Professor Coly joined the Institute after completing his Doctorate at the University of Colorado-Boulder where he also taught. He gave lectures for the Center for Teaching International Relations (CTIR) at the University of Denver. Prior to his postgraduate work, Professor Coly taught French to foreign service officers for their language exam. He also trained Peace Corps volunteers in French, Wolof and Jola. His professional experience also includes teaching French and African History to Youth at Risk at Washington Ethical High School.
His work has appeared in a Senegalese newspaper Le Cafard Libéré and in Contes et Mythes du Sénégal, a compilation of short stories. He is an active member of American Association of Teachers of French (AATF), African Literatures Association (ALA), NAACP Monterey Peninsula Branch (National Association for the Advancement of Colored People), and the Modern Language Association (MLA).
African politics and cultures, Africa in the arena of globalization, contemporary France, Francophone literature, twentieth century French literature, postmodernism and postcolonial theory
PhD, University of Colorado-Boulder; MA, American University-Washington, DC; Maîtrise en Lettres Modernes, Université Cheikh Anta Diop de Dakar, Senegal
Political Analyst for Voice of America
Courses offered in the past four years.
▲ indicates offered in the current term
▹ indicates offered in the upcoming term[s]
FRLA 8310 - Social Issues Contemp France I ▹
This course aims at informing students about contemporary France. It will also aim at improving students’ oral and written competencies in French. This course is linguistically accessible. Readings are mostly from the chapters of the sole required book. The readings are approximately 15 pages a week, divided in segments of two. The course will be looking at the following issues:
1. Social life: family and sexuality, work and leisure, social welfare.
2. Cultural life: religions, immigration and education.
3. Information and technology: media, technology and trade.
Besides the readings from the book: Edmiston & Duménil, La France Contemporaine, 4th edition. (Heinle Cengage Learning, 2009), students will watch the news from TV5 or France24 and search the internet for supplementary information. Furthermore, a student will be chosen each day to summarize a one-page article from the editorial page of Le Monde; an exercise that will allow students to be up-to date with French life. www.lemonde.fr
Students will practice the lexicon and structures that are related to their professional goals through class discussions and readings.
There will be a grammar component on structures that may be problematic to most of the students.
This class will focus mostly on improving speaking, reading and listening skills. The writing component of language acquisition will weigh less than other skills.
The level of French proficiency recommended is Intermediate Low to Intermediate Mid on the ACTFL language proficiency scale. http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english
Fall 2014 - MIIS, Fall 2015 - MIIS
FRLA 8320 - Soc Issues in Contmp France II
The objective of this course is to inform students about issues in contemporary France, and also to improve their skills in oral and written communication. The course will deal with the following issues:
1. France and Europe: the geography of France, Paris and the urban life, the regions and provinces, languages spoken in France, the European union.
2. The political life: the French Republic, the State, the political parties and elections.
In addition to the readings from the book La France Contemporaine 4th edition by Edmiston and Dumémil (Heinle Cengage Learning, 2009), students will watch news from the French TV stations France 2 or TV5and will do research using the internet, newspapers, and periodicals available at the MIIS library.
Students will practice using the lexicon and structures relevant to their professional objectives. They will have short oral presentations and writing assignments in which they will review the lexicon and grammatical structures encountered in the readings. The course will also include the review of grammar points that pose difficulties for non-native speakers.
Working in groups of 2, students will prepare an oral presentation on a contemporary topic not covered in class.
The level of French required for this course is about the equivalent of four semesters of college French. Students should be able to communicate their ideas clearly both orally and in writing.
Spring 2014 - MIIS, Spring 2015 - MIIS
FRLA 8325 - PublicHealthInSubSaharanAfrica
This course is linguistically the most challenging among the 300 level courses. A strong knowledge of technical vocabulary related to health issues is required.
In this course, we will explore some of the most pressing health issues in sub-Saharan Africa. Our focus will be on the following areas:
- The work of African governments and NGOs in the area of public health.
- Infectious diseases (AIDS not included)
- HIV – AIDS
- Access to drinking water and decontamination
- Immigration and public health
- Public health in times of conflict
The professor will introduce each module, then each student will pick a topic within the module and present a case study at the end of which, they will suggest a solution that may lead to solving the problem.
This class will target all four skills: speaking, listening, reading and writing
The level of French proficiency recommended is Intermediate High to Advanced Low on the ACTFL language proficiency scale.
Fall 2014 - MIIS
FRLA 8335 - Topics in French
Fall 2013 - MIIS, Spring 2015 - MIIS
FRLA 8342 - ChallengesInPeaceBuildng-Congo ▹
This course aims to highlight the complexity and challenges of peace building in Burundi, a country that has been plagued by rooted conflicts. Students will learn to identify and understand the characteristics of this divided society and the nature of conflict amongst its ethnic groups. Students will learn the theories and framework that underlie the many peace building approaches and strategies and how they may (are?) be applied to Burundi. This will enhance their ability to match or evaluate the peace building strategies to the root causes of conflicts.
This course will also take a close look at the challenges faced by peacemakers engaged in peace building. The course will examine the possible tensions between actors engaged in peace building and the fighters on the ground.
Fall 2015 - MIIS
FRLA 8343 - ChallengesInPeaceBldng-Senegal
Spring 2014 - MIIS
FRLA 8383 - Reclaim Cultr/Pwr:Franc Africa
Explores the cultural and political influence of former colonizers - and - on Africa. The struggle to gain independence through the deconstruction of the myth of European superiority. Post-independence: rejection / adaptation of European political systems and cultures.
Fall 2013 - MIIS
FRLA 8418 - China&AfricaDevl/HumanSecurity
Spring 2015 - MIIS
FRLA 8483 - Security/Democracy in Africa
Spring 2014 - MIIS
FRLA 8485 - Africa & Millennium Dev Goals
This class addresses the challenges African States face in their quest to meet the Millennium Development Goals by
In the wake of the Cold War, many global social problems have emerged that have engaged the international community. One of these problem is the growing level of insecurity and armed violence that is preventing and interfering with desperately needed economic, social and political development, especially in fragile states emerging from conflict.
This courses explores the following (among others)
Human security: lack of freedom, injustice, forced (im)migrations
Disarmament, demobilization and reinsertion of ex-combatants
This course targets all four language proficiency skills: speaking, reading, listening and writing.
The level of French proficiency recommended is Advanced Mid to Advanced High
Fall 2014 - MIIS
FRLA 8497 - Human Security ▹
This course is a part of the Monterey Model course and will introduce the concept of human security, its development and real-world applications, and implications for international policy through illustrative case examples.
The concept of "human security" was first introduced in the 1994 Human Development Report by the United Nations Development Program. It has since attracted growing attention in the academic and policy communities around the world. The concept has also become part of official policy, particularly in Japan and Canada. In contrast to the traditional concept of "national security" with its focus on the security of the state against military threats, "human security" emphasizes the protection of individual citizens’ security not only from war and other forms of physical violence but also from threats of a political, economic, social, cultural, and environmental nature. At the most fundamental level, “human security” has two components, human development and human dignity/human rights.
Fall 2013 - MIIS, Fall 2015 - MIIS