters multiple dimensions at once, thus leading to a truly transformative learning experience for all those involved, students, faculty and staff alike.

Darcie Vandegrift | Associate Professor of Sociology, Drake University

I believe the strength of the program was the opportunity for students and faculty to experientially learn about many things: the structure and content of U.S. university courses, the impact of social location on knowledge construction, and the heterogeneity of groups often lumped into homogenous categories (e.g., “Russians,” “Americans,” “academics.”) I was in the minority in terms of academic discipline (the only sociologist/anthropologist), but I felt that the students gained insight into qualitative research methodology and U.S. perspectives on globalization. We discussed in depth issues of identity in the 21st century, negotiating gender, family, and work in a post-fordist era, competing conceptualizations of globalization. The students developed an open-ended interview which most then completed with a respondent outside of the course. The methodological discussions were, for me, as rewarding as the conversations about globalization. In short, I found the Institute a delight and appreciate the organizers’ efforts in bringing me to participate.

T. Gregory Garvey | Associate Professor of History, SUNY, Brockport

The NY-St. Petersburg Institute integrates a diversity of disciplines into a single, cohesive learning environment that offers both sustained study of topics that are unusual in the Russian academy, and the opportunity for students to explore parallel fields. I have taught on the Cultural Studies side of the curriculum—courses in American traditions of social reform and environmentalism and have found the experience invaluable. One important characteristic of the learning environment that this Institute creates is that it occurs in an intimate setting. Although it enrolls a significant number of students—I think over 100—there is constant mingling and discussion in a courtyard that allows for threads of thought and discussion to be developed over several weeks. The organizers capitalize on this plenary environment by scheduling a series of special lectures that brings the whole Institute together with the goal of integrating the various threads developed in individual seminars. This combination of intellectual standards in the construction of curricula and the intensiveness of the environment makes this institute ideal for fostering cross-boundary teaching methods for junior faculty from Russian universities.