# ALAMO COMMUNITY COLLEGE DISTRICT

## OFFICE OF INTERNATIONAL PROGRAMS

### 201 W. Sheridan San Antonio, Texas 78204-1429 210-208-8119 Fax 210-208-8138

Abstract Title VI-A

INTERNATIONALIZING THE CURRICULUM

AND IMPROVING FOREIGN LANGUAGE

Applicant Description: ACCD is comprised of 4 colleges in San Antonio,
Texas, with a student population of 39,000. Like the city's population,
ACCD students are 52 percent Hispanic 8 percent African American and 37
percent Anglo-American. San Antonio is a first stop on the NAFTA route,
120 miles from the Mexican border, with trade comprising more than 23
percent of its economy.

Project Objectives:

1.  Develop the institutional support and infrastructure that will
    prepare ACCD faculty and staff and students to incorporate global
    perspectives into the courses they teach the services they provide,
    and the careers they choose.

2.  Increase the number of internationally-oriented courses offered to
    students at the colleges of the Alamo Community College District

3.  Provide students at ACCD colleges with an "International Studies"
    concentration that, when appropriate courses are taken, will be
    identified on student transcripts and diplomas as an enhanced
    program of study.

4.  Improve foreign language programs offered students at ACCD by
    expanding and modifying course offerings, incorporating new
    material, using modern technology, and developing innovative
    teaching approaches to language instruction.

5.  Increase faculty and student access to pertinent resource material
    in international and foreign language studies by expanding the
    holdings of the Learning Resources Centers at ACCD, and creating a
    directory of other area resources available to internationalizers.

Projected Results:

-   At least 100 faculty and staff district-wide will be trained in
    internationalization of the curriculum.

-   Thirty-five courses among various disciplines district-wide will be
    infused with international content, piloted and evaluated.

-   An "International Studies" course will be developed, piloted and
    evaluated.

-   Two foreign language courses will be revised; two job-specific
    language courses developed; and four will be infused with
    technology. All will be piloted and evaluated.

-   An International Studies concentration in several fields will be
    developed and approved

Amount Requested: \$77,793 July 1, 2001-June 30, 2002

> \$81,055 July 1, 2002-June 30, 2003

Contact Persons:

Eduardo I. Conrado, Director

Office of International Programs

Alamo Community College District

201 W. Sheridan Ph.210-208-8009

San Antonio, Texas 78204-1429

Fx. 210-208-8138 [**econrado@accd.edu**](mailto:econrado@accd.edu)

#### 

#### Ruth del Cueto, Project Coordinator

#### Office of International Programs 

#### Alamo Community College District 

201 W. Sheridan Ph. 210-208-8117

San Antonio, Texas 78204-1429

#### [**rdelcuet@accd.edu**](mailto:rdelcuet@accd.edu) 

#### 

#### 

####  Abstract

# Proposal to Develop Advanced Language and International Studies Courses in

## Tagalog, Cebuano, and Vietnamese

### Brigham Young University Center for Language Studies

Brigham Young University has extensive programs in foreign language and
international studies. Enrollment in BYU foreign language classes is
three times the national average, and 15 percent of the students
participate in one or more of the 50 available "Study Abroad" and
"International Internship" programs. The University has been designated
as a Center for International Business Education Research (CIBER)
program, and also supports the David M. Kennedy Center for International
Studies. It leads the nation in many categories of language education,
graduating more majors in Spanish, Chinese, Russian, and Korean than any
other U.S. university. It also teaches more advanced courses in less
commonly taught languages than any other U.S. university.

To strengthen the University's Pacific Rim offerings, the University's
Center for Language Studies proposes to develop intermediate-to-advanced
language/culture courses in Vietnamese, Tagalog, and Cebuano.
Experimental courses in these languages have revealed sufficient student
demand that developing these courses has become a priority of the
Center.

The Center, with its associated personnel, including subject matter
experts, instructional designers, test developers, materials developers,
and board of reviewers, is well positioned to develop superior courses
in these language/culture areas. The University is committed to
providing significant financial support for this endeavor, and the
Center's national advisory board is prepared to assist as consultants
and reviewers.

With ample numbers of students wanting these classes, and recent
political and economic movements in Vietnam and the Philippines, this
language/culture course development initiative offers an opportunity to
address both local and national interests. While beginning courses in
these languages may be offered periodically at other universities,
Brigham Young University is prepared to develop and teach advanced
courses in these languages, offer the courses during the academic year
and during open-enrollment sessions in the summer, and deliver course
materials to other institutions. The completion of this project would be
a significant contribution to our national capability to teach less
commonly taught languages. BYU is one place where less commonly taught
languages are commonly taught.

**Contact Information:**

Melvin J. Luthy, Director, Center for Language Studies

2054 JKHB Provo, UT 84602

Tele: 801-378-3263

Fax: 801-378-5317

Deborah Hovland, Project Director

Associate Professor of French

Department of Modern & Classical Languages

Buffalo State College

1300 Elmwood Avenue

Buffalo, NY 14222

\(716\) 878-4817

[mailto:hovlandl@buffalostate.edu](mailto:hovlandl@buffalostate.edu)

**ABSTRACT:**

***International Studies Across the Curriculum at Buffalo State
College***

Buffalo State College serves an urban and economically depressed region
of Western New York. Its student body is mainly composed of
first-generation college students from working class families. These
students have generally had very little exposure to world cultures
through travel, study abroad, or their high school course work \-- a
significant educational shortcoming in this era of socio-economic
globalization. In order to address this situation, Buffalo State College
has devised an International Studies Interdisciplinary Minor Program,
which requires additional foreign language proficiency and strongly
encourages study abroad. As it stands, however, this minor program is in
need of more programmatic unity. Likewise, the support infrastructure
for international studies is insufficient to the task of building a
vibrant, well-integrated program.

At the same time, Buffalo State has recently revised its general
education program to require of all new, incoming students two semesters
of foreign language study and two courses that involve international
studies. These new requirements are not as yet well integrated into the
general education program. Buffalo State College is therefore seeking
two years of funding from the U.S. Department of Education toward
meeting the following goals:

> Goal 1: Strengthen the International Studies curriculum at Buffalo
> State College.
>
> Goal 2: Integrate Foreign Language into International Studies
> electives and the General Education program and other aspects of the
> liberal arts curricula at Buffalo State.
>
> Goal 3: Create an intellectual and pedagogical climate conducive to
> sustaining and improving International Studies and Foreign Languages
> Across the Curriculum, and as a result, the liberal arts education
> program at Buffalo State.

The establishment of the International Studies Interdisciplinary Unit
(ISIU) at Buffalo State College (BSC) began the process of creating a
community of learning and scholarship, pedagogy, and achievement on the
BSC campus. New, interdisciplinary courses will improve the
International Studies Curriculum. The College will begin integrating
foreign languages into both its new International Studies and General
Education programs through a Foreign Languages Across the Curriculum
Pilot Project. The creation of the Buffalo International Studies
Colloquium and International Studies Website will begin providing the
infrastructure for scholarly and pedagogical development well beyond the
life of this grant. The ISIU will aggressively recruit students at all
levels into International Studies, with particular attention paid to
students from under-represented groups.

An operational plan has been established to ensure that all aspects of
this project will be accomplished within the two years of the grant
period. The administration of Buffalo State College has endorsed this
proposal and made a commitment to support the International Studies
Interdisciplinary Unit during and after the funding period.

**STUDY OF THE AMERICAS: AN INTERDISCIPLINARY SPANISH-DRIVEN MINOR**

**ABSTRACT**

California State University, San Bernardino (CSUSB), a Hispanic Serving
Institution, will establish a new interdisciplinary minor in the Study
of the Americas. Building on the campus' existing programs, expertise
and resources, this new minor will improve undergraduate instruction in
the study of foreign languages (Spanish) and in area studies (Americas),
and is designed to be linked to all majors in the five academic units of
the University. Unique features of the new minor include required
international experiences and language study, both of which are
considered an integral part of gaining an international perspective.

Graduates of the new program will have content knowledge in their
academic discipline that is infused with broad- based background in the
languages, history, politics, economics and social issues of the
Americas. These graduates will be particularly attractive to employers
in the region and throughout the state, who are in dire need of
employees that speak Spanish and who possess an understanding of Latino
cultures.

Although CSUSB offers numerous courses with an international
perspective, and strongly supports internationalism, through the
collaborative efforts of the International Institute and International
Student Services, there is a need to expand and strengthen cooperation
among the disciplines in support of the University's overall efforts to
internationalize the curriculum. The *Study of the Americas* *minor*
will be the first area studies program to be established at CSUSB and as
such, will serve as a model and core foundation for the creation of a
major in the study of the Americas and in the future development of
other area study programs.

The proposed project is a result of a year-long inclusive planning
process involving students, faculty and administrators form across the
campus. Title VI funds will be used to establish, evaluate and
institutionalize the new minor.

[Project objectives to be achieve over the two-year project period
include:]{.underline}

Internationalizing and expanding the curriculum through the development
of seven new courses, modification of two courses and creation of
international experiences that foster the sharing of social, economic
and cultural development.

Providing faculty with professional development opportunities
(workshops, collaboration with colleagues in Latin America, team
teaching, Language training) that prepare them to successfully teach
classes in the new minor and that broaden their interest and
participation in internationalizing the curriculum.

Supporting student learning and faculty development by expanding the
recourse collection of library and media materials and by establishing a
website link on the Study of the Americas.

Conducting ongoing evaluation of the curriculum by measuring continuous
progress, recommending improvements in practice and assessing overall
effectiveness in achieving its intended outcomes.

Disseminating and institutionalizing the new curriculum through the
creation of a community of scholars in Latin American Studies.

Activities to enhance student learning, faculty development and
dissemination efforts include conducting a Latin American Roundtable
event and sponsoring a two-day conference on the Study of the Americas.
Faculty and student research and educational achievements will be
recognized through the publication of an academic journal entitled
"International Perspective: Focus on Latin America," and the Study of
the Americas website will provide faculty, students and the community
with information on the program and links resource material and
organizations.

**Contact information:**

Elsa Ochoa-Fernández

Director International Student Services

and Co-director, International Institute

California State University, San Bernardino

5500 University Parkway

San Bernardino, CA 92407

Phone: (909) 880-5193

Fax: (909) 880-7020

E-mail:<elsa@csusb.edu>

> ABSTRACT
>
> **PROPOSAL TO DEVELOP A LATIN AMERICAN STUDIES PROGRAM AND INTEGRATE
> FOREIGN LANGUAGE INTO THE CURRICULUM AT**
>
> **ELON UNIVERSITY**
>
> Our project is designed to develop a strong curricular and
> co-curricular Latin American Studies program at Elon University over a
> two-year period. Having established an African/African-American
> Studies minor and an Asian/Pacific Studies minor, Elon wishes to
> increase awareness of the Latin American region and its cultural
> traditions among its students and faculty.

# OBJECTIVES

> Expand Latin American Studies course offerings by assisting faculty to
> develop 14 new courses, which will permit the creation of a Latin
> American regional concentration in the International Studies major and
> a new interdisciplinary minor in Latin American Studies.

-   Establish cooperative arrangements between Elon University faculty
    and faculty from Latin American universities in Mexico and Costa
    Rica aimed at assisting the establishment of new course offerings by
    Elon faculty. In addition, courses taught at Elon by visiting
    faculty from Latin American universities during the university's
    Winter Term will be initiated with the assistance of a partnership
    between the Isabella Cannon Center for International Studies at Elon
    University and the Institute for Central American Studies in San
    Jose, Costa Rica.

-   Expand the use of Spanish in the broader curriculum (Foreign
    Language Across the Curriculum) by the establishment of a course in
    the Foreign Languages Department on Reading and Research in Spanish
    and by enhancing the Spanish language skills of selected faculty
    outside the Foreign Languages Department. This is to be accomplished
    by intensive Spanish language training arranged by the Centro de
    Espanol, an educational center at the university devoted to
    developing conversational ability in Spanish, and through faculty
    study in Latin America.

-   Enhance awareness of Latin America on campus through an annual film
    series, annual lectures by Latin American experts and a written
    guide and web site describing the Latin American Studies Program.

**CONTACT INFORMATION**:

Dr. Chalmers Brumbaugh, Project Director

Political Science Department

Elon University

Elon, N.C. 27244

Telephone: 336/278-6436

Fax: 336/278-6545

Email: <cbrumbaugh@elon.edu>

Integrating International Studies and Language Instruction at

Emory College of Emory University

Application of Emory University's Institute for Comparative and
International Studies

to the U.S. Department of Education's Undergraduate International
Studies and Language Program

Abstract

We request a grant from the Department of Education to meet the
challenges of integrating three areas of our curriculum currently
separate: 1) international studies and the study abroad experience, 2)
general education seminars and 3) language education at Emory College of
Emory University. Under the direction of the Institute for Comparative
and International Studies (ICIS), the proposed project will enable our
faculty to:

-   design and teach a total of 10 new Freshman Seminars, each with an
    international and interdisciplinary focus, and four of which will
    pilot study abroad features;

-   design and teach a total of 10 new international and
    interdisciplinary Senior Seminars that will target returning study
    abroad students by integrating advanced language instruction through
    our existing Languages Across the Curriculum (LAC) Program and
    international studies perspectives with the opportunity to complete
    a faculty-supervised, community-based research project.

These courses will be supported by extending the reach of the newly
established Emory College Language Center by:

-   hiring a Language Educational Technology Specialist to assist
    faculty in the integration of technology into language classes at
    all levels, thereby enhancing the level of curriculum-focused
    technology support available to the Senior Seminar teachers and the
    language faculty co-instructors through the Center;

-   providing summer technology training workshops to assist in the
    integration of technology and pedagogy

-   assisting language faculty with the development of instructional
    materials for specific

> classes that involve the use of new language-teaching technologies

-   expanding distance learning by utilizing our existing
    videoconferencing facilities to:

    -   offer two courses in Chinese and Arabic to students at Oxford
        College on the model of existing videoconferencing courses; and

    -   provide our students with opportunities to interact face-to-face
        with their peers overseas

Emory University plans to develop the seminars, the language technology
workshops, and the technology-based language instructional materials
described here. Receiving support from the Department of Education will
enable us to complete these projects efficiently and successfully within
two years.

Project Directors

+----------------------+------------------------+---------------------+
| Gordon D. Newby,     | Jeffrey S. Reznick,    | Mahmoud Al-Batal,   |
| Ph.D.                | Ph.D.                  | Ph.D.               |
|                      |                        |                     |
| Executive Director   | Assistant Director     | Director            |
|                      |                        |                     |
| Institute for        | Institute for          | Emory College       |
| Comparative &        | Comparative &          | Language Center     |
| International        | International Studies  | (ECLC)              |
| Studies (ICIS)       | (ICIS)                 |                     |
|                      |                        | Emory University    |
| Emory University     | Emory University       |                     |
|                      |                        | 1385 Oxford Road    |
| 1385 Oxford Road     | 1385 Oxford Road       |                     |
|                      |                        | Atlanta, Georgia    |
| Atlanta, Georgia     | Atlanta, Georgia 30322 | 30322               |
| 30322                |                        |                     |
|                      | Tel. (404) 712-9294    | Tel (404) 727-6438  |
| Tel. (404) 727-8722  |                        |                     |
|                      | Fax (404) 727-6187     | Fax (404) 727-6187  |
| Fax (404) 727-6187   |                        |                     |
|                      | email                  | email               |
| email                |                        |                     |
|                      | [**jr                  | [**albatal@         |
| [**gdnewb            | eznic@emory.edu**](mai | emory.edu**](mailto |
| y@emory.edu**](mailt | lto:jreznic@emory.edu) | :albatal@emory.edu) |
| o:gdnewby@emory.edu) |                        |                     |
+----------------------+------------------------+---------------------+

  -----------------------------------------------------------------------
  Please use the following email address to contact all project directors
  simultaneously -- [**eclc6@emory.edu**](mailto:eclc6@emory.edu)

  -----------------------------------------------------------------------

**Abstract**

**Strengthening Languages Across the Curriculum Within the Framework of
a Joint**

**Degree Program in International Affairs and Modern Languages**

Having established a joint degree program in [International Affairs and
Modern Language]{.underline} (with options currently available in
French, German, Japanese and Spanish), the Sam Nunn School of
International Affairs and the Department of Modern Languages at the
Georgia Institute of Technology request funding that will strengthen the
currently available offerings of courses taught jointly by both units
(\"Languages Across the Curriculum\"). There are currently three such
courses available, one each in French, German and Spanish. Widening the
spectrum of courses taught in these languages and adding additional ones
in Japanese, Chinese and Russian will give the students in the degree
program more courses which enhance their factual knowledge as well as
their language proficiency, and make those options available also to
those students to whom the joint degree option is currently not
available.

In addition the grant will allow the Department of Modern Languages to
set up a Study Abroad component for the Japanese intensive summer
program, modeled on the already existing programs in French, German and
Spanish. The joint degree program, which has already 23 students
enrolled after being in existence only for 1/2 year, is designed to
release students with an Intermediate Mid to Intermediate High language
proficiency and the program aspects which the grant will make possible,
will guarantee that they receive the maximum exposure to both language
and international affairs content that an undergraduate program can
offer. The faculties of both the Sam Nunn School of International
Affairs and the Department of Modern Languages are extremely qualified
for this undertaking and will use already existing and yet to be
developed assessment processes to maintain quality control over the
progress of the project.

The advantages which the grant related efforts will bring guarantees
progress towards more and better internationalization of the programs in
International Affairs and in Modern Languages, plus the opportunity to
share the knowledge and experience gained at a one day retreat which
will lead to a national conference workshop. The Ivan Allen College in
which both the Sam Nunn School and the Department of Modern Languages
are housed will take a significant step forward toward realizing a five
year planning statement which emphasizes joint projects; and the Georgia
Institute of Technology\'s plan to further internationalize its
students\' education will be supported. Above all, however, the Georgia
Tech students enrolled in the joint degree program will be better
prepared to meet the challenges of a multicultural world and of an
increasingly multi-lingual workplace. The proposed program is designed
to meet their needs through expanded and innovative course offerings and
the possibility to receive a specific and relevant overseas experience.
With most Sam Nunn School undergraduates going on to graduate school,
law school, the business world or into government careers, they will be
better prepared for their immediate or future careers.

**Contact Information:**

Dr. Heidi M. Rockwood Dr. William J. Long

School of Modern Languages Sam Nunn School of International Affairs

Georgia Institute of Technology Georgia Institute of Technology

Atlanta, GA 30332-0375 Atlanta, GA 30332-0610

Phone: (404) 385-0190 Phone: (404) 894-8752

Fax: (404) 894-0955 Fax: (404) 894-1900

E-mail: <heidi.rockwood@modlangs.gatech.edu> E-mail:
<william.long@inta.gatech.edu>

**Abstract: Hobart and William Smith Colleges and Union College**

**Partnership for Global Education**

**Enhancement of Consortial Program in Vietnam and Vietnamese Studies**

The Partnership for Global Education (PGE), comprised of Hobart and
William Smith Colleges (HWS, agency college) and Union College (UC),
requests assistance over three years in order to significantly enhance
area studies and linguistic curricular support for our consortial,
study-abroad program based in Hanoi, Vietnam. The PGE was conceived to
consortialize off-campus study programs, in order to expand
opportunities for our students, to increase the pool of engaged faculty,
and to achieve administrative efficiencies. UISFL funding would enable
evolutionary complements to the agenda of the PGE. Specifically, it is
to be applied toward the following initiatives, already in the planning
stage:

-   enhancement of existing faculty expertise on Vietnam

-   expansion of the pool of potential faculty directors for this
    program

-   enhancement of pre-program coursework

-   creation of an Asian Studies study-abroad \"capstone\" seminar

-   enhancement of Vietnam content in courses across the disciplines

-   regularization of on-campus instruction in Vietnamese language

-   annualization of the Vietnam study-abroad program

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-   enhancement of partner college library and instructional resources
    on Vietnam

We propose a combination of on-campus and in-country workshops for
faculty development, while pre-program, capstone, and language seminars
and courses are to be accomplished in special pre-semester sessions and
by means of teleconference technology that is already operable on both
campuses.

Project Co-Directors:

Jeremy Geller, Ph.D. Thomas D'Agostino, Ph.D.

Associate Director, Off-Campus Programs Executive Director, PGE

Hobart and William Smith Colleges Hobart and William Smith Colleges

Geneva, New York 14456 Geneva, New York 14456

315:781-3634 315:781-3784

fax: 315:781-3334 fax: 315:781-3334

<geller@hws.edu> <tdagostino@hws.edu>

Office of International Programs

**ITHACA COLLEGE**

# A Proposal to the U. S. Department of Education

**Internationalizing Pre-health Career Curriculum**

**ABSTRACT**

Ithaca College proposes to internationalize the curriculum and learning
experience of students in health-related disciplines. Students in
pre-health fields have found it difficult to participate in language
study or study abroad despite robust campus programs. Yet, familiarity
with international and multicultural health and environmental issues and
serving non-native English speakers are important for their future
professional success. In order to expand the international dimension of
pre-health career education, Ithaca College proposes a dual approach.

a\) To internationalize the existing pre-health, pre-medical, and
environmental studies curricula by infusing teaching modules on
international topics into existing regularly taught courses. As one
means to this infusion we will encourage instructors in health and
science disciplines to acquire deeper knowledge of international issues
in their fields through workshops and through stipend-supported summer
study, with primary focus on the Dominican Republic, the Caribbean, and
Latin America. We will also designate key faculty members with
appropriate international experience as \"peer consultants\" who will
help their colleagues in course re-design.

b\) To develop intensive Spanish courses and short-term Spanish
immersion courses, including surveys of scientific and clinical terms,
to prepare pre-health students for health- or environmentally-focused
study in the Dominican Republic or other Latin regions. We will also
develop a small number of new courses on Latin America, on Dominican and
Caribbean culture and health care, and on health-related topics such as
comparative psychology and international environment. These will expand
all students\' access to Caribbean, Latin, and international
health-related studies but will be especially useful for interested
pre-health professionals.

At the grant\'s end, our goal is to assure that every pre-health
curriculum includes significant international content in at least one
required professional course, and that an expanded array of electives on
international health and environment is available to all students; and
in addition that increasing numbers of pre-health and environmental
studies students engage in language study and/or study abroad. As an
additional outcome for the grant period, we hope that infusion plus
increasing the options for language study will set the stage for some
pre-health professional departments to require intermediate level
language proficiency of their graduates.

Adrian C. Sherman, Ph.D.

Director, Office of International Programs

214 Muller Center

Ithaca, NY 14850

\(607\) 274-3306

email: <asherman@ithaca.edu>

ABSTRACT

Lorain County Community College is applying for the Undergraduate
International Studies and Foreign Language Grant for the 2001-2003
academic years. This request of \$167,454 for the two-year period is
based on the strength and capacity of our program to respond to national
priorities and regional needs in international studies.

The goal of the proposed program is to augment the Associate of Arts
Degree by developing an International Studies Degree Certification
Program. Students choosing this option would take 40 hours of
internationalized courses out of a total of 62 required for the AA
degree. In addition, the proposed program would internationalize 60% of
the entire Associate of Arts Degree Program.

**[Objectives]{.underline}**

> The International Initiatives Committee, faculty and administrators,
> have established the following objectives for this proposal:

1\. Enhance the expertise of the faculty in their disciplines so that
they can effectively internationalize their courses. Seven faculty
workshops and a two-day conference during the two-year period have been
planned to achieve this objective.

2\. Fully integrate international components of each subject matter via
a minimum of three-week instructional modules in 16 revised courses over
the two-year period, completing eight each year.

3\. Develop two new umbrella courses to be entitled International
Studies I and II. They would be included in the requirements of selected
Arts and Sciences and occupational disciplines.

4.  Generate two coordinated courses over a two-year period, consisting
    of three courses each, to form the curricular core for the
    International Studies Degree Certification Program.

5\. Create two additional new courses in Arts & Humanities and Allied
Health to be called: World Literature and Health Technology in
Developing Nations.

6\. Strengthen the language and area studies offerings by adding two
years of Chinese. The Chinese language courses would be developed for
the web and would be available to students locally and regionally.
Chinese has been selected as a result of a faculty analysis of
educational and trade developments and contingencies that currently
involve Lorain County (and regional) businesses which identifies China
as an important part for the Lorain County Community College region as
well as for the State of Ohio. In addition, second-year Chinese would
also be offered as a customized course for business.

# CONTACT PERSONS

## Dr. Annouska Remmert\--Project Director

### Lorain County Community College---UC 107

1005 North Abbe Road

Elyria OH 44035

Tel. (440) 366-7042

FAX: (440) 366-4117

Email: <aremmert@lorainccc.edu>

Dr. Robert Beckstrom---Director of Arts & Humanities
Division---Assistant Project Director

Lorain County Community College---SC 227

1005 North Abbe Road

Elyria OH 44035

Tel. (440) 366-7108

FAX: (440) 366-4117

Email: <rbecks@lorainccc.edu>

**Narrative, Memory and Identity:**

**Constructing Community in Modern South Asia**

The primary goal of this project is to strengthen our course offerings
in the area of South Asia Studies to serve an increasing interest in
this region on the part of the faculty and students of Loyola University
Chicago. We will also strengthen the teaching of Hindi/Urdu at Loyola by
developing a third-year course in those languages, which will include
literary and film selections related to the project theme of exploring
the construction of community in the region. The project theme,
*Narrative, Memory, and Identity: Constructing Community in Modern South
Asia,* has been chosen as an organizing concept that allows for scope
and variety in course offerings while avoiding haphazard distribution of
resources. We believe this particular theme supports study of narrative
texts, both oral and written, and topics, historical, traditional,
religious, linguistic, and so forth, that contribute to constructions of
community and identity in modern South Asia.

**The grant will support the following specific activities:**

1\. We will create and implement seven new courses. Two of these courses
are in Hindi/Urdu language acquisition. Five of these courses focus on
South Asian area studies: they are *The South Asian Muslim Experience,
Hindu Devotional Traditions and Hindu Identity, Politics of South Asia,
South Asia from 1800 to the Present,* and *South Asian Civilizations*
(which will be the gateway course for the project).

2\. We will revise five existing courses to include significant South
Asian content. These courses include one in Anthropology, two in
Theology, one in English, and one in Modern Languages and Literatures.

3\. We will highlight international issues related to South Asia by
offering a speaker series and an undergraduate research conference.

4\. We will create an associated study abroad program, *Religion,
Culture, and Society in* *India,* which will include stays in Delhi and
Benares to enable students to experience the rich religious, cultural,
and historical heritage of India.

The proposal requests a total of approximately \$131,000 from the US
Department of Education, with Loyola University Chicago providing
approximately \$133,000 in matching funding. The two-year term of the
proposed grant will extend from July 1, 2001 to June 30, 2003.

**Contacts for this project**:

Tracy Pintchman, Ph.D. Deborah L. Pierce, Ph.D.

Associate Professor Director

Department of Theology Office for International Affairs

Loyola University Chicago Loyola University Chicago

6525 N. Sheridan Road 6525 N. Sheridan Road

Chicago, Illinois 60626 Chicago, Illinois 60626

1-773-508-2372, (fax) 1-773-508-2292 1-773-508-3899, (fax)
1-773-508-7125

<tpintch@luc.edu> <dpierce@luc.edu>

The New Global Migration: Case Studies in the Reshaping of World
Cultures: Abstract

At Montgomery College, the rich mix of people from every region of the
world represents a microcosm of what the U.S. will be like in the next
century. The county is the most populous jurisdiction in Maryland and
its most culturally diverse. Forty-five percent of the State\'s
foreign-born population lives in Montgomery County. The College serves
students from 170 nations, with the largest numbers of students coming
from El Salvador, China, India, Vietnam, and Iran.

The grant activity, ***The New Global Migration: Case Studies in the
Reshaping of World Cultures***, is of immediate relevance because of the
number and diversity of immigrant students, many of whom bring
unfa­miliar perspectives to the classroom and pose new pedagogical
chal­lenges. The grant will provide a much-needed opportunity for faculty
to study worldwide immigration issues in a systematic way as part of a
fac­ulty development program in order to integrate this important global
issue into the curriculum. Moreover, by adding Chinese to its foreign
language offerings, the College will address an unmet need for Chinese
language at the college level for the graduates of the more than thirty
Chinese heritage language schools in the Washington area, as well as for
others with an interest in studying Chinese.

Project Objectives

1.  To enhance the content knowledge of faculty on contemporary
    population migration, in general and that of the Chinese Diaspora in
    particular;

2.  To recast course content through revision of existing courses and
    development of new courses that include units of study on global
    migration;

3.  To effect changes in pedagogy in a variety of ways: through the
    development of a collection of course modules in multi-media and
    web-based format on migra­tion themes created by faculty and tailored
    to classroom use in a broad array of disciplines; and through the
    development of a student speakers bureau for fac­ulty to draw on in a
    substantive way the expertise of specific groups of interna­tional
    students for curricular transformation and as a resource to inform
    the content of relevant courses and for classroom instruction;

4.  To expand foreign language offerings to include Chinese, thereby
    strengthening the nation\'s language capacity in less commonly
    taught languages and meeting a need in the community the College
    serves; and

5.  To build greater college-wide awareness of the local impact and
    richness of glo­bal migration.

Thematic Organization of the Faculty Development Seminar

Each year a cohort of twelve Faculty Fellows will meet with
distin­guished scholars in the field of global immigration studies to
address the following topics: *Why People Emigrate*; *How Immigrants
Remake Soci­eties*; *Living in Two Worlds: Acculturation and Ethnic
Identity*; *Case Studies in Global Migration*.

Visiting scholars include the inaugural speaker, Dr. Betty Lee Sung,
Pro­fessor Emerita, CCNY; as well as scholars from the Carnegie Endow­ment
for International Peace; the Population Reference Bureau; the Institute
for the Study of International Migration at Georgetown University; Yale
University; and Northwestern University.

With 24 Faculty Fellows participating, the result will be at least 24
new or changed courses in the Montgomery College curriculum (undoubtedly
more because some faculty will both revise a course and develop a new
course) that will have an impact on an estimated 1000 students per
semester.

Contact Information

Dr. Gail Forman

Professor of English and Director of International Education

Montgomery College

Phone (301)251-7443

<gforman@mc.cc.md.us>

U.S. Department of Education

Undergraduate International Studies

And Foreign Language Program

ABSTRACT

# "A Proposal to Institute an International Studies Minor at Morehead State University"

Morehead State University has a long commitment to international
education especially in the areas of study abroad. Recent activities
have focused on increasing the diversity of the University through
recruitment of international students and the establishment of an
English as a Second Language Program. Recognizing the limitations in the
selected efforts and responding to the mandate of the University mission
statement to develop programs and services that would assist the
students in recognizing and valuing the multicultural nature of American
society, the need to institute an international studies program became
the focus of efforts. Therefore, Morehead State University is seeking
funding for a project to implement an International Studies minor, to
strengthen and enhance the teaching and learning of foreign languages,
and to foster global awareness of faculty, staff and students at the
University. Major components of the project focus on faculty
development, curriculum development and development of activities to
promote and maintain interest in international education after the
project funding has ended.

The goals and major activities of the proposed project are:

-   To implement an International Studies minor at Morehead State
    University in 2001/2002.

    -   Implement core courses for the minor.

    -   Develop four new courses with international elements infused
        into the content.

    -   Facilitate faculty attendance at international meetings.

-   To strengthen and enhance the teaching and learning for foreign
    languages.

    -   Develop five new foreign language courses.

    -   Host a one-week residential Foreign Language Camp for middle
        school children.

    -   Host a one-week Foreign Language Academy for P-12 foreign
        language teachers.

    -   Host Foreign Language Appreciation Evenings.

-   To increase global awareness among Morehead State University
    faculty, staff, and students.

    -   Host a Symposium on International Education.

    -   Co-sponsor a post-return workshop.

    -   Host faculty colloquia on topics in international education.

    -   Host International Theme Nights for the University and local
        community.

    -   Host International Nights for newly employed faculty.

By implementing this project, the International Education endeavors will
reflect a well-rounded program consisting of an academic minor, a study
abroad component, and a variety of international initiatives designed
for the University and the surrounding community. This International
Education Program will enhance the development of global awareness for
our students, our faculty, and the citizens of our service region.

Janet J. Gross, Project Director: <j.gross@morehead-st.edu>

ABSTRACT FOR A PROPOSAL TO DEVELOP

AN AFRICAN STUDIES PROGRAM

AT MORGAN STATE UNIVERSITY

Morgan State University has a longstanding commitment to international
studies. Through Morgan's highly successful Fulbright Program, over 90
Morgan graduates have studied abroad. The program in East Asian Studies,
started in 1996 with the help of a Title VI A grant, is flourishing.
Morgan's Department of Foreign Languages currently offers courses in
eight foreign languages, and the great majority of students in the
College of Liberal Arts and the School of Computer, Mathematical and
Natural Sciences must fulfill department language requirements. Courses
with an international focus range across a wide variety of disciplines.

Given Morgan's situation as an HBCU (Historically Black
College/University), it is not surprising that many international
courses deal with Africa. Faculty members in many departments have
expertise in African studies. A course on the African Diaspora is at the
heart of Morgan's core curriculum. In addition to courses listed in the
Morgan catalogue, such as English 341, "African Literature" or Art 310,
"The Traditional African Arts," many courses on Africa are given under
the rubric of departmental "Special Topics" courses, as General
Education "Great Books" courses, or as upper-level colloquia for majors.
The History department offers its majors and minors the possibility of
concentrating in African/African-American history and also has a
graduate program in this field. The department of Foreign Languages has
courses in elementary Swahili, elementary Yoruba and elementary Arabic.
Yet, currently no program is in place to coordinate existing courses as
a coherent interdisciplinary program in African studies. Students may
take a variety of courses on Africa, but only History majors and minors
receive recognition for the expertise they acquire. In addition, current
course offerings do not allow students to pursue the study of any
African language past the elementary level, or even to cap off their
study of French with a course on the rich literature produced by
Francophone Africa.

The purpose of this grant proposal is to put in place a fully
interdisciplinary undergraduate program in African Studies. Participants
in the progam will include the departments of Foreign Languages,
History, English, Political Science, Economics, Sociology and
Anthropology and Morgan's James E. Lewis Gallery. With the support of
the United States Department of Education, the university will:

\--strengthen the program in African languages, by adding one course in
elementary Wolof language and culture;

\--offer faculty members who as yet have no expertise in African Studies
the opportunity to work with colleagues to develop that expertise;

\--strengthen existing courses dealing with Africa;

\--add the 15 new courses with an African focus to the curriculum;

\--pull new and existing courses together to form an African Studies
minor;

\-- procure relevant internships for undergraduates at the World Trade
Center in Baltimore; \--procure international internships for
undergraduates through the United State Department of State, through
Intelsat, and through the World Trade Center in Baltimore;

\--organize lectures and on-campus workshops dealing with African
studies;

\--arrange for an African artist-in-residence to spend one month at the
James E. Lewis Museum, in conjunction with a special exhibition of
African art;

\-- establish opportunities for faculty exchange and study abroad in
Senegal, Tanzania, and Morocco

Morgan State University is committed to this new program and has the
resources to make it flourish. Chief among these resources must be
listed the James E. Lewis Museum of Art, whose assets include a superb
collection of African masks and many other African works of art.
Although Morgan State is a Title III institution, the university will
provide over 50 percent of the funds needed to implement this proposal.
Funds from the Department of Education will serve:

\--as seed money for part-time faculty positions in African languages;

\--to promote curriculum development, through modest stipends for
faculty designing new courses and through participation in conferences
and workshops on African studies;

\--to finance one release time per semester for the director and
assistant director of the new program;

\--to purchase resource materials, including books, videos and computer
programs;

\--to hire outside consultants to assist in evaluation of the program
during the first year and again in during the second year;

\--to assist Morgan in hosting an artist in residence;

\--to send three faculty members to Senegal, Tanzania, and Morocco to
initiate faculty exchange and study abroad programs.

The implementation of this new program will lead to a more coherent
study of the African continent than currently exists at Morgan State.
While the short term goals for this program will be the addition of
courses related to Africa and the establishment of a minor, a midterm
goal is to boost enrollments in African languages to the point of being
able to offer them on the intermediate level. The long term goal will be
the creation of a major in African studies. The strengthening of the
foreign language program is central to this project.

**Contacts**:

*Director*

Mbare Ngom, Ph. D.

Department of Foreign Languages, HO 311-A

\(443\) 885-3095; Fax: (410) 319-3880; E-mail:

*Assistant Director*

Stefan Goodwin, Ph. D.

Department of Sociology and Anthropology

Jenkins Behavioral Sciences Building, Room 435

(443)885-3516(O); (410) 235-4985(H); Email:

**Q**UINNIPIAC

**U**NIVERSITY

A MINOR IN LATIN AMERICAN STUDIES

AT QUINNIPIAC UNIVERSITY

ABSTRACT

The overall goal of this project is to combine the emerging importance
of Latin America in our society with Quinnipiac University's commitment
to international studies and with the support of the Department of
Education Title VI Grant, to develop an interdisciplinary Minor in Latin
American Studies. Through classroom work, mandatory internship and
mandatory study abroad experience, the Minor in Latin American Studies
will expose students to an organized variety of Latin American topics,
will expand the language instruction in the University and will promote
the internationalization of the campus.

In developing a Minor in Latin American Studies, this project will
accomplish the following goals:

1\. To create an interdisciplinary curriculum consisting of existing
courses combined with new or redesigned courses in the areas of
language, history, culture, communications, business, political science
and health sciences.

2\. To promote partnerships with universities in Latin America to enable
Quinnipiac University students to participate in exchange programs and
take courses at Latin American universities to fulfill the mandatory
study abroad requirement.

3\. To develop partnerships conducive to generate internships
opportunities with institutions in Latin America or with American
institutions working with Latin America.

4\. To provide ways for students and faculty returning from Latin
American universities to contribute their experience to the
internationalization of our campus culture.

A two year budget in the amount of \$ 187,874 of which \$ 93,289
represents Federal funds through Title VI Grant and \$ 94,585 Quinnipiac
University's contribution (direct funds and in-kind), is proposed. The
budget requirements for the development of the proposed minor focus on
the three main areas of this project: project curriculum development,
partnership development, and supplementary activities for the
internationalization of the Quinnipiac University campus.

Quinnipiac University's commitment to international studies dates back
to 1989 and is currently implemented and coordinated by the Office of
International Education created in 1995.

The additional initial resource requirements to develop this program in
two years, while continuing to provide programs in other previously
developed areas, would be unaffordable for the Quinnipiac University at
the present time without assistance from external sources.

**Contact Information :**

Professor Mario Norbis, Program Director

Tel : (203) 582-8309

Fax : (203) 582-8664

E-mail : <mario.norbis@quinnipiac.edu>

Quinnipiac University. 275 Mt. Carmel Av., Hamden CT 06518

## ABSTRACT

The Rutgers University Center for African Studies has requested
\$155,301 to support continuing efforts to develop a broad-based
curricular and extra-curricular African Studies program. The objectives
of the proposed project include: 1) expanding and enhancing
undergraduate curricula in African Area Studies and African Languages
and Literature; 2) supporting the teaching of African content across the
curriculum through a program of scholarly exchanges and faculty
development; 3) extending the scope of the university's African Studies
program to include the sciences and professional schools; and 4)
augmenting the teaching resources available to faculty involved in
undergraduate African Studies instruction.

Specific activities outlined in the proposal include:

Add ten new language courses to the permanent curriculum and expand
enrollment in the African language program by 25% in two years

Design four new non-language courses on Africa, and enhance three others
with African modules

Provide state of the art language training for all language instructors

Acquire tapes, grammars, dictionaries, and literature collections for
seventeen targeted African languages

Organize annual scholar in residency programs around the themes of
"Science in Africa" and "Representing Africa"

Host guest scholars from Lusophone and Francophone Africa to expand
ongoing efforts to "Africanize" Portuguese and French language training

Send two faculty/staff members to Africa for professional development

Contact persons:

Dr. Carolyn A. Brown, Director

Sheilah McLean Louis, Esq., Asst. Director

Center for African Studies

Rutgers University

206 Beck Hall

99 Avenue E

Piscataway, New Jersey 08854

Tel: (732) 445-1192

Fax: (732) 445-6637

Email: <cbrown@panix.com>, <slouis@rci.rutgers.edu>

ABSTRACT

Saint Michael's College, located in Colchester, Vermont has received
funding from the U.S. Department of Education, Undergraduate
International Studies and Foreign Language Program to develop a Global
Studies Program.

The goal of the proposed program is to significantly enhance global and
second language study at Saint Michael's. The college is uniquely
positioned to implement such a program. Over the past ten years, the
Saint Michael's community has carried out a wide range of curricular and
extra-curricular initiatives dedicated to increasing students' second
language proficiency and to fostering a greater understanding of
international issues and global citizenry. We are pleased with the
results of these individual efforts; they serve as catalysts for further
and farther-reaching change. Our curriculum is now ready for a more
unified set of courses that will lead to a minor in Global Studies. Our
expanded Study Abroad Program is now in need of a mechanism that, with a
pre-departure/post-return course, will promote its full integration into
the central mission and curriculum of the College. Our language faculty
recognizes that it is time to refine its proficiency measures and our
language proficient students are now ready for post-proficiency learning
opportunities that allow them to build on the language competence that
they have developed. Finally, our faculty is ready to engage in a
unified and interdisciplinary approach to the study and teaching of
global issues.

The proposed Global Studies Program will allow us to set in motion the
changes necessary to accomplish our goals. It will foster the use of
foreign languages beyond the proficiency level, and it will provide new
and academically rich international learning experiences for both
faculty and students. With its re-entry course and seminars for Study
Abroad students, it will bring Study Abroad into the very core of the
Saint Michael's curriculum. The Global Communities/Communications Minor
will offer students a multi-layered examination of transnational
communities and global communication systems emerging today. This will
enable both students and faculty to investigate the tension and
interplay of global (homogenizing) and local (culturally specific)
forces and to analyze the impact of new technologies on cultural,
social, linguistic, and political systems world-wide.

The Global Studies Program that we propose comprises the following major
components:

-   A first-year seminar on global issues;

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-   A Global Studies Minor;

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-   A cluster of globally-focused courses designed to aid students in
    completing their Liberal Studies Requirement;

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-   A series of workshops and lectures contributing to faculty
    development related to global issues.

# 

# PROJECT CO-DIRECTORS

######### Kathleen M. Balutansky Kathleen Rupright

Department of English Department of Modern Languages

One Winooski Park One Winooski Park

Colchester, VT 05439 Colchester, VT 05439

Phone: 802/654-2640 Phone: 802/654-2453

Fax: 802/654-2610 Fax: 802/654-2630

<Kbalutansky@smcvt.edu> <krupright@smcvt.edu>

**[ABSTRACT]{.underline}**

Seattle University is applying for a grant under the Undergraduate
International Studies and Foreign Language Program (Title VI) for the
2001-2003 academic years. This request of \$153,734 for this two-year
period is based on Seattle University's desire and capacity to respond
to a national and regional need to strengthen and improve undergraduate
preparation in foreign languages and international studies. The goals of
this proposal are to enhance current Foreign Languages Department
offerings by creating a new Chinese language program, to establish study
abroad programs in China, and create a undergraduate major of East Asian
Studies by developing more six-eight new courses in the College of Arts
& Sciences.

# Program Objectives

The College of Arts & Sciences has established the following objectives
for this project:

1.  Hire a highly qualified Assistant Professor of Chinese to teach
    Chinese Language and Literature courses in the Foreign Language
    Department, and to create a Chinese Minor in College of Arts &
    Sciences in two years.

2.  Establish a state-of-art Language Learning Center, supplied by
    multi-media computer teaching-learning software. East Asian
    languages (Japanese and Chinese) are the important part of the
    center.

3.  Set up study abroad programs in China by establishing institutional
    relationship with the Beijing Chinese Language and Cultural Center
    and the Nanjing University, so that students can continue to take
    upper level Chinese language courses and other courses in Chinese.

4.  Conduct faculty seminars and the Summer Workshop to enhance the
    discipline expertise of the faculty.

5.  Develop six to eight new upper division courses on East Asian
    Studies offering to undergraduate students, both in humanities and
    social sciences. By the end of the grant, the total course offerings
    in E. Asian Studies will reach 24 courses. The University then is
    expected to create an East Asian Studies Major.

**Contact Person:** Kan Liang, Project Director

Department of History

Seattle University

900 Broadway

Seattle WA 98122-4340

Phone: (206) 296-5448

Fax: (206) 296-5997

Email: <liang@seattleu.edu>

PROJECT ABSTRACT

**SOUTH FLORIDA CONSORTIUM FOR ASIAN ARTS AND CULTURE**

# 

# Cultural Traditions and Transitions in a World of Diversity

# An Inter-Active, Inter-Disciplinary Partnership in International Studies

The **South Florida Consortium for Asian Arts and Culture** (**SFCAAC**)
is a uniquely comprehensive and dynamic partnership that combines the
resources of the three leading public colleges in the area, **Florida
International University** (**FIU**), **Florida Atlantic University**
(**FAU**) and **Miami-Dade Community College** (**MDCC**), to promote
the study of traditional and contemporary performing, visual, literary,
film and material arts of Asia from a comparative, global perspective.
FIU, FAU and MDCC are each poised to enhance significantly their studies
of Asian languages and cultures, and to enrich arts programs with an
expanded international focus through participation in the inter-active,
inter-institutional network of consortium events.

The SFCAAC is a vehicle that brings together for the first time the
three colleges and a remarkably rich variety of educational
institutions, cultural organizations and community associations that
feature Asian arts and culture in the gateway center of greater Miami.
South Florida, which functions as an indispensable link between world
regions, has been characterized in recent years by explosive growth,
rich ethnic and cultural diversity, and a quest for excellence. Although
the main focus of economic and cultural relations has been on Latin
America, South Florida colleges and institutions have been making
tremendous strides in developing studies of Asian culture and the global
environment.

The SFCAAC recognizes the crucial role that a critical study of the arts
plays in educating students on language as well as issues of history,
culture and international affairs. Art is a creative force that reflects
society yet transcends conventional social and political boundaries. The
arts express elements of social conflict and also provide a crossroads
for cultural interaction and cooperation. As Arthur Danto remarks, the
arts are a "diffuse, polymorphous, fluid, and interpenetrating set of
endeavors \[that reflect\] constant change," in constructing positions
of contest as well as arenas of cultural encounter. By supporting the
study of the arts in a comparative context that highlights the world of
diversity, the SFCAAC encourages a deeper understanding of Asian culture
as well as cross-cultural dialogue and international studies through the
medium of artistic expression as a primary vehicle of culture and
society. Understanding and interpreting the relation between creativity
and the development of social trends helps students fulfill their
educational and professional goals by means of a critical examination of
the significance of Asian culture in the contemporary world.

Asia has a remarkably rich tradition of classical and ethnic performing,
visual, literary, and material arts. Many of these forms of expression
remain dynamic and vibrant in modern society. Due to rapid modernization
and globalization, the traditional Asian arts have undergone a
significant transition and transformation, yet, at the same time remain
highly influential on major developments in contemporary popular and
avant‑garde forms of expression. The SFCAAC project examines the role of
arts as an expression and function of Asian society. It chiefly
highlights and analyzes the transformation of traditional arts in the
modern era as well as the impact of contemporary, post-modern motifs and
other global trends. The SFCAAC also compares the process of transition
in Asia with parallel developments in other world regions that have
undergone a similarly rapid shift to modernization and globalization.

The SFCAAC facilitates inter-active networking on several levels,
including an interdisciplinary, inter-departmental focus within the
partner institutions, an exchange of faculty and students across
colleges, outreach involving a wide variety of regional organizations,
and an international exchange of scholars and artists. Each of the
partner institutions will achieve a main goal through the implementation
of grant activities: FIU will design arts tracks for its certificate
program; FAU will reinvigorate a Japanese minor through a focus on arts;
and MDCC will develop a new concentration on Asian studies.

To achieve these main goals, the SFCAAC promotes the development of
**new and infused curriculum** to support the creation of an arts
concentration in several certificate and minors programs, as well as the
**enhancement of Japanese language and East Asian cultural linguistics**
instruction. Other goals include **the presentation of a cultural arts**
series through **workshops and lectures**, as well as the **production
of performances, festivals and exhibits** throughout South Florida in
order to expose the student communities to the world of Asian arts. In
addition, the SFCAAC supports **faculty development** initiatives, the
implementation of **outreach activities** with area magnet schools and
other institutions, the acquisition **of instructional materials**, and
the expansion of **study abroad and student internship** opportunities.

Other participants in the Consortium include two major magnet high
schools of Miami-Dade County located near MDCC and FIU that participate
in a variety of outreach activities, the New World School for the Arts
and the Design and Architecture Senior High (DASH). Also, FAU delivers
outreach to the Dreyfus School of the Arts in Palm Beach County. In
addition, the Consortium draws on resources of the prestigious Morikami
Museum and Japanese Gardens, the leading institution for Japanese
culture in South Florida that is conveniently located near FAU.

During the three-year grant cycle, the Consortium will develop a focus
on traditional Asian arts with an emphasis on the role of performing
arts in year 1 by featuring, among other activities, the music of China
at the FIU Music Festival, the celebration of Japanese cultural holiday
festivals at FAU, and performances produced by the MDCC Cultural Affairs
Department; contemporary arts, especially in Japan, with an emphasis on
the role of visual and film arts in year 2 by featuring visiting artists
and lectures sponsored by the FIU Visual Arts Department, an FAU
collaboration with the Morikami Museum on popular arts such as
animation, and artists in residence at MDCC. global constructions of the
Orient and comparative arts with an emphasis on the role of material
arts in year 3 by featuring exhibits and performances sponsored by FIU,
FAU and MDCC, as well as an issue of a journal published by IAS and the
Southern Japan Seminar, *Japan Studies Review*, dedicated to arts.

Steven Heine, Director

FIU Institute for Asian Studies, DM 366A

Miami, FL 33199

Tel: 305-348-1914; Fax: 305-348-6586

<asian@fiu.edu>, [www.fiu.edu/\~asian](http://www.fiu.edu/~asian)

### Center for Asian Studies

### **University of Colorado at Boulder**

### **279 UCB**

**Boulder, CO 80309-0279**

# EXPANDING THE HORIZONS OF ASIAN STUDIES

Asia is one of the most dynamic regions of the world today, generating
global economic and political impacts as well as international flows of
cultural ideas and migrations of diasporic populations. This is true
within Asia as well as beyond it. Hence, while scholars continue to
explore the historical roots and the distinctive cultural traditions of
East Asia, South Asia, and Southeast Asia, undergraduate students must
be educated to grapple with the *entire* cultural spectrum of Asia in
the 21st century. To encourage this broader view of Asia, we propose to
expand the existing undergraduate Asian Studies major at the University
of Colorado beyond its current East Asian focus to include new courses
on South and Southeast Asian civilizations, and to offer instruction in
a wider variety of Asian languages.

Since its inception in the 1960s, the Asian Studies Program (ASP) has
benefited from a close relationship with the programs in Chinese and
Japanese language and literature, presently housed in the Dept. of East
Asian Languages and Civilizations (EALC). However, apart from the strong
course offerings in EALC, the curriculum for the ASP major has
fluctuated over the years in response to the vagaries of individual
departments and disciplines as they have added or lost faculty with
expertise on specific regions of Asia. Because of this, East Asia has
remained the strongest nucleus of the ASP course offerings, with far
fewer and less-evenly distributed courses offered on South or Southeast
Asia. Currently, ASP students have the choice of Chinese, Japanese, or
Sanskrit to satisfy their Asian language requirement. As a result, the
Asian Studies major has mainly attracted students who already have a
strong East Asian or ancient religion focus and who frequently
double-major in EALC and ASP, while students who have broader regional
or more contemporary interests in Asia have not found the ASP major
attractive. Some of these students end up in the popular
interdisciplinary International Affairs (IA) program, which has a strong
social science focus but relatively little humanities or Asia-specific
content. Thus, despite the high degree of student interest in
international issues, enrollments in Asian Studies are not as strong as
they should be.

The UISFL grant we seek will provide a practical demonstration that
enrollments and majors in Asian Studies can be substantially increased
through a major redesign and enrichment of the ASP curriculum. First we
will create a large two-semester lower division foundation sequence
consisting of a new course in South & Southeast Asian Civilizations and
one of the current East Asian Civilizations courses. We will also add
three new upper division South Asian history courses. In place of the
current senior thesis requirement, we will offer a senior-level capstone
seminar for all ASP majors that will encourage comparisons and debates
within and across the whole of Asia. The new South and Southeast
Asia-related courses will complement our already strong East Asian core
curriculum. Together, these popular survey courses will attract many
more undeclared students into the Asian Studies major.

To give our Asian Studies majors a greater choice of Asian languages
from which to choose, we will expand the regular language instruction
available on campus to include Korean, and we will affiliate with the
National Association of Self-Instructional Language Programs (NASILP) to
provide modular self-instruction in three other Asian languages: Hindi,
Tamil, and Indonesian. NASILP will provide guidance on instructional
materials for these less commonly taught Asian languages and will
coordinate external assessment of language proficiency, while the
state-of-the-art Anderson Language Technology Center (ALTEC) will
provide native tutors, examiners, and infrastructural support.
Inaugurating the NASILP modules will also benefit departments and
programs outside of Asian Studies, particularly those such as
Anthropology, Political Science, Religious Studies, International
Affairs, and Business, which deal with other parts of the world, since
future expansion of NASILP could also include African, Middle Eastern,
and other non-Asian languages. In summary, our proposal has the
following components:

***Instructorship in South & Southeast Asian Civilization***. This would
seed 50% of a full-time instructorship for two years to teach a new
course, ASIA 1000: South and Southeast Asian Civilization (to be taught
every semester), plus three upper division South or Southeast
Asia-related history courses, plus a comparative senior-level capstone
Seminar in Asian Studies. For this position we intend to recruit a South
Asian history specialist who can also teach some of the Indic cultural
heritage of SE Asia. The CU History Dept. has agreed to give
continuation of this line as a tenure-track position its highest
priority after the end of the grant.

***Instructorship in Korean***. This would seed 50% of a new full-time
instructorship for two years to teach introductory and advanced courses
in Korean language for the Department of EALC. There has been a request
for such courses from the Korean-American student body. This new
instructor would also contribute to the East Asian Civilization courses
and support the Asian Studies major curriculum. Korea Foundation funding
to extend this position is likely if steady enrollments can be
established during the period of the UISFL grant, and EALC will give
this instructorship high priority for conversion to a tenure-track line.

***Instructional costs of teaching three additional less commonly taught
Asian languages through NASILP***. For a start-up period of two years,
funding would cover membership in NASILP, cost of instructional
materials for three new Asian languages, payments for classroom native
tutors, and expenses for visiting language examiners, all under the
supervision of the Director of the ALTEC language lab. These courses
would then become self-funded through student fees.

***Programmatic and administrative support for the Asian Studies
Program***. This would include funds for visiting Asian Studies speakers
and cultural events, library and audiovisual materials to support
instruction, brochures and website publicity, an annual campus Asian
Cultures Day, visiting consultants to evaluate the effectiveness of the
ASP curriculum, and workshops for faculty and student advisors to
familiarize them with the new resources in Asian Studies.

[Contact:]{.underline} Prof. Stephen Snyder, 303-492-7241, fax
303-492-7272,

stephen.snyder@colorado.edu

#####  Prof. Dennis McGilvray, 303-492-7198, fax 303-492-1871,

#####  [**dennis.mcgilvray@colorado.edu**](mailto:dennis.mcgilvray@colorado.edu) 

ABSTRACT

The Funding from the Department of Education will enable the University
of Georgia (UGA) African Studies Program to strengthen instruction on
Africa to its undergraduate students. Although African Studies receives
institutional support as well as inter-unit cooperation in programming,
its curriculum lacks the needed strength found in comparable
institutions. Thus the requested funding will:

A.  strengthen the existing core curriculum by developing new courses
    that would broaden its core certificate program to allow growth to a
    minor and a major in African studies in the near future.

B.  provide the ability to coordinate the teaching of African Studies
    and language courses as well as key activities of the African
    Studies Program that affect undergraduate studies about/ in Africa.

C.  support the development of a strong foundation for study abroad
    programs in Africa by facilitating research travel to those
    countries that are likely to foster successful study abroad programs
    (for a start Kenya, Tanzania, and Ghana).

D.  improve library holdings and collections of print and media
    resources on Africa.

E.  provide the means to strengthen partnerships with African scholars
    and African institutions for the purposes of promoting collaborative
    research, scholarly visits, and exchanges.

F.  provide support for visiting scholars to enrich and deepen, through
    lectures, symposia, seminars, and workshops, faculty, students, and
    community leaders' understanding of African issues, including
    political, economic, social, and cultural structures of Africa.

G.  facilitate research on Africa in ways that make the University more
    attractive to outstanding scholars doing research in Africa that
    directly benefit undergraduate and graduate students wishing to
    specialize in some aspects of the continent.

H.  enable the African Studies Program to coordinate and disseminate
    information on, or related to Africa which may affect the research
    activities of the faculty and which would enlighten the university
    community and its neighbors.

> In summary, the DOE support will enhance the structure that is already
> in place, particularly the undergraduate studies certificate program,
> by teaching courses with a rich African content, expanding
> opportunities for faculty to conduct collaborative research in and
> about Africa, and enriching our speaker series with invited lectures
> on specific and contemporary issues about the continent. The long-term
> outcomes include quality programs and courses that would cater for the
> growing numbers of students interested in the study of and research in
> Africa. Not only do we hope to attract students from different
> disciplines, particularly those in professional schools, but also
> increase our chances to attract visiting scholars from Africa who will
> participate in collaborative teaching, research, and other campus
> activities intended to enhance a rich multicultural experience,
> extensive knowledge about Africa, and a competitive edge for our
> students in professional opportunities in a global society.
> Furthermore, we will strengthen the formal structure in which
> undergraduate students currently receive instruction on Africa in the
> various departments, schools and colleges (particularly in the
> professional schools).

Principal Investigator: Dr. Lioba Moshi

<moshi@arches.uga.edu>

The University of Georgia

African Studies Program

314 Candler Hall

Athens, GA, 30602-1777

Tel. \# 706-542-5314 or 583-0575

Fax \# 706-583-0482

Strengthening Latin American Studies At

UNC Charlotte by Adding A Brazilian Concentration

ABSTRACT

This project builds upon the significant progress made in developing
Latin American Studies at UNC Charlotte during the term of an earlier
Title VIa grant. This project is focused on strengthening Brazilian
studies, a glaring omission in our current course offerings and student
exchange relationships. The largest country in Latin America, Brazil has
been a significant partner in the Charlotte region's deepening economic
commitment to Latin America. During this grant period we will
significantly enhance the Brazilian Studies curriculum and the
curriculum in the Portuguese language. We will also create bilateral
relationships between UNC Charlotte and institutions of higher education
in Brazil and fund faculty study and research in Brazil. By the end of
the grant period we will have a strong undergraduate program in
Brazilian Studies in place and will have added materials on Brazil to
the library, the new multimedia language lab, and to our classroom
resources.

The results of this two-year project will have a significant impact on
UNC Charlotte. Once this project is implemented, the following
programmatic results will occur:

> 1\. A new faculty position in Latin American Studies will be
> established.

2.  At least four new Latin American Studies courses and beginning and
    intermediate Portuguese language courses will be added to the
    curriculum, with the eventual addition of advanced Portuguese.

> 3\. Four faculty members will receive intensive training in Portuguese
> language and in Brazilian studies.

4.  A Latin American Studies minor or certificate will be established as
    a blueprint for a future major.

5.  The University will offer Portuguese as a new foreign language, and
    the Spanish Language program will be enhanced.

6.  A significant number of faculty members in numerous academic
    departments will have participated in the faculty development
    conferences, workshops, and seminars.

7.  A significant amount of Latin American educational and instructional
    materials will be added to the library, the multimedia language lab,
    and individual department collections.

8.  UNC Charlotte will enhance its collaboration with community
    organizations interested in Latin American culture and business, and
    with the area school systems that are seeking to find better ways of
    servicing the growing Spanish- and Portuguese-speaking population in
    the Charlotte region.

By adding a Brazilian concentration at UNC Charlotte we will
significantly enhance the International Studies major and minor as well
as the Latin American Studies and foreign language programs of the
University. This enhancement will have a significant impact on the
academic curricula of the University and the educational service and
leadership provided to the Charlotte metropolitan region by UNC
Charlotte.

Professor Lyman L. Johnson

Department of History

University of North Carolina at Charlotte

9201 University City Blvd.

Charlotte, NC 28223

(704)687-4639

#  ABSTRACT

##### International Semester Program: A Strategic Initiative for Expansion and Improvementof International Studies and Foreign Languages at the University of Utah

This semester program will include an eight-week block of three courses,
a three-week international field experience, and a four-week final
course with a public presentation of their research project. Courses in
each International Semester represent different disciplinary and
departmental approaches and aim to give students a broad, integrated
perspective on an international topic. Field experiences make possible
direct interaction with the real lives of the cultures studied. The
International Semester is an innovative way of linking the academic
rigor of classroom learning with the exciting challenge of an
international field experience. This in-semester study abroad program
also responds to the dynamics of our student population. It aims to make
an international experience available to urban, commuting, working
students.

With this proposal the University of Utah seeks broadly to integrate
international studies more completely into the full range of the
undergraduate curriculum: majors, minors, General Education, and
university requirements. We will achieve this larger goal through the
following five specific objectives:

1.  *Curriculum development*: creation of new courses with an
    international focus; modification of General Education courses
    specifically for the International Semester

2.  *Faculty development*: provide opportunity for faculty to develop
    their international expertise; stimulate faculty to bring their
    international expertise into the classroom; create an institutional
    environment where departments and faculty are keen to develop
    discipline specific courses that include international perspectives

3.  *Diversification of study abroad*: create new study abroad
    opportunities in geographic areas not currently available to our
    students; create a new format of study abroad that enables working
    students to participate

4.  *Foreign language course development*: add one new language course
    to the curriculum, Hindi; create new demand and internship
    possibilities for Japanese, Spanish, and German

5.  *Increase study abroad opportunities*: expand opportunities for
    students now unable to participate in study abroad experiences;
    expand overall the number of students who study abroad

Over the two years of the grant, the International Semester will make
possible the following innovations in international studies at the
University of Utah: create six international courses; modify twelve
currently offered courses to fit the specific needs of each field
experience; mobilize eighteen faculty members from five Colleges to
participate in international studies; double the number of students who
study abroad during the academic year. The accomplishment of these
objectives will give new life to international studies at the University
of Utah. The International Semester, as a flexible model for
academically oriented study abroad, will disseminate an international
perspective throughout Colleges and Departments. Once this perspective
becomes part of majors and minors across campus, international studies
will have been integrated into the infrastructure of undergraduate
studies, thereby assuring a sustained commitment to internationalization
at all levels of the University.

Contact information: P.I. Jerry Root, International Studies Board, 195
S. Central Campus Dr. Salt Lake City, Utah 84112-0511; ph (801)
587-9285; email <jerry.root@m.cc.utah.edu>

Proposal to Create Global Cities and Global Classrooms Tracks\
of the New Bachelor of Arts Degree in Global Studies

*International Education* means different things to different people.
Whether it refers to study *of* foreign peoples, *with* foreign
colleagues, or *in* foreign countries, international education is
essential to preparing students for successful social, civic, and
economic lives in the 21^st^ century. It is the combination of
experience \-- academic study, internships and service learning,
extracurricular programs and social interaction \-- which exposes us to
people and how they live in the world beyond our national boundaries.
Recognition of the fundamental links between these different kinds of
educational experiences has driven the vision for a new, undergraduate
degree at the University of Wisconsin-Milwaukee (UWM).

##### UWM's Center for International Education (CIE) proposes to establish a comprehensive, innovative, interdisciplinary degree program that will serve students and employers in Milwaukee and across Wisconsin. As a widely-disseminated, timely and replicable example of practical international education, the new Bachelor of Arts degree in Global Studies (BAGS) will have a major impact on pre-professional education at UWM and other institutions seeking models for internationalizing their professional schools' undergraduate curricula. What distinguishes BAGS from most other undergraduate international studies programs is its practical orientation and interscholastic design, mobilizing faculty and integrating content from across the traditional disciplinary divisions of the university and requiring internship and overseas study components as well as courses specifically designed to prepare students for leadership roles in professional careers. The degree will consist of a core curriculum -- those courses and components (including foreign language study, overseas study and internships) required of all BAGS students. Additionally, students will choose from among 5 tracks in which to focus their studies, taking a combination of required and elective courses specific to each track.

The degree's pre-professional emphasis will be determined for each
student by the track (and, within the track, by the elective courses)
that he or she selects with the guidance of faculty advisors. Over the
next three years, CIE plans to develop five tracks designed for students
with varied professional goals and interests. Each track will emphasize
the tools necessary for intercultural competence as well as
understanding globalization trends. No single track will focus on area
studies; instead, students will have the opportunity to gain such
specialized expertise through the selection of area-based elective
courses, their chosen language(s), overseas study and internships, and
selected research projects conducted for internationally-focused
courses. Students will also have the option to complete, in conjunction
with their BAGS coursework, the requirements for existing area and
international studies certificates. CIE proposes to use Title VI(a)
funding to develop two of these tracks, in ***Global Cities*** and
***Global Classrooms***. Specifically, the grant will support:

##### Faculty Forum biweekly meetings of faculty from professional and letters & science disciplines to plan Global Cities and Global Classrooms courses and course requirements;

-   **a Globalization & Information Technology Scholarly Conference**;

-   **eight Foreign Language Development Grants** for faculty-initiated
    projects to develop BAGS-related foreign language courses,
    curricular modules, and immersion programs;

-   **sixteen Curriculum Development Grants** to support
    multidisciplinary teams of faculty to develop core and elective
    courses for Global Cities and Global Classrooms tracks;

-   **six Overseas Program Development Grants** for faculty-initiated
    overseas study, exchange and internship programs for Global Cities
    and Global Classrooms students;

-   **Collaborative Language Project** participation in LCTL course
    sharing with the UW System;

-   **Overseas Program Evaluation and Development Travel** to assess
    existing programs in Chile, Japan and Korea and to establish a new
    Global Classrooms exchange in Guilin, China;

-   **a Thailand/Mexico Study Tour** to bridge the first and second
    semesters of the BAGS degree; and

-   **External Evaluation of the Global Cities and Global Classrooms
    Tracks** in Spring 2003.

#### Patrice Petro, Senior Director and Principal Investigator

Center for International Education University of Wisconsin-Milwaukee

## PO Box 413, Garland Hall Room 102 Milwaukee, WI 53201

Phone: 414/229-3757 Fax: 414/229-3626 E-mail: <ppetro@uwm.edu>

### Website: [www.uwm.edu/Dept/CIE](http://www.uwm.edu/Dept/CIE) 

**Developing New International Opportunities in Business and French**

Virginia Polytechnic Institute and State University, generally referred
to as \"Virginia Tech,\" has made a commitment to internationalizing the
university experience. Our initiatives will contribute to this
university-wide goal by creating new curricular opportunities for
students in six different departments of the colleges of Business and
Arts and Sciences. We will offer a full range of international study and
internship opportunities in French and English. Jointly developed by
faculty members in the College of Business and the French program of the
Department of Foreign Languages and Literatures, our grant\'s
initiatives will bring language study and cross-cultural skills to a new
group of students. We will achieve our proposal\'s goals in six main
ways:

**1) New and revised courses.**

We will diversify the university\'s core curriculum through the creation
of three courses in cross-cultural studies taught in English by
professors of French in the Department of Foreign Languages and
Literatures. In addition, two business French courses will be created.
Thirteen Business and French courses will be revised and/or be infused
with international business content. Seven of these thirteen courses
will incorporate collaborative student projects with the Institut
National des Télécommunciations (INT), an institution of higher learning
in Evry, France.

The collaborative student projects are a unique aspect of this grant
request; they transform the learning environment instantaneously. At
least two cultures and their respective value systems come together and
at times collide in these projects wherein students in France interact
directly with Virginia Tech students. All facets of the classroom
dynamics are internationalized, for language, tone, and the presentation
of ideas are culturally specific. Therefore, different styles of
communicating, negotiating, and evaluating come to the fore and must be
recognized while accomplishing the project\'s tasks. As a result, all
participating students

will experience the very real challenges of international partnerships
while they refine their intercultural communications skills.

**2) Programmatic changes in the French and Business curricula**

Programmatic changes within Virginia Tech's French program will attract
new students. We will create a French-Business minor with three
different levels and offer a Certificate in Business French for French
and International Studies majors. The creation of a double major BA-BS
in French and Business will also encourage students to pursue additional
courses in both disciplines.

**3) New Study Abroad Programs and Internships**

The proposal will establish three new study abroad opportunities, two
with the possibility of internships in France. Five departments in the
Colleges of Arts and Sciences and Business will be able to send their
majors on these overseas programs.

**4) Guest Lecture Series**

We will invite seven experts to Virginia Tech in the fields of
International Business, Teaching Business French, and International
Cross-Cultural Communication.

**5) Faculty development**

The French faculty will attend workshops on the teaching of Business
French within an international context. The workshops will build on the
French faculty's expertise, contributing to their success at creating
and revising the courses in the French program, proposed in this grant.
The professors developing the collaborative student projects with the
INT faculty will have the opportunity to work with French scholars in
their area of expertise. Faculty members will acquire new expertise by
attending the Guest Lecture Series.

**6) Sharing expertise**

Every semester the French and Business faculty will meet to discuss
their collaborative student projects as well as how to promote each
other's field with more success. The participating faculty will also
share their experiences and expertise at state, regional and national
conferences.

**Contact information:**

-   Richard Shryock: Dept. of Foreign Languages and Literatures,
    Virginia Tech, Blacksburg, VA 24061-0225. shryockr@vt.edu

-   Shryock Johnson: Dept. of Foreign Languages and Literatures,
    Virginia Tech, Blacksburg, VA 24061-0225. spjohnso@vt.edu

-   Robert Sumichrast: Pamplin College of Business, Virginia Tech,
    Blacksburg, VA 24061-0209. <rsumichr@vt.edu>

Project GATE: Global Approaches to Teacher Education

Abstract

Through Project GATE: Global Approaches to Teacher Education, Western
Kentucky University (WKU) will revise its teacher education curriculum
to ensure that its majors obtain knowledge and skills to more
effectively work with students from diverse cultures whose primary
language is not English. Project GATE will be implemented in cooperation
with the Instituto Technologico y de Estudios Superiores de Monterey,
Campus Ciudad de Mexico (ITESM, Mexico City campus), as well as three
P-12 schools in Mexico.

Curriculum revisions, including a student teaching experience in the
Mexico City area, will better prepare WKU teacher education majors to
teach Hispanic children and work with those students' families.
Curriculum revisions will include: (1) required Spanish language
courses, (2) required electives selected from the university's
International Scholars Program, (3) infusion of modules into selected
courses, (4) field experiences at required sites with Hispanic children,
(5) a second student teaching experience as a follow-up to the Mexico
City experience in a school with Hispanic children, and (6) a student
teaching seminar with modules focusing on cultural and linguistic
diversity. All teacher education majors will benefit from the curriculum
revisions, however, cohorts of 20-25 students per semester will complete
the total revised program. Curriculum revisions and material development
will be completed jointly by a work group with representatives from WKU
faculty, higher education and P-12 faculty in Mexico, and P-12 public
school faculty in Kentucky. The specific objectives of the project are:

1.  Develop a pre-study abroad curriculum to improve international
    studies and foreign languages instruction for teacher education
    majors,

2.  Develop a post-study abroad curriculum to improve international
    studies and foreign languages instruction for teacher education
    majors,

3.  Utilize technology to enhance project coordination and communication
    and delivery of courses,

4.  Disseminate the pre- and post-study abroad curriculum to
    universities/colleges in the U.S. and Mexico.

For more information contact:

Vicki D. Stayton, Ph.D.

Professor and Project Director

Dean's Office

College of Education and Behavioral Sciences

#1 Big Red Way

Western Kentucky University

Bowling Green, Kentucky 42101

270-745-4662 (O)

270-745-6474 (Fax)

<vicki.stayton@wku.edu>

###### **ABSTRACT FOR WESTERN MICHIGAN UNIVERSITY'S**

###### **JAPANESE LANGUAGE-CULTURAL AND BUSINESS ENVIRONMENT**

Project JL-CBE seeks to increase the awareness, knowledge and skills of
Western Michigan University (WMU) students, faculty and community
members about Japan. Students will benefit from several curricular
additions to existing Japanese language courses aimed at enhancing their
knowledge of business terms and practices and developing cross-cultural
communication skills. Faculty will have opportunities to participate in
a language workshop, infuse Japanese materials into existing courses and
engage in collaborative research projects. A Speaker's Series,
collaborative research and internship development with area firms and a
Japanese Business Conference will increase awareness about Japan for all
stakeholders.

Curriculum activities include developing three new courses (two in
Japanese and one in Business) and infusing eight existing courses with
newly developed materials about Japan's cultural and business
environment. The Asian Studies major and minor and the Japanese and
International Business minors will better integrate the study of
Japanese with Asian area studies. A new Business Japanese course, using
some business representatives as guest speakers, will be devoted to
business-specific language and cultural practices. A Japanese Culture
and Language course, that will be a part of the Asian Studies and
International Business programs, will focus on cultural practices in
Japanese firms. A new Japanese Business Seminar that will partiallyoccur
in Japan will bring participants into meetings with Japanese business
and university representatives. The Japanese and International Business
minors will include both the Business Japanese and Japanese Culture and
Language courses into those programs. Faculty infusing

Japanese business/cultural materials into existing courses will be
teamed with a coordinator who will identify course-specific available
resource materials. Business and cultural specialists will add insights
as to how to adapt Japanese cultural or business environment materials
to different disciplines and areas. Modules will be made available for
other faculty.

Several Visiting Scholars from Japan, as well as from U.S. universities
with leading Japanese programs, will visit campus. The scholar from
Japan will come from one of the WMU partner universities. An
Introductory Intensive Japanese Language Workshop will be offered to
faculty interested in learning a little about the Japanese language and
culture. Financial support will be available for faculty whose research
and teaching activities demonstrate their interest in collaborative
research with Japanese professors. Students too will benefit from
faculty research activities as grant funds will also provide support for
faculty members who work with undergraduate students on research
projects related to Japan's cultural or business environment.

The public in several communities will be invited to several cultural
events sponsored in cooperation with the Japan-America Society of West
Michigan. A Japanese Business and Culture Series, aimed primarily at our
undergraduate students will bring business managers with ties to Japan
to the university for presentations. Students will benefit from
internship development and additional library and video resources. The
JL-CBE grant will allow WMU to become a regional source for those
seeking further information about Japan's language, cultural and
business environment.

Project Co-Directors:

Dr. F. William McCarty Dr. Hideko Abe

Haworth College of Business Department of Asian & Middle Eastern
Languages

Western Michigan University Western Michigan University

Kalamazoo, Mi. 49008 Kalamazoo, Mi. 49008

Tel 616 387 5858

Fax 616 387 5839

E-Mail: <William.McCarty@wmich.edu>

**Undergraduate Asian Studies Program**

**At The William Paterson University of New Jersey**

####### Abstract

The Undergraduate Asian Studies Program will: (1) strengthen Asian
Studies through enhanced language and literature instruction, (2)
enhance faculty expertise and cooperation, (3) develop a core curriculum
in Asian Studies, and, (4) expand learning-abroad opportunities through
instruction overseas and exchange programs. This program has four
measurable objectives:

1\. To enhance Language and Literature offerings, by adding one
full-time, tenure-track assistant professor of Japanese language,
literature and culture who will introduce new intermediate and advanced
level courses and supplement education in Asian studies, and by adding
one half-time faculty in Hindi to make the language available as regular
offerings at WPUNJ.

2\. To develop faculty expertise in Asian Studies across the
disciplines, by initiating a program of colloquia and learning workshops
to expand faculty knowledge of Japan, China, India, and other Asian
countries, and to bring faculty members from different disciplines,
institutions, and specializations to serve as resource persons for the
William Paterson campus and the Northern New Jersey community.

3\. To implement a rigorous core curriculum in Asian Studies, including
development of course materials for a multi-disciplinary introductory
seminar and upper level courses for the Asian Studies Minor and
developing a Capstone Course for our projected Asian Studies Major in
consultation with prominent experts in Asian Studies.

4\. To further efforts to create new Study Abroad opportunities for
WPUNJ students and faculty, by developing exchange programs with leading
universities in China, Japan, India and other Asian countries. These
will include learning-while-abroad programs, enhanced summer educational
opportunities, and a program to bring to WPUNJ international visiting
scholars to work with students, faculty, and administrators to cooperate
in next-stage programs and offer special learning opportunities not
regularly available at the university.

**Contact Information:**

Gabe T. Wang, Program Director

Department of Sociology

William Paterson University of New Jersey

Wayne, NJ 07470

Tel: 973-720-3410

E-mail: