U.S. Department of Education 

Washington, D.C. 20202-5335 

 

 

 

 

APPLICATION FOR GRANTS 

UNDER THE 

 

 

UNDERGRADUATE INTERNATIONAL STUDIES AND FOREIGN LANGUAGE 

CFDA # 84.016A 

PR/Award # P016A090068 

Grants.gov Tracking#: GRANT10295398 

 

 

 

 

 

 

OMB No. 1840-0796, Expiration Date: 08/31/2010 

Closing Date: APR 30, 2009

PR/Award # P016A090068
**Table of Contents** 

 

 

Forms

 1. Application for Federal Assistance (SF-424) e1

 2. Standard Budget Sheet (ED 524) e5

 3. SF 424B - Assurances Non-Construction Programs e7

 4. Disclosure of Lobbying Activities e9

 5. 427 GEPA e10

 6. ED 80-0013 Certification e11

 7. Dept of Education Supplemental Information for SF-424 e12

Narratives

 1. Project Narrative - (Abstract Narrative...) e13

 Attachment - 1 e14

 2. Project Narrative - (Project Narrative...) e15

 Attachment - 1 e16

 3. Project Narrative - (Other Narrative...) e51

 Attachment - 1 e52

 4. Budget Narrative - (Budget Narrative...) e110

 Attachment - 1 e111

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Some pages/sections of this application may contain 2 sets of page numbers, one set created by the applicant and the other set created by 

e-Application's PDF functionality. Page numbers created by the e-Application PDF functionality will be preceded by the letter e (for 

example, e1, e2, e3, etc.).

PR/Award # P016A090068
ED Form No. 524

 

U.S. DEPARTMENT OF EDUCATION 

BUDGET INFORMATION 

NON-CONSTRUCTION PROGRAMS 

 OMB Control Number: 1890-0004 

 Expiration Date: 06/30/2005

 Name of Institution/Organization: 

 Greenville Technical College

Applicants requesting funding for only one year should complete the 

column under "Project Year 1." Applicants requesting funding for multiyear grants should complete all applicable columns. Please read all 

instructions before completing form.

SECTION A - BUDGET SUMMARY 

U.S. DEPARTMENT OF EDUCATION FUNDS 

Budget Categories Project Year 1(a) Project Year 2 

(b) 

Project Year 3 

(c) 

Project Year 4 

(d) 

Project Year 5 

(e) 

Total (f) 

1. Personnel $ 4,000 $ 4,000 $ 0 $ 0 $ 0 $ 8,000 

2. Fringe Benefits $ 360 $ 360 $ 0 $ 0 $ 0 $ 720 

3. Travel $ 26,048 $ 25,008 $ 0 $ 0 $ 0 $ 51,056 

4. Equipment $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

5. Supplies $ 1,800 $ 1,800 $ 0 $ 0 $ 0 $ 3,600 

6. Contractual $ 48,060 $ 48,060 $ 0 $ 0 $ 0 $ 96,120 

7. Construction $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

8. Other $ 1,850 $ 3,050 $ 0 $ 0 $ 0 $ 4,900 

9. Total Direct Costs 

(lines 1-8) 

$ 82,118 $ 82,278 $ 0 $ 0 $ 0 $ 164,396 

10. Indirect Costs* $ 6,569 $ 6,582 $ 0 $ 0 $ 0 $ 13,151 

11. Training Stipends $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

12. Total Costs (lines 9-

11) 

$ 88,687 $ 88,860 $ 0 $ 0 $ 0 $ 177,547 

 *Indirect Cost Information (To Be Completed by Your Business Office): 

 If you are requesting reimbursement for indirect costs on line 10, please answer the following questions: 

 (1) Do you have an Indirect Cost Rate Agreement approved by the Federal government? Yes No 

 (2) If yes, please provide the following information: 

 Period Covered by the Indirect Cost Rate Agreement: From: 1/1/2008 To: 6/30/2012 (mm/dd/yyyy) 

 Approving Federal agency: ED Other (please specify): US Dept of Health and Human Services 

 (3) For Restricted Rate Programs (check one) -- Are you using a restricted indirect cost rate that: 

 Is included in your approved Indirect Cost Rate Agreement? or, Complies with 34 CFR 76.564(c)(2)? 

PR/Award # P016A090068 e5
 

U.S. DEPARTMENT OF EDUCATION 

BUDGET INFORMATION 

NON-CONSTRUCTION PROGRAMS 

 OMB Control Number: 1890-0004 

 Expiration Date: 06/30/2005

 Name of Institution/Organization: 

 Greenville Technical College

Applicants requesting funding for only one year should complete the 

column under "Project Year 1." Applicants requesting funding for multiyear grants should complete all applicable columns. Please read all 

instructions before completing form.

SECTION B - BUDGET SUMMARY 

NON-FEDERAL FUNDS 

Budget Categories Project Year 1(a) Project Year 2 

(b) 

Project Year 3 

(c) 

Project Year 4 

(d) 

Project Year 5 

(e) 

Total (f) 

1. Personnel $ 25,950 $ 29,950 $ 0 $ 0 $ 0 $ 55,900 

2. Fringe Benefits $ 7,704 $ 7,704 $ 0 $ 0 $ 0 $ 15,408 

3. Travel $ 300 $ 1,340 $ 0 $ 0 $ 0 $ 1,640 

4. Equipment $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

5. Supplies $ 1,200 $ 1,200 $ 0 $ 0 $ 0 $ 2,400 

6. Contractual $ 12,980 $ 12,980 $ 0 $ 0 $ 0 $ 25,960 

7. Construction $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

8. Other $ 800 $ 300 $ 0 $ 0 $ 0 $ 1,100 

9. Total Direct Costs 

(lines 1-8) 

$ 48,934 $ 53,474 $ 0 $ 0 $ 0 $ 102,408 

10. Indirect Costs $ 3,915 $ 4,278 $ 0 $ 0 $ 0 $ 8,193 

11. Training Stipends $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

12. Total Costs (lines 9-

11) 

$ 52,849 $ 57,752 $ 0 $ 0 $ 0 $ 110,601 

PR/Award # P016A090068 e6
Project Narrative

Abstract Narrative

Attachment 1:

Title: Pages: Uploaded File: 1235-TItle VI A _ABSTRACT.pdf

PR/Award # P016A090068 e13
PROJECT ABSTRACT 

Recognizing the historical, cultural, and geopolitical significance of the Middle East 

region, Greenville Technical College (GTC) submits this proposal, GTC Middle East Area 

Studies Program, seeking $177,548 in federal funding to establish a comprehensive program of 

Middle East area studies that includes a two-year sequence of beginning Arabic language 

instruction. The project will address a critical gap in higher education curricula for over 15,000 

undergraduate students in South Carolina, supporting the development of students with linguistic 

and cultural proficiencies in an area critical to national and global security. Building on 

competencies in international education developed through two prior Title VIA grants (1992, 

1996), this project responds to the needs of students, educators, the institution, and the local 

community. The project was developed using a comprehensive needs assessment, including 

faculty and student surveys, research with interested community groups, and analysis of the local 

and national academic, economic, and geopolitical environments. 

Project activities include focused professional development of faculty, curricular 

enhancements, development of a two-year sequence of Modern Standard Arabic instruction, and 

establishment of study-abroad opportunities in the Middle East for GTC faculty and students. 

 Outcomes will include professional development for 30 faculty members; revision of 18 

courses across the curriculum; development of two new interdisciplinary Middle East Area 

Studies courses; integration of a two-year sequence of Arabic language instruction into the 

college’s language offerings; development of short-term study abroad opportunities in one or 

more Arab language countries for students and faculty; and outreach activities targeting high 

schools and community stakeholders . 

PR/Award # P016A090068 e0
Project Narrative

Project Narrative

Attachment 1:

Title: Pages: Uploaded File: 1237-Final Title VIA Narrative.pdf

PR/Award # P016A090068 e15
GTC Middle East Area Studies Program 

1. PLAN OF OPERATION 

The activities of the two-year project correlate to those authorized through the Title VIA 

statute: (1) curricular activities including development of new courses and revision of existing 

courses; (2) development and implementation of a two-year sequence of foreign language 

instruction; (3) professional development of faculty participants; and (4) development of an 

overseas immersion experience for faculty and students that provides experience in application 

of the cultural and linguistic skills obtained through classroom study. 

a. Indicators of High Quality: The two-year project is designed to meet needs identified 

through a comprehensive planning process, and will support a higher level of teaching and 

learning for faculty and students in the area of Arabic language and a variety of subjects related 

to Middle East studies.. Specific quality indicators include that the project: 

• Is faculty initiated, faculty developed, and faculty led; 

• Was designed using input from all stakeholders including administrators, faculty, 

students, and the community; 

• Has an interdisciplinary approach to internationalizing the curricula; 

• Builds on a two-year period of project development and support activities; and 

• Will build long-term capacity for international education at the institution 

b. Proper & Efficient Administration – The project team will manage the project, 

insuring that objectives are met in a timely manner and that deliverables are of high quality. 

Together, they have the instructional, curriculum development, and administrative experience to 

support the project’s success. To insure that senior GTC administrators stay informed, the project 

director will provide ongoing reports to GTC’s Chief Academic Officer (CAO), the Vice 

President for Education. The CAO reports directly to the college President. 

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GTC Middle East Area Studies Program 

Figure 1: Organizational Chart 

 GTC President 

Dr. Keith Miller 

 

President’s Cabinet Chief Academic Officer 

Steve Valand 

 

Office of International Education 

 

External Evaluator Title VIA Project Project Advisory Committee

 

 

 Title VIA Project 

Project Director 

 

 

 

GTC Faculty Participants Activities Coordinator/Assistant 

Project Director 

• Arab Language Program 

• Content Experts 

 

ROLES & RESPONSIBILITIES OF PROJECT TEAM 

Project Director: Housed within the Office of International Education. Responsible for oversight and 

management of all project activities. Supervises Activities Coordinator and Arabic Teaching Assistant. 

Coordinates curricular activities and facilitates approval process; Develops and coordinates schedule of 

professional development activities, mentors faculty and manages participants’ project activities. 

Oversees content experts’ project activities. Oversees and approves study-abroad program including 

development of student selection criteria. Promotes and assists students with study-abroad scholarships. 

Responsible for financial management of funds and federal project and fiscal reporting. 

Activities Coordinator/Assistant Director: Recruits faculty members; assists with coordination of 

professional development conferences; organizes two Middle Eastern festivals; assists with development 

of study abroad program; markets program offerings to Mosque, Synagogues, Arabic Christian Churches, 

ROTC units, and National Guard and other community stakeholders; Coordinates media coverage; 

provides outreach to high schools. Provides other support to the Project Director. Reports directly to 

Project Director. 

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GTC Middle East Area Studies Program 

Project Advisory Committee: Assists with internal evaluation of program milestones and deliverables; 

consult and advise on problem resolution; review project reports and budgets prior to submission; review 

and advise regarding faculty professional development activities; and provide other technical assistance 

to the project director as needed and requested.

Content Experts: Lead professional development workshops for faculty participants; consult and advise 

faculty regarding content in curricular projects (modules; course revisions; new course development); 

review and endorse completed curricula; and consult with faculty in development of support activities.

External Evaluator: Provides objective formative and summative evaluation, focusing on 1) the extent to 

which the Activity objectives are being met; 2) the usefulness of specific implementation strategies; and 3) 

the degree to which the Activity is being successfully institutionalized and collectively embraced by the 

larger college community. During annual site visits and additional communication via phone, e-mail and 

other forms of correspondence, provides feedback to the Project Director.

Overview of Activities: As stated previously, objectives and supporting activities 

correspond to the Title VIA statute’s authorized activities. These are: professional development; 

curriculum development; language program development; study-abroad development; and 

outreach to K-12. 

Professional Development is the foundation of the project. During the last two years, 

GTC’s Office of International Education (OIE) has been building academic resources related to 

teaching about the Arabic world. Under OIE leadership, faculty members have participated in the 

activities of the Middle East Outreach Center (MEOC) and the Southeast Regional Middle East 

and Islamic Studies Seminar (SERMEISS), and the college has hosted Fulbright Language 

Teaching Assistants from Cyprus and Turkey. In addition, OIE has coordinated student exchange 

programs through programs that serve the Middle East and facilitated integration of these 

students from into the college community. The proposed professional development program is 

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GTC Middle East Area Studies Program 

the final step necessary to build a full Middle East Area Studies Program at GTC. Specifically, 

carefully selected faculty will: 

• Participate in local, regional, and national conferences, workshops, and seminars 

focused on Middle East area studies; 

• Participate in training regarding advanced pedagogical strategies for intercultural 

learning; 

• Have opportunities for individual, team, and group work with Content Specialists 

in their discipline to support curriculum development related to the Middle East; 

and 

• Have opportunities for study abroad in an Arabic language country that supports 

curricular activities at GTC. 

Faculty Selection & Processes: At the project start, the project director will issue an 

open call for proposals using the forms for course development established by the institutional 

Curriculum Committee. Faculty will explain their interest, the rationale and need for course or 

module development; and submit the proposal to the Project Advisory Committee (PAC). The 

PAC will make a final determination within two weeks of the closing period. Selected faculty 

will then meet with the Project Director to create and individualized professional development 

plan that insures equitable distribution of resources. After the faculty member complete specified 

professional development activities, s/he will create an annotated bibliography of learning 

resources (books, journals, DVDs, films) and forward it to the GTC library director for 

consideration. Faculty participants will have a budget of up to $300 each to purchase materials 

necessary to support curricular development activities. 

Curriculum Development: Curriculum activities will include development of two new 

interdisciplinary courses: Middle East Area Studies I and Middle East Area Studies II 

comprised of 12 one-hour course modules; and revision of 18 existing courses across the 

curriculum. The project team will work with senior institutions to develop transfer agreements so 

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GTC Middle East Area Studies Program 

that students will be able to enter advanced study at the junior level, should they continue their 

education to the baccalaureate level. 

Both courses will be team-taught and support an interdisciplinary approach to 

understanding the Middle East. Middle East Area Studies I will focus on the humanities, 

including at least a one-hour course module on religion, as that is central to understanding 

cultures of the Arab language world, and two additional modules. Up to six humanities modules 

will be developed, and may include art, literature, music, philosophy, and history. Middle East 

Area Studies II will also contain three one-hour modules, with a focus on the social sciences. 

Modules may include geography, economics, political science, anthropology, sociology, and 

business. At least some modules will include cultural immersion experiences such as attendance 

of religious services at a mosque, synagogue; meeting with a local firm that does business in the 

Arab world, organizing or attending a Middle East film festival, or other. Twelve faculty 

members from the Arts & Sciences division will receive one course release (valued at $1890) to 

produce course modules. Eighteen (18) faculty interested in course revision will receive an $800 

stipend. Resources will be allocated equitably. 

Course Revisions: The project also proposes to revise at least 18 courses across the both 

university transfer and technical program curricula. Courses under consideration are: 

GTC COURSES FOR POTENTIAL REVISION 

ANT 101 General Anthropology HUS 105 Introduction to Human Services 

ANT 203 Physical Anthropology & Archeology HUS 220 Diversity Issues in Human Services 

AOT 234 Administrative Office Communications IDS 155 Customer Service 

AOT 254 Office Simulation IDS 156 Personal Customer Service Skills 

ART 101 Art History and Appreciation JOU 101 Introduction to Journalism 

ART 209 Nineteenth Century Art LEG 218 Immigration Law 

ART 210 History of Graphic Design HOS 131 Public Relations & Business Etiquette 

BIO 205 Ecology HSS 105 Technology and Culture 

ANT 101 General Anthropology HUS 105 Introduction to Human Services 

ANT 203 Physical Anthropology & Archeology HUS 220 Diversity Issues in Human Services

AOT 234 Administrative Office Communications IDS 155 Customer Service 

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GTC Middle East Area Studies Program 

AOT 254 Office Simulation IDS 156 Personal Customer Service Skills 

ART 101 Art History and Appreciation JOU 101 Introduction to Journalism 

ART 209 Nineteenth Century Art LEG 218 Immigration Law 

ART 210 History of Graphic Design MGT 255 Organizational Behavior 

BIO 205 Ecology MKT 130 Customer Service Principles 

BUS 220 Business Ethics MKT 260 Marketing Management 

BUS 250 Introduction to International Business IDS 155 Customer Service 

CRJ 224 Police Community Relations MGT 255 Organizational Behavior 

ECD 207 Inclusive Care MKT 130 Customer Service Principles 

ENG 165 Professional Communications MKT 260 Marketing Management 

ENG 202 World Literature I PHI 10 Introduction to Philosophy 

ENG 203 World Literature II PHI 110 Ethics 

ENG 230 Women in Literature PSC 205 Politics and Government 

EVT 201 Environmental Science PSC 220 Introduction to International Relations 

GEO 102 World Geography PSY 103 Human Relations 

HIS 112 Nonwestern Civilizations REL 101 Introduction to Religion 

HIS 122 History, Technology, and Society SOC 151 International Sociology 

HOS 130 Professional Etiquette and Manners SOC 225 Gender Issues 

HOS 131 Public Relations & Business Etiquette SOC 235 Thanatology 

HSS 105 Technology and Culture SPC 208 Intercultural Communication 

GTC also offers a one-hour course in political science, Special Topics for Model United 

Nations that supports a student delegation to participate in a regional Model UN simulation 

experience. Building on this course, the project will revise the course to include Topics for 

Model Arab League as part of the 18 course revisions budgeted. 

Study Abroad – Study Abroad is a clear indicator of excellence in undergraduate 

international education, providing students with the cultural immersion that supports real-world 

development of linguistic and cultural competencies. GTC’s project will develop and implement 

a short-term study abroad program appropriate for community college students. As these 

individuals typically have adult responsibilities such as work and family, semester-long 

programs are not usually a realistic option. GTC will use funding to develop short-term programs 

that expose students to the cultures of the Arab language world. Research shows that short-term 

programs can deepen interest and academic commitment for participants, thereby supporting the 

potential for advanced study. 

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GTC Middle East Area Studies Program 

Outreach Activities: The project team will provide outreach to at least 10 local high 

schools, faith communities such as the mosque, synagogues, and Arab churches, as well as the 

general community by hosting an annual Middle East festival. The Assistant Project Director 

will coordinate media coverage of the festival and other project activities. 

c. Relationship of Objectives to Program: The project’s overarching goal is to provide 

faculty and students with the linguistic tools and knowledge necessary to create informed world 

views on the cultures of the Middle East, and to interact with individuals from this area of the 

world effectively in the workplace, educational settings, and interpersonally. Specifically, the 

project will accomplish this through the following: 

Goal 1: GTC will develop and implement a planned sequence of professional development 

opportunities for faculty that builds knowledge, skills, and competencies in content areas 

related to the Middle East and incorporates best practices in intercultural teaching and learning. . 

Objective 1. 1 By the end of each funding year, at least 15 faculty members (6 from Arts & 

Sciences; 9 across the curriculum) will have participated in professional 

development activities such as conferences, seminars, or workshops that 

support competencies in teaching of content related to the Middle East.

Objective 1.2 By the end of each funding year, at least 3 faculty members will participate in 

professional development activities that support competencies in the pedagogy 

of intercultural teaching. 

Objective 1.3 By the end of each funding year, at least 15 faculty participants in professional 

development will submit annotated bibliographies of research, journals, 

books, films, and/or DVDs to serve as ongoing learning resources to the GTC 

librarian. 

Goal 2: By the end of the funding period, GTC will develop and implement a two-year 

sequence of Beginning Arabic that supports the attainment of baseline reading, writing, and 

speaking skills for students. GTC will accomplish this through contract with the US Department 

of Education funded U.S. Arabic Distance Learning Network (USADLN).

Objective 2.1. Within one months of funding notification, GTC will contract with USADLN 

to provide instruction in Arabic 101, 102, 201, and 202. 

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GTC Middle East Area Studies Program 

Objective 2.2. Within three months of funding notification, GTC will insure that the above 

courses are approved by the GTC Curriculum Committee and the SC 

Technical Education System Office; and are incorporated into the state-wide 

Catalogue of Courses for the state’s sixteen technical colleges. 

Objective 2.3. Beginning in the fall semester of the first project year, GTC will insure that at 

least one section of Arabic 101 is fully enrolled. 

Objective 2.4. By the end of the funding period, GTC will have offered at least one section 

of each course in the Beginning Arabic course sequence. (101, 102, 201, 202). 

 

Objective 2.5. By the end of the project’s two-year period, at least 60% of students enrolled 

in each course sequence will have completed the course with the grade of “C” 

or better. 

Goal 3: By the end of the funding period, GTC will develop, implement, and integrate a 

comprehensive, high-quality program of Middle East area studies of 23 academic credit hours 

into the college curriculum. 

Objective 3.1. By the end the funding period, GTC will create (2) new interdisciplinary 

courses (Middle East Studies I; Middle East II); obtain approval by the GTC 

Curriculum Committee and the SC Technical Education System Office; and 

insure that they are incorporated into the state-wide Catalogue of Courses for 

the state’s sixteen technical colleges. 

Objective 3.2. By the end of the funding period, GTC will have created transfer agreements 

or 2+2 articulation agreements related to the Middle East Area Studies 

Program with at least two senior institutions that offer Middle East Area 

Studies. 

Objective 3.3 By the end of the funding period, GTC will revise at least 18 existing courses 

across the curriculum 

Goal 4. To develop, implement, and integrate a Middle East-based study-abroad opportunity

for students and faculty that provide an immersion experience for participants that supports 

intercultural competencies, and stimulates interest in further academically focused study and 

travel. 

Objective 4. 1 By the end of the second project year, GTC will develop and implement a 

short-term study-abroad program in an Arab language country 

Objective 4.2 By the end of the funding period, at least ten (10) GTC students will have 

completed a short-term study abroad program in an Arab language country. 

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GTC Middle East Area Studies Program 

Objective 4.3 At least 80% of student participants in study-abroad will demonstrate 

improved competencies in application of Arabic language skills and cultural 

knowledge. 

Goal 5. To develop and implement outreach activities to community stakeholders including 

local high schools, ROTC and National Guard units, and the Middle East/Arab language 

community. 

Objective 5.1 By the end of each project year, GTC will host a Middle East festival that is open 

to the community, incorporating food, music, dance, or other appropriate 

activities, as well as information about Middle East Area Studies at GTC. 

Objective 5.2 By the end of the project period, GTC will provide information on its Arab 

language and Middle East Area Studies program to at least 10 area high schools, 

two ROTC programs, and the local National Guard unit. 

d. Use of Personnel & Resources: As described in the Plan of Operation, the Project 

Director, Activity Director, and Project Advisory Committee will provide project leadership. The 

project team has the combined academic, administrative, and international education experience 

to insure the project’s success. The project team incorporates faculty from a wide representation 

of departments, and has full administrative support from the institution’s Chief Academic 

Officer. The Vice President for Finance demonstrates support through approval of partial costshare for the project. 

As a large comprehensive technical and community college, GTC has broad experience 

in the fiscal administration of federal grant funds, and has experience in working with large 

awards from agencies such as the US Department of Education (Title III Strengthening 

Institutions, Upward Bound, Student Support Services); the National Science Foundation; and 

the U.S. Department of Justice, among others. The GTC Business Office maintains two full-time 

dedicated grants accountants, insuring full compliance with all federal grant cost principles. 

e. Equal Access for Minorities, Women, Individuals with Disabilities, & the Elderly - 

As an open-admissions institution of higher education and public agency, GTC is fully 

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GTC Middle East Area Studies Program 

committed to a policy of non-discrimination, and insures equal access to education and 

employment opportunity regardless of sex, race, religion, color, national origin, or handicap. The 

college complies with the provision of Titles VI and VII of the Civil Rights Act of 1964, as 

amended; Title IX of the Education Amendments of 1972 and the Higher Education 

Amendments of 1986; Sections 503 and 409 of the Rehabilitation Act of 1973; the South 

Carolina Human Affairs law of 1972 and with the Americans with Disabilities Act of 1990. In 

2007, GTC ranked as the top technical college in SC for achieving diversity employment goals 

for higher education established by the SC Human Affairs Commission. 

GTC has numerous student support services that serve special populations, including two 

U.S. Department of Education TRIO programs, a Single Parent Program, and an ESL program. 

The college promotes its academic programs, services, and continuing education programs 

throughout its service area of Greenville County, and has partnerships with many non-profit 

community agencies, including those that serve the elderly. 

GTC’s Office of Student Disability Services assists students who have disabilities such as 

blindness or visual impairments, deafness and other hearing impairments; learning disabilities; 

chronic illness; head and spinal cord injuries; attention deficit/hyperactivity disorder 

(ADD/ADHD); psychological disabilities; and other types of impairments that impede a 

student’s ability to participate in the education process. 

As a comprehensive technical and community college, GTC strives to insure that 

educational opportunity to all by reducing financial barriers. The college strives to make tuition 

and fees affordable, and the GTC Office of Financial Aid assists students in pursuit of federal aid 

such as Pell Grant, Stafford loans, Federal Supplemental Educational Opportunity Grant, and 

Academic Competitiveness grant. Additionally, the South Carolina Lottery Tuition Assistance 

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GTC Middle East Area Studies Program 

program underwrites 56% of tuition for all South Carolina residents enrolled in at least 6 credit 

hours of a curriculum program at a technical college, and remains in place as long as individuals 

are making satisfactory academic progress. Because there is no financial means testing to qualify 

for this program, it helps support access for individuals who have limited financial means but do 

not qualify for other types of financial aid programs that are needs-based (such as Pell Grant), or 

merit-based (such as South Carolina Life Scholarships). Individuals over the age of 60 who are 

not employed full-time are entitled to attend GTC at no cost as student seats are available. 

2. QUALITY OF KEY PERSONNEL 

a. Project Director: Ms. Chirinjev Peterson, Director of International Education for 

GTC, will serve as the project director, with a time commitment of 35 percent for each year of 

the project. A graduate of Jesus and Mary College of Delhi University in India, Ms. Peterson 

has personal bicultural experience. She holds a master of arts in economics from the State 

University of New York (SUNY) at Stony Brook. She completed Ph.D. exams at SUNY Stony 

Brook in 1983. Ms. Peterson has over 15 years of experience in teaching, curriculum 

development, and project management at the collegiate level. As director of GTC’s Office of 

International Education, Ms. Peterson provides oversight of academic and co-curricular activities 

that support global views, including student exchange programs. Since 2003, she has provided 

leadership for college-wide efforts to internationalize curricula in both the Arts & Sciences 

division, as well as technical programs. She has established several discipline-specific short-term 

study abroad programs, ranging from health sciences to traditional liberal education programs. 

Currently, Ms. Peterson directs two foreign exchange programs funded through Community 

Colleges for International Development (CCID) and Georgetown University. 

In addition to her affiliation with CCID, Ms. Peterson is active in the National 

Association of Foreign Student Advisors: Association of International Educators (NAFSA), as 

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GTC Middle East Area Studies Program 

well as state and local groups such as the Chamber of Commerce and the World Trade Center. 

Ms. Peterson is a member of the Southeast Regional Middle East and Islamic Studies Seminar 

(SERMEISS) and the Middle East Outreach Council. She has experience as a faculty participant 

in previous Title VIA grants, and she is active in international activities within the larger 

Greenville community including Greenville Forward’s Vision 2025 International Education Task 

Force, the Greenville Interfaith Forum, and Rotaract. Ms. Peterson’s resume is attached. 

b. Other Key Personnel: The Project Advisory Committee will monitor the timetable 

and expenditures, assisting with implementation of activities, review internal and external 

evaluations, and make recommendations to institutionalize the project. Each member will 

contribute 40 hours to committee activities annually. The committee will have a minimum of 

one meeting each quarter of the project’s duration. 

GTC PROJECT ADVISORY COMMITTEE MEMBERS 

Dr. Reginald Bruster Dr. Bruster, an English Instructor at GTC since 1995, holds a B.A. in English 

from Berea College; a Master of Arts in English from Western Kentucky 

University; and a Ph.D. in Literature and Criticism from Indian University of 

Pennsylvania. Dr. Bruster has been a lecturer at Cairo University Fayoum 

Branch (now Fayoum University) in Egypt on two occasions (1994 to 1995; 

1996), and has experience with distance education (televised classes). His 

related teaching experience includes courses on World Literature and 

Professional Communications. In 2001, he participated in a Fulbright Study 

Abroad to South Korea. 

Ms. Delores Lamb Ms. Lamb has been a chemistry instructor at GTC for over 30 years. She has a 

B.S. in Chemistry and an M.S. in Environmental Chemistry from Clemson 

University. Currently, she is the Assistant Dean of Arts and Sciences. Prior 

administrative experience includes service as Department Head of Physical 

Sciences, Assistant Dean of Engineering Technology, Department Head of 

Hazardous Materials Technology, and the College Director of Hazardous 

Substance Management for 3 years. Her committee work includes service as 

Chairperson of the Educational Programs of the SACS Steering Committee 

(1999-2001) and Chairperson of the President’s Advisory Committee (2000-

2001). Ms. Lamb represents the Arts & Sciences Division on the college 

Assessment Council. 

Dr. Kevin Morris, Dr. Kevin Morris, GTC English Instructor, holds a B.A. in English from Fordham 

University; a Master of Arts in English from New Mexico Highlands University; 

and the Ed.D. in Vocational/Technical Education from Clemson University. His 

related instructional interests include World Literature, World Literature, and 

Film Studies. In 2004, Dr. Morris was a faculty participant in the Institute on 

Infusing East Asian Studies into the Undergraduate Curriculum at the East 

West Center, and used that experience to develop a team-taught East Asian 

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Civilization course. He has organized an Introduction to East Asia Series and 

an Islam in Asia conference for the South Carolina Technical Education 

Association. In 2008, he participated in the Phi Theta Kappa Leadership 

Development Studies Seminar, and received certification for teaching 

Leadership Development Studies with a Humanities approach. 

Ms. Mary Ryan-Morris Ms. Mary Ryan-Morris, Adjunct Instructor of Political Science at GTC since 

1992, holds a B.A. in Psychology and Peace Studies from the college of Mount 

Saint Vincent, and a Master of Arts in International Studies from the University 

of Denver. Ms. Ryan-Morris includes 7 years of service as Social Studies 

Teacher at the high school level, and 16 years of instructional experience in 

the community college setting. Her vita reflects professional development in 

the areas of learning strategies, South Asian religions, Geography, and Middle 

East studies. Ms. Morris has also served as a planning assistant for the Rocky 

Mountain International Forum. 

Dr. Elizabeth Traxler Dr. Traxler is an instructor of Political Science and American government at 

GTC. Dr. Traxler holds the Ph.D. and M.A. in International Studies from the 

University of South Carolina at Columbia, and has completed post-graduate 

study at both the université de Neuchtâtel in Switzerland and the Institut d' 

études politiques de Paris in France. She has served as chairman and vicechairman of the Community Advisory Board for The School District of 

Greenville County's International Baccalaureate (IB) program. Dr. Traxler has a 

wide range of teaching experience at the high school, university, and 

community college levels. Additionally, she has served as project director for 

two past Title VI-A grants projects, and has experience with curricular planning 

and implementation, as well as budget planning, execution, and control. 

Content Experts & Other Contracted Positions (Resume/Vitae attached]) -- External 

consultants will meet with the project director to discuss and determine mutually-agreed upon 

expectations for project participation. With the exception of the assistant project director, it is 

estimated that each content expert will make a time commitment of 30 to 60 hours per year. 

Role/Expertise Identified Individual & Qualifications 

Arab Language Dr. Nabil Abdelfattah, Adjunct Associate Professor of Arabic Language for the 

US Arabic Distance Learning Network (USADLN) at Montana State University 

will provide instruction for the proposed two-year sequence of Basic Arabic. Dr. 

Abdelfattah holds a B.A. in English and Education from Tanta University, 

Egypt; a Master of Arts in Applied Linguistics from the Indiana University at 

Bloomington; and a PhD in Applied Linguistics from the University of Texas at 

Austin. He has 18 years of college-level Arabic instruction experience, and has 

served as the Director of the USADLN since 2003.Dr. Abdelfattah has 

extensive experience in leading professional development activities for 

teachers of the Arabic language. 

Geography Dr. James Miller, Associate Professor of History and Geography at Clemson 

University, will serve as the lead content expert for geography. Dr. Miller holds 

the B.A. in Geography from Binghamton University, and a Master of Arts and 

PhD in Geography from the University of Texas at Austin. Dr. Miller’s expertise 

focuses on the Cultural Geography of North Africa, the Middle East, and SubSaharan Africa. Dr. Miller has 28 years of experience as a college instructor, 

and has developed study abroad programs in Tunisia. From 2003 to 2006, Dr. 

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Miller served as the Director of the Overseas Studies Center of the American 

Institute of Maghrib Studies (AIMS) in Oran, Algeria. 

Literature Dr. Allen Hibbard, Professor of Literature at Middle Tennessee State University 

(MTSU) and Director of MTSU’s Middle East Center will serve as the content 

expert for development of curricula related to literature of the Middle East. Dr. 

Hibbard holds a B.A. in English from American University, and a Master of Arts 

and PhD. In English from the University of Washington. Dr. Hibbard’s 

specialties include Comparative Literature and Middle East literature in 

translation. From 1992 to 1994, he was a Fulbright Lecturer at the University of 

Damascus, Syria. He has 22 years of instructional experience and is widely 

published on the authors Paul Bowles and Alfred Chester. 

Middle East History Dr. Allen Fromherz, Assistant Professor of Medieval North African, Middle 

Eastern, and Mediterranean History at Georgia State University will serve as 

the lead consultant for Middle East history. Dr. Fromherz holds a B.A.in Islamic 

History from Dartmouth College, and a PhD. In Arabic and Middle Eastern 

studies from the University of St. Andrews. For the period 2002 to 2003, he 

has served as a Fulbright Scholar in Morocco, affiliated with the Muhammad V 

University in Rabat and the Royal Hisaniya Archives. From 2007 to 2008, he 

served as an Assistant Professor of Middle Eastern History at the College of 

Arts and Sciences, Qatar University, Doha, Qatar. Dr. Fromherz has 

experience with student exchange programs between Oman and the U.S. 

Music Dr. Anne Rasmussen, Associate Professor of Ethnomusicology at the College 

of William and Mary will serve as the lead consultant for music course content. 

Dr. Rasmussen holds a B.A. from Northwestern University, a Master of Arts 

from the University of Denver, and a PhD. In music from the University of 

California Los Angeles. Her research interests include Music and Culture in the 

Middle East, with a special interest in the Arab diaspora, American musical 

multiculturalism, and gender, politics and religion in Indonesia. Dr. Rasmussen 

has been involved in studying, teaching and performing Middle Eastern music 

since 1985. Dr. Rasmussen is also known for her fieldwork among Arab 

Americans in communities across the U.S. 

Activities Director Ms. Sara Belanger will serve as the project’s activity director, contributing 15 

hours weekly throughout the two-year project. Ms. Belanger holds a B.A. in 

International Affairs with minor in French from Sweet Briar College, a Master of 

Science in Comparative and International Education from the University of 

Oxford, United Kingdom, and a certificate of Project Management from 

Georgetown University. She has worked extensively in the field of international 

education, including work as a program assistant for America-Mideast 

Educational and Training Services (AMIDEAST), program officer for the 

AMIDEAST Fulbright Foreign Student Program, Program Manager for the 

Council for International Exchange of Scholars, and Senior Program Officer for 

Georgetown University’s Center for International Education and Development’s 

Near East and South Asia Undergraduate Exchange Program. 

External Evaluator Dr. Akram Khater, Associate Professor of History at North Carolina State 

University and Director of International Programs, has agreed to serve as the 

project’s external evaluator. Dr. Khater will contribute at least 32 hours to 

the project. A native of Lebanon, he earned a B.S. degree in Electronics 

Engineering from California Polytechnic State University, and holds M.A. and 

Ph.D. degrees in History from the University of California, Santa Cruz, and 

University of California, Berkeley, respectively. Before coming to NCSU, he 

taught at Ball State University in Indiana. His publications include books such 

as Inventing Home: Emigration, Gender and the Making of a Lebanese Middle 

Class, 1861-1921, and A History of the Middle East: A Sourcebook for the 

History of the Middle East and North Africa. During his tenure at NC State, 

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Professor Khater has been awarded a number of teaching awards 

(Outstanding Teacher and Outstanding Junior Faculty) and has obtained 

fellowships from the National Humanities Center, American Philosophical 

Society, the National Endowment for the Humanities, Fulbright Foundation, 

and the Council of American Overseas Research Centers. His professional 

affiliations include the Middle East Studies Association, American Historical 

Association, Triangle Islamic Studies Group, and Mediterranean Studies 

Group, and the Chair of the Committee on Middle East Studies at NC State. 

He also sits on the editorial boards of several journals and book series. 

3. BUDGET & COST EFFECTIVENESS 

The project budget was carefully developed to strengthen GTC’s international education 

curriculum for years to come. Budget decisions were based on State and College fiscal policies, 

reasonable costs to accomplish each implementation strategy, and allowable costs within federal 

guidelines for the project. The College assures that all policies and procedures governing 

external funds will be observed in the implementation and operation of this project. Further, the 

College agrees to properly disburse and follow accounting procedures as stipulated by internal 

policies as well as State and federal regulations, including full assurance that GTC will not 

supplant existing funding with federal grant money. 

a. Detailed budget breakout for each year. See attached budget and budget narrative. 

b. Relationship of Costs to Objectives – The proposed federal request of $177,548 over two 

years is a request that insures GTC can accomplish the project objectives and insure quality 

deliverables. 

• The total cost for personnel and fringe benefits is $80,027. The federal request is only 

$8,720. GTC will assume $71,307 for personnel, reflecting the intense commitment of 

time necessary to direct and administer an expansive project for faculty and curriculum 

development. 

• Supplies and Other Costs: The federal request is $8,500 (4.7% of total federal request). 

GTC will provide $3,500 in cost share. 

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• Travel represents 28.7% of the federal request. Costs are reasonable in consideration of 

the activities: the cost for the project director to attend the annual Title VIA project 

director conference in Washington, D.C., faculty travel to professional development 

conferences; and the overseas travel by the project director and a faculty member that is 

necessary to establish the study-abroad program. Because of state-wide budget cuts to 

higher education, which are fully described in Section 6: Commitment to International 

Education, there are virtually no institutional funds available to support travel beyond 

that necessary for the college’s President and other senior administrators. 

• The federal request for contracted services ($96,120) represents one the largest line 

items. These costs are reasonable due to the utilization of external consultants as subject 

matter experts to lead faculty professional development activities ($30,000); employment 

of a part-time assistant project director/activities coordinator ($27,000); the fees for 

contracted language instruction ($10,000) with the USADLN at Montana State 

University; and stipends and course release to support GTC faculty involved in 

curriculum development ($23,120). GTC is providing a cost share of $25,960 for 

contracted services, as outlined in the budget and budget narrative. 

4. ADEQUACY OF RESOURCES 

Facilities & Equipment – GTC is a comprehensive technical and community college, 

and has excellent physical facilities to support the project. GTC will provide office space, office 

equipment, and supplies for the project director and administrative assistant, as well as Internet 

and telecommunication services. The college’s 51,400 square foot Technical Resource Center 

(TRC) provides offices, an auditorium, meeting space, and two videoconferencing classrooms, as 

well as the library. The TRC is a frequently used venue for meetings and presentations to large 

groups; this space can be used to host the proposed Middle East Festival and show films related 

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to the proposed Middle East Area Studies curriculum. 

Distance Education Capacity & Resources – GTC has eighteen year of experience as a 

distanc

d 

nt. 

e education provider, offering its first videotaped and televised courses in 1990; by the 

fall of 2007, GTC enrolled a headcount of over 4,000 students in distance education programs 

including online, televised, and hybrid. GTC’s Office of Media Technologies has the staffing an

technical expertise necessary to support delivery of live videoconferencing via the USADLN. 

GTC technical facilities meet all specifications in terms of delivery protocol, bridging, site 

requirements, and other technical support. GTC Media Services personnel will support the 

project as part of their ongoing duties to the college; their time will not be charged to the gra

Library Holdings - GTC’s Library has a print collection of over 60,000 volumes; 

approx

’s 

struction 

nd 

imately 120 print periodicals including nearly 40 peer-reviewed journals, and a large

electronic collection that includes 60,000 electronic books; subscriptions to over 70 research 

databases; thousands of full-text online electronic journals, and a variety of multimedia. The 

library also has three private study rooms that accommodate up to six individuals. The library

computer valley has desktops with Internet access and the full Microsoft Office 2007 suite 

(Word, Publisher, Excel, and Access) software. The library offers information literacy 

instruction to help students become effective users and producers of information; this in

is available in formats customized to specific courses and curricula. The library provides 

comprehensive information services for faculty and students, including reserve materials a

interlibrary loan. 

Personnel – GTC is making a significant contribution to the project’s success by 

providing the administrative support of the Chief Academic Officer, release time for the director 

of the Office of International Education; and the contribution of personnel time from multiple 

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support services throughout the college. GTC personnel are well-qualified to meet all project 

objectives, including delivery of distance education programs, development and integration of

new curricula; administration federal funding; and support for outreach activities. 

5. EVALUATION PLAN 

 

a. PLAN FOR EVAL -- The external evaluator will 

conduc

ctivities match those described in the 

plan? 

at extent have activities been conducted according to the proposed timeline? 

of 

tent are the participants moving toward the anticipated goals? 

e goals? 

UATION OF EFFECTIVENESS 

t formative evaluation 2 times per project year. Formative evaluation will assess the 

project's ongoing processes, asking such questions as: 

• To what extent do the strategies, services, and a

• Are any changes in strategies, services, and activities justified and documented? 

• To wh

• Have appropriate personnel been involved in administration and implementation 

activities? 

• To what extent do actual project costs match the proposed initial budget plan? 

• To what ex

• Which strategies and activities are most helpful in moving the project toward th

• What barriers have been encountered? 

• How and to what extent have barriers been overcome or managed? 

b. PRODUCTION OF OBJECTIVE, QUANTIFIABLE DATA -- An external evaluator 

wil

nd objectives? 

• Was the project equally effective for all participants? 

d? 

environments? 

l provide summative evaluation of the project annually. Summative evaluation will assess the

project's overall effectiveness, asking questions such as: 

• To what extent has the project met overall goals a

• What components were the most effective? 

• What significant unintended impacts has the project ha

• Is the project replicable in other educational 

Goal 1: Faculty professional development opportunities related to Middle East

Objective 1.1 

Sciences; 9 across the curriculum) will have participated in professional 

By the end of each funding year, at least 15 faculty members (6 from Arts &

development activities such as conferences, seminars, or workshops that 

support competencies in teaching of content related to the Middle East. 

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Activities: 

Outcomes: aching resources on Middle East for GTC; Enhancement of 

aching skills in discipline; Improved level of instructors' core knowledge of 

Measures: f faculty participating in each activity, as above; 

Syllabi reflecting course content and learning objectives related to Middle 

Record: y participating in professional development will submit a report 

summarizing knowledge and skills gained through the experience and 

Objective 1.2 g year, at least 3 faculty members will participate in 

rofessional development activities that support competencies in the 

Activities: 

ll demonstrate application and integration of new 

rategies such as learning communities, integration of e-portfolios or other eMeasures: ipating in each activity, as above; 

Syllabi reflecting integration of new strategies into course 

Record: it a report 

summarizing knowledge and skills gained through the experience and 

Objective 1.3 g year, at least 15 faculty participants in 

rofessional development will submit annotated bibliographies of research, 

esources to 

Activities: nsultation with content experts, workshops, seminars, 

onferences 

Outcomes: lections related to the Middle East in GTC library 

Number of acquisitions by GTC library 

Record: 

Local, regional, and national conferences, workshops, seminars, for 

instructors 

Increased te

te

Middle East 

• Number o

•

East 

All facult

application to discipline 

By the end of each fundin

p

pedagogy of intercultural teaching. 

Workshops, seminars 

Outcomes: Faculty participants wi

st

tools, or other into teaching 

• Number of faculty partic

•

All faculty participating in professional development will subm

application to discipline 

By the end of each fundin

p

journals, books, films, and/or DVDs to serve as ongoing learning r

the GTC librarian. 

Faculty research, Co

c

Improved col

Measures: • Number of bibliographies 

•

Bibliographies, Acquisition s 

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Goal 2: Develop and implement a two-year sequence of Beginning Arabic

 2.1. DLN 

to provide instruction in Arabic 101, 102, 201, and 202. 

Objective 2.2. ure that the above 

courses are approved by the GTC Curriculum Committee and the SC 

Objective 2.3. insure that at 

least one section of Arabic 101 is fully enrolled. 

Objective 2.4. ffered at least one section of 

each course in the Beginning Arabic course sequence. (101, 102, 201, 202). 

Objective 2.5. 

in each course sequence will have completed the course with the grade of “C” 

Activities: ith USADLN, Training of Arabic Teaching Assistant, Courses 

cy 

valuations 

Record: C Technical Education 

d attachments: Curriculum display with 

fix, 

Objective Within one months of funding notification, GTC will contract with USA

Within three months of funding notification, GTC will ins

Technical Education System Office; and are incorporated into the state-wide

Catalogue of Courses for the state’s sixteen technical colleges. 

Beginning in the fall semester of the first project year, GTC will 

By the end of the funding period, GTC will have o

 

By the end of the project’s two-year period, at least 60% of students enrolled 

or better. 

Contact w

Outcomes: Course approval, Course delivery, student completion, student learning 

Measures: • Student enrollment and completion data; 

• Student grades 

• Pre/post-test of students’ Arabic proficien

• Student course e

Enrollment reports, grades, cou

Certificate Notification form an

rse evaluations; S

program title, total credits, and semester Catalog of Approved Course pre

number, title, and credits. 

Goal 3: Create & implement Middle East Area Studies program 

 3.1. isciplinary 

courses (Middle East Studies I; Middle East II); obtain approval by the GTC 

Objective 3.2. will have created transfer agreements 

or 2+2 articulation agreements related to the Middle East Area Studies 

Objective By the end the funding period, GTC will create (2) new interd

Curriculum Committee and the SC Technical Education System Office; and 

insure that they are incorporated into the state-wide Catalogue of Courses for

the state’s sixteen technical colleges. 

By the end of the funding period, GTC

Program with at least two senior institutions that offer Middle East Area 

Studies. 

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GTC Middle East Area Studies Program 

Objective 3.3 ses 

e curriculum

Measures: ce by GTC curriculum committee and SC Technical Education 

Number of transfer agreements 

ch a program 

Record: ents: 

 of 

By the end of the funding period, GTC will revise at least 18 existing cour

across th

Activities: Curriculum development; Language program development, transfer 

agreements 

Outcomes: New and revised curricula, Language program, Transfer agreements 

• Acceptan

System 

• Number and identification of new and revised courses 

• Enrollments in curricula developed or revised by the project 

• Type & 

• Documentation of student interest in participating in su

SC Technical Education Certificate Notification form and attachm

Curriculum display with program title, total credits, and semester Catalog

Approved Course prefix, number, title, and credits. 

Goal 4: Develop & implement short-term study abroad programs for students & 

faculty in at least one Arab language country

 4. 1 

e country 

 an Arab language 

country.

Objective 4.3 

cies in application of Arabic language skills and cultural knowledge.

A

A

S

Outcomes: 

Measures: ey, 

tion adapted from course evaluation forms 

Objective By the end of the first project year, GTC will develop and implement a shortterm study-abroad program in an Arab languag

Objective 4.2 By the end of the funding period, at least four (4) and ten (10) GTC students 

will have completed a short-term study abroad program in

At least 80% of participants in study-abroad will demonstrate improved 

competen

Activities: daptation of Institute for the International Education of Students Model 

ssessment Practice (Source: Institute for the International Education of 

tudents, online, <http://www.iesabroad.org/menus/ies_MAP.htm>) 

Improved intercultural competence; academic, social, and personal growth

• Faculty will evaluate student intercultural competency through surv

essay, and/or integrative project 

• Faculty will report data on number of participants and number pursuing 

further intercultural experiences or academic study 

• Students will complete an evalua

• Student will complete self-report of knowledge, skills, and insights on a 

survey; 

• Number of participants; 

• Number pursuing further intercultural experiences or academic study 

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GTC Middle East Area Studies Program 

Record: 

ll as 

eported 

Faculty leader will have students complete surveys and/or integrative 

projects/essays documenting knowledge, skills, and insights gained, as we

plans for future international travel and study. Student reports will be r

in summative form. 

Goal 5: Provide Outreach Activities to High Schools & Community 

 5.1 stival that is 

open to the community, incorporating food, music, dance, or other 

Objective 5.2 d of the project period, GTC will provide information on its Arab 

language and Middle East Area Studies program to at least 10 area high 

Activities: M

r, reason for attending 

al 

Record: 

Objective By the end of each project year, GTC will host a Middle East fe

appropriate activities, as well as information about Middle East Area Studies

at GTC. 

By the en

schools, two ROTC programs, and the local National Guard unit. 

iddle East festivals, Presentations to high schools and community groups

Outcomes: Community awareness, enrollment of high school students in dual credit 

programs 

Measures: • Number and category of festival attendees (student/grade, community

membe

• Number of high school students enrolling in related courses through du

credit programs 

Ticket stubs, number of participants completing request for program 

information 

6. COMMITMENT TO INTERNATIONAL STUDIES 

a. Number nd 1996, GTC 

served 

culty 

to 

courses have been internationalized in multiple disciplines. A document with course names and 

 of International Courses presently offered – In the 1992 a

on behalf of the former South Carolina International Education Consortium as the fiscal 

agent for two Title VIA projects designed to promote internationalization of the curriculum 

across several institutions. These projects built capacity for international capacity through fa

development (faculty to faculty mentoring; conferences) and curricular projects, including 

infusion of global concepts across the humanities and social sciences curricula. From 1992 

1998, 63 courses were revised to include international content, and 13 new courses were 

developed with Title VI-A funding. Since the conclusion of the last grant, an additional 41

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prefixes is attached to the “Other Attachments” form. GTC also offers French, German, and

Spanish at the 101, 102, 201, and 202 levels. 

b. Involvement of Faculty & Administrators in Planning – The project design is th

product of a two-year comprehensive planning

e 

 process involving input from faculty, 

admini

cted a 

test 

strators, students, and community stakeholders. In 2007, GTC’s Office of International 

Education (OIE) began updating its strategic plan. As part of that process, OIE condu

sample survey of GTC faculty regarding academic direction for international education at the 

institution. Arab language and Middle East area studies emerged as the subjects of grea

interest across the curriculum. 

The OIE director began exploring the situation of these curricula within South Carolina’s 

community of higher education institutions. According to a 2006 survey conducted by the 

Modern

ly 

 Language Association and local research, only three senior institutions (College of 

Charleston; Converse College; University of South Carolina at Columbia) were offering 

undergraduate programs in Arabic, but no two-year institution within the state is current

offering Arab language instruction for academic credit;. The OIE director then met w

GTC’s Chief Academic Officer (CAO) and the Dean of the Arts and Sciences Division to obtai

administrative support for further development of the Middle East Area Studies/Arab Langua

concept. After outlining specific professional development activities for faculty and co-curricular 

plans to build capacity, the OIE director, CAO, and Dean identified several external funding 

initiatives that would support development of high-quality programming in the area of Arab 

language instruction and Middle East Area Studies at GTC. 

Specific activities that were designed to support the current grant application include:

ith 

n 

ge 

(1)

hosting of Fulbright Language Teaching Assistants from Turkey, Cyprus, and Saudi Arabia; (2); 

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faculty membership and active participation in the Southeast Regional Middle East and Islamic 

Studies Seminar (SERMEISS) and the Middle East Outreach Center; (3) building community 

demand for Arab language courses by piloting Conversational Arabic in GTC’s Continuing 

Education Division; and (4) hosting several cohorts of exchange students from Arab-speaking 

countries. 

 During fall 2007, GTC participated in Georgetown University's Near East and South 

Asian Undergraduate Exchange Program (NESA UGRAD), hosting 10 exchange for a semester. 

ID), 

nded the 2008 fall meeting of 

the Sou

 On 

y 

NESA participants enrolled as full-time curriculum students, studying, living, and socializing

with American peers, interacting with faculty, and meeting and talking with Greenville 

community members. Because of the program's success, GTC's participation in NESA UGRAD

was renewed for the 2008 - 2009 academic year. Currently 14 NESA students, including

individuals from Tunisia, Morocco, and Algeria, are enrolled at GTC for two semesters. GTC 

also has a strong relationship with Community Colleges in International Development (CC

and is hosting 10 students from Egypt through CCID sponsorship. 

GTC has also initiated several faculty development efforts to build capacity for the Title 

VIA grant application. The Director of International Education atte

theast Regional Middle East and Islamic Studies Seminar (SERMEISS); two other 

faculty members attended the 2009 spring meeting. The OIE Director and three faculty members 

also attended the Modern Arabic Literature seminar at Georgia State University this spring.

May 14 and 15, GTC will host an interdisciplinary conference, Teaching the Middle East. At 

least 18 GTC faculty members have committed to attend lectures by five Middle East Area Stud

consultants from senior institutions, and have opportunities for in-depth discussions and group

work. Funded by GTC, this conference demonstrates the college’s commitment to building 

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GTC Middle East Area Studies Program 

faculty resources in the proposed curriculum. Development of faculty expertise in Middle 

Eastern and Islamic Studies is the top priority for GTC's International Education Program fo

next two years. Faculty members who have committed or who are interested are shown in t

table below. 

Mahdia Ben-Salem (Spanish – adjunct) Shannon O’Bryan (History) 

r the 

he 

Clark Brittain (Religion) Chirinjev Peterson (Economics) 

Kathy Ferrell (Biology) Mary Ryan-Morris (Political Science) 

Rivka Green (Spanish) Art Smith (History) 

Wanda Haynie (Psychology) Jason Sturgis (NESA UGRAD Mentor) 

Rolf Hemmerling (Economics – adjunct) Beth Traxler (Political Science) 

Nick Hill (Geography) Lissette Treanor (ESL) 

Jayne McClain (Biology) Bert Strange (Philosophy) 

Kevin Morris (English) – tentative Ross Wagner (English) 

Catie Murphy (Biology – adjunct) Amanda Weston (Developmental English) 

c. Institutional Commitment to the Proj C is fully committed 

 and continuation e VIA 

funding

nical 

ation 

ect’s Sustainability – GT

to the establishment, operation, of the programming created through Titl

, as demonstrated by the dedication of personnel including the OIE director, the Project 

Advisory Committee members, and Media Services department to the execution of project 

deliverables. GTC will make its videoconferencing facilities available for delivery of Arab 

language instruction; GTC will only charge USADLN fees to the grant. All new curricula 

developed through the grant will be incorporated into the Common Catalogue of Approved 

Courses (CAC) for the South Carolina Technical Education System. GTC will provide tech

assistance to any of the other 16 technical system colleges that express interest in implement

of this coursework at their institutions. 

d. Institutional Funds Used to Support Program Objectives – GTC is a current 

recipient of funding through the U.S. Department of Education’s Title IIIA Strengthening 

Institutions program, and is therefore eligible to request a cost-share waiver. Instead, GTC is 

demonstrating its commitment to the project by a cost-share of $110,600, or 62% of the 

total project cost. This is especially remarkable in light of the institution’s current economic 

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challenges. While the nation’s financial crisis has created problems for higher education 

throughout the country, budget cuts have been especially deep in South Carolina. Mid-way

through FY 2008- 2009, GTC was forced to cut its budget by 15 percent, and another two

percent cut is will occur in the upcoming fiscal year. 

GTC’s proposed budget is the minimum conservative estimate necessary to do the p

well. GTC is making a significant financial contributio

roject 

n to support the project. Major college 

cost-share items include: 

• A 35% time commitment for the OIE director to serve as a project director, with salary 

and fringe benefits representing $65,107over the life of the project; 

nical issues of 

es, representing 21%of the project’s budget for that line 

• Partial support for an Arabic language teaching assistant; 

• Time commitment for personnel in Media Services to assist with tech

distance education delivery; 

• $2,400 representing 40% of the project’s supply budget; and 

• $25,960 for contracted servic

item. 

7. PROGRAM ELEMENTS 

a. Implementation of an International Studies Program – The project contains all the 

elements necessary for a rogram: Faculty professional 

develop

unding period. For example, professional development 

 high-quality Middle East Area Studies p

ment; curriculum activities that encompass development of new and revised courses; 

implementation of a two-year sequence of foreign language instruction; development of a shortterm study abroad programming. 

Activities are designed to be appropriate for the two-year college environment and can be

institutionalized by the end of the f

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GTC Middle East Area Studies Program 

activiti

lty 

d 

to 

ll 

es are designed to meet the particular needs of community college faculty. Because of 

their heavy teaching loads, faculty members employed at two-year institutions have difficu

obtaining release time to participate in long-term academic seminars. Intensive group work an

individual consultation with area specialists is a more appropriate approach for them. South 

Carolina’s Commission on Higher Education will not approve a liberal arts major at a two-year 

college; therefore, the curriculum will support development of course work that will transfer 

senior institutions. To insure the cost-efficiency that is critical for cash-strapped public two-year

institutions, GTC will provide Arabic language instruction through distance education. Shortterm study abroad will meet the special needs of community college faculty and students, whose 

external responsibilities limit their ability to travel for extended periods. Outreach activities wi

focus on developing a pipeline of students from local high schools into programming at GTC 

through dual credit and articulation agreements. 

b. Interdisciplinary Aspects of the Program –Culture can only be truly understood 

when explored through multiple perspectives and disciplines. Recognizing this principle, GTC 

involve

ing a 

d faculty from both the university transfer program and technical disciplines in the 

planning and development of the project goals. Professional development opportunities are 

designed to support faculty teaming and group work across departments, divisions, and 

disciplines. During the curriculum development activities, faculty will have opportunities to

work individually and in groups with content experts, making new connections and creat

community of scholars that will support the ongoing sustainability of the Middle East Area 

Studies program. 

c. New & Revised Courses – The project proposes to develop or revise at least 18 

courses in university transfer curriculum to include concepts related to Middle East area 

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GTC Middle East Area Studies Program 

studies. GTC may well exceed this goal as technical programs such as health care and business 

develop an interest stemming from the project’s visibility. Another project goal will be 

development of at least 12 course modules that will create the proposed Middle East Area 

Studies I and Middle East Area Studies II courses discussed in the Plan of Operation. 

d. Improving & Expanding Language Instruction – GTC currently offers the firs

years of French, German, and Spanish (101, 102, 201, 202). These courses are include

t two 

d in the 

S.C. Co

m. For that reason, GTC has chosen to 

contrac

SE) of 

ground m, and 

ccess 

mmission on Higher Education Commission of Higher Education’s statewide articulation 

list of universally transferable courses from technical colleges to senior institutions in the state.

Greenville Tech will be the first two-year public college in the state to offer Arabic or any less 

commonly taught foreign language for academic credit. 

In today’s fiscal environment, it would not be financially realistic for GTC to bear the 

cost of implementing a traditional Arabic language progra

t with the U.S. Arabic Distance Learning Network (USADLN, or “the Network”) to 

provide instruction through live videoconferencing. Housed at Montana State University, 

USADLN offers an affordable, innovative, and effective instructional alternative, and is 

supported by a grant from the Fund for the Improvement of Postsecondary Education (FIP

the U.S. Department of Education. USADLN was the 2002 winner of the Institute for 

International Education, Andrew Heiskell Award for Innovation in International Education. 

The interactive video classroom environment permits immediate, two-way 

communication between the Professor and students at each participating university. On-the-

 Teaching Assistants (TAs) are trained through USADLN’s Training Progra

provide additional classroom instruction to complement the interactive video sessions. The 

Network is also linked through asynchronous instructional software that increases student a

Page 28 of 35

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GTC Middle East Area Studies Program 

to the Professor, and enhances communication between the lead Professor and TAs. The pro

uses the national standard Arabic text book Al-Kitaab. USADLN’s lead instructor is a highlyqualified professor of Arabic linguistics; his credentials are discussed in Section 2, Key 

Personnel and his resume is located in the Appendix. . The introduction of various component

of the language, i.e., sounds, letters, grammar, vocabulary . . . etc, serves the ultimate go

enabling students to communicate in Arabic at a level that conforms to the general proficiency 

guidelines of the American Council on the Teaching of Foreign Languages (ACTFL). Student

learning Arabic through the Network's program have tested consistently at or above the 

proficiency levels of students learning Arabic in more traditional learning environments 

Slots not filled by GTC students will be offered to students enrolled in other educ

institutions in the area, including Spartanburg Community College, Furman University, C

gram 

s 

al of 

s 

ational 

lemson 

University, and University of South Carolina Upstate. Remaining seats will be offered to area 

high school students such as those enrolled at GTC’s Charter High School. 

8. NEED FOR PROGRAM & PROSPECTIVE RESULTS 

Addressing a significant gap in South Carolina’s higher education system, GTC requests 

$177,548 dle East Area 

Stu t 

ar 

ough 

 in federal funding over a two-year period to establish a program of Mid

dies and Arabic language instruction. Federal funding will support GTC in the developmen

and implementation of model programming appropriate for the two-year college curriculum; 

GTC will share the model across the 16 institutions of South Carolina’s Technical Education 

System. Project goals are to: (1) provide faculty with discipline-specific professional 

development opportunities related to Middle East area studies; (2) create a curriculum that 

includes new and revised coursework in a variety of disciplines; (3) establish a two-ye

sequence of Arabic language instruction; (4) support the K-12 to postsecondary pipeline thr

Page 29 of 35

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GTC Middle East Area Studies Program 

dual credit programs and articulation agreements with high schools and outreach activitie

(5) develop a study-abroad program in the Middle East that provides faculty and students with 

opportunities to apply and build proficiency in linguistic and cultural tools achieved through 

classroom study. Prospective results include (a)professional development for a cohort of at leas

18 faculty to integrate elements of Middle East studies across the curriculum and who can ser

as mentors to other faculty in the future; (b) development of multiple curriculum products, 

including at least 12 modules that infuse concepts of the Middle East into existing courses; 

comprehensive revision of 18 courses; (c) development of an Arabic language program thro

distance education program of national repute for excellence; (d) development of dual 

enrollment and articulation agreements with local high schools; and (e) development of a model 

short-term study abroad program in the Middle East. GTC reasons for pursuit of the pro

include: 

s; and 

t 

ve 

ugh a 

ject 

Faculty, Student, & Community Interest -- GTC has hosted several cohorts of 

exchange students that have included individuals from countries where Arabic is the dominant 

languag d 

s), 

nference 

e. As these students have lived, worked, and studied with their American peers an

faculty, interpersonal relationships formed, leading to an increased interest in these students’ 

countries of origin. In addition, GTC hosted Fulbright Language Teaching Assistants (FLTA

who served as guest lecturers across the curriculum. Faculty and students gained new 

perspectives, and a desire to learn more. As a result of these experiences, eighteen (18) faculty 

members from multiple disciplines will be participating in an interdisciplinary May co

focused on teaching about the Middle East. Student interest is also well-documented: in a fall 

2008 sample survey of 285 students enrolled in the college’s Arts and Sciences Division, 59 

students stated that they would enroll in Beginning Arabic if offered. 

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GTC Middle East Area Studies Program 

In addition, the local community has a small but growing community of residents from

the Middle East. While numbers are still low, they are sufficient to support a Mosque, two 

synago

ities 

t 

gues, an Arabic Baptist Church, and a Coptic Church. Greenville County is a stronghold 

for mainline Protestant Christian traditions; thus, the appearance of these new faith commun

is stimulating interest among native Greenville County residents. As part of the needs assessmen

for the project, GTC piloted Conversational Arabic within the college’s Continuing Education 

division in fall 2008. Within 10 days of posting the offering, the section filled to capacity with 16 

students. Several community groups, including representative of the local Islamic society have 

offered support for the project. 

Support for the Local Economy – GTC’s mission as community and technical college 

encompasses support for economic development and workforce preparation. The global 

econom

estment 

b, 

, 

y has a direct impact on the local workforce. As major center for corporate headquarters,

international manufacturing, and transportation, the Greenville area has more foreign inv

per capita than any other region of the U.S. Approximately 83 international firms provide over 

14,000 jobs in Greenville County. The larger 10 county area encompasses 240 firms from 23 

different countries. Statewide, South Carolina has three Foreign Trade Zones, including sites in 

the local area (Duncan, Greer, Spartanburg, Laurens, Greenville, Ft. Mill, Fountain Inn and 

Wellford). In 2007, South Carolina exports to the United Arab Emirates were $20.6 million; 

currently, Jafza International is building a $600 million warehouse system, transportation hu

and business park in Orangeburg County. And in March 2009, SC Department of Commerce 

sponsored an international trade mission to the United Arab Emirates (Dubai, Abu Dhabi). Thus

GTC students are likely to need skills for an international workplace 

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GTC Middle East Area Studies Program 

Development of Global Attitudes & Intercultural Understanding – From foreign 

policy, to world health, to the global economic crisis, to climate change, international issues 

affect t

al 

ing 

-

he daily lives of U.S. citizens. In order for Americans to cope with increasingly complex 

civic and vocational responsibilities in an interdependent world, they must be able to make 

informed decisions and function within diverse environments. Certainly, American higher 

education has a moral imperative to prepare students to think critically regarding broad soci

responsibility, and to participate actively and effectively in the global community. Recogniz

the importance of international education, GTC has made knowledge of global views a college

wide student outcome. 

Equal Educational Opportunity -- Since the events of 9/11 enrollments in college-leve

Arabic language and Mi

l 

ddle East studies program have been growing steadily across the U.S., 

yet tho

n 

na 

usands of South Carolina’s undergraduate students have little or no opportunities for 

postsecondary study in these areas. As previously mentioned, a survey conducted by the Moder

Language Association in fall 2006 showed that two public senior institutions in South Caroli

(College of Charleston; the University of South Carolina at Columbia) offered programming in 

Arabic language and Middle Eastern studies, but none of the colleges in the 16-college South 

Carolina Technical Education system offered this type of curricula. This is of particular concern

as 49% of all undergraduates in the state are enrolled in public community colleges, and becau

students enrolled in community colleges are more likely to be low-income, minority students, or 

from populations non-traditional for higher education than those enrolled in baccalaureate 

institutions. As part of its mission to provide equal educational access, GTC propose this project 

to help level the playing field for all undergraduate students who wish to pursue study of A

and Middle East Area Studies. 

, 

se 

rabic 

Page 32 of 35

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GTC Middle East Area Studies Program 

International & National Relevance: With more than 250 million native speakers 

across the globe, Arabic is the fifth most commonly-spoken language in the world and the 

domina

ense; 

.S. 

re 

 of 

nt language of commerce, culture, and religion across the Middle East. Because this 

region is at the center of U.S. foreign policy and energy resources, developing capacity for 

Arabic language interpreters is a priority for multiple federal agencies, including the U.S. 

Department of Agriculture; the U.S. Department of Commerce; the U.S. Department of Def

the U.S. Department of Health and Human Services; the U.S. Department of Interior; the U

Department of Labor, the U.S. Department of State; and the U.S. Department of Treasury, 

among others. GTC’s language program will help to build a cohort of students with skills that a

critical to national security, including the ability to communicate in Arabic, and knowledge

the region’s historical, cultural, geographical, and political complexity. 

Academic Rigor & Intellectual Development – In addition to helping students develo

well-informed views on contemporary issues, the subject also provides a

p 

 rich target for academic 

study. L

n for 

of 

. 

ocated at the juncture of Eurasia and Africa, the Middle East has played a key role in 

world affairs since ancient times. Faculty and students can examine the region’s complex, 

fascinating histories; explore the roots and spiritual philosophies of the world’s three largest 

monotheistic faith traditions: Judaism, Islam, and Christianity; and learn critical appreciatio

literary and poetical traditions. These subjects provide exceptional opportunities for the type 

rigorous academic work that supports the noblest aims of a liberal arts education: developing the 

skills for critical inquiry, with a goal of gaining a deeper understanding of and appreciation for 

the world’s complexity. The program will also help prepare university transfer students for 

further study and training in fields such as political science, literature, history, and anthropology

Page 33 of 35

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GTC Middle East Area Studies Program 

The Academic Value of Foreign Language Study – Learning a foreign language h

intrinsic academic value. As students gain knowledge of a foreign language, they gain a more 

as 

thoroug

, 

al and 

h understanding of its cultural context. A richer understanding of the power and nuance

of language empowers the student for genuine communication: knowing how to say what to 

whom, and when to say it. Foreign language study deepens knowledge and understanding of 

the perspectives, practices, and products of another culture, allowing students to make 

connections and sophisticated comparisons between other disciplines and viewpoints. Finally

students are able to participate effectively in other language communities for education

professional advancement, or personal enrichment. 

Assurance of Student Equal Access – As an open-admissions institution, GTC is 

committed to educational access for all students. Faculty members are student-centered, and 

ready t of 

b, 

d led 

s 

o assist students with academic and vocational issues. GTC provides a wide variety 

student support services that enhance student success, including tutoring services, a writing la

academic advising, counseling services, and a full-service office dedicated to students with 

disabilities or other special needs. GTC has special programs to support single parents, including

on-site childcare. GTC’s OIE supports students with an interest in international education 

through individual advising, fundraising for and coordination of students’ study abroad 

opportunities, and sponsorship of co-curricular international activities. OIE has planned an

several short-term study abroad programs that have incorporated students with disabilitie

including those with limited mobility. 

Provision of Federal Scholarship Information -- The project team will insure tha

students will have information about fed

t 

eral scholarship programs that support study abroad and 

advanced language study, including but not limited to: 

Page 34 of 35

PR/Award # P016A090068 e33
GTC Middle East Area Studies Program 

Page 35 of 35

•

out programs 

f its 

t students with locating and completing applications to programs 

n 

The National Security Education Program’s Boren Scholarships; and 

• U.S. Department of State Benjamin Gilman scholarships and Critical Language 

Scholarships. 

The OIE will host a Study Abroad at GTC Fair that advertises information ab

through GTC including those developed by the project, and existing programs. As part o

ongoing duties, OIE will assis

that provide longer-term study such as but not limited to: (1) the National Security Educatio

Program’s Boren Scholarships and (2) the U.S. Department of State Benjamin Gilman and 

Critical Language Scholarships. OIE will insure that scholarship information is disseminated 

across the campus to faculty, advisors, financial aid officers, and the Greenville Tech 

Foundation. 

9. COMPETITION PROGRAM PRIORITIES 

GTC’s proposal responds Title VIA 2009 competitive priority under 34 CFR 75.105(c

the case of a 

)(2)(i): in 

two-year degree granting institution, offer two years of postsecondary credit in a 

foreign language. The proposal also corresponds to Invitational Priority 4: Projects that focus on 

any of the seventy-eight (78) priority languages [Arabic] selected from the U.S. Department of 

Education’s list of Less Commonly Taught Languages (LCTLs). 

PR/Award # P016A090068 e34
Project Narrative

Other Narrative

Attachment 1:

Title: Pages: Uploaded File: 1236-Letters+CVs+Evaluator.pdf

PR/Award # P016A090068 e51
PR/Award # P016A090068 e0
PR/Award # P016A090068 e1
 

11 Harbor Oaks Drive 

Greenville, South Carolina 29609-4949 

April 27. 2009 

Ms. Chirinjev Peterson 

Department of International Education 

Greenville Technical College 

620 South Pleasantburg Drive 

Greenville, South Carolina 29606-5616 

Dear Ms. Peterson: 

This letter confirms my support for Greenville Technical College’s proposal to develop a Middle 

East Studies Program at Greenville Technical College by applying for an Undergraduate 

International Studies and Foreign Language Program grant from the United States Department of 

Education. 

As an active member of the Greenville Jewish community, I recognize the importance of this 

effort to bring necessary educational resources to the Greenville area so that we can learn about 

this very important region and develop a greater understanding of our connection to the Middle 

East. I applaud your efforts and hope they are successful as such a program would be extremely 

beneficial to our community. 

Sincerely, 

Rabbi Marc H. Wilson 

PR/Award # P016A090068 e2
PR/Award # P016A090068 e3
PR/Award # P016A090068 e4
In the name of Allah, the most beneficent, the most merciful 

ISLAMIC SOCIETY OF GREENVILLE 

STREET ADDRESS: 96, MERIDIAN AVE., TAYLORS, SC 29687 

MAILING ADDRESS: P.O. BOX 25721, GREENVILLE SC 29616 

WWW.GREENVILLEMASJID.COM 

PHONE: (864)292-2219

EXECUTIVE COUNCIL – 2009 

Mazen Abu Shanab

President

864-525-9269

Mohammad Fatayerji

Vice-President

858-752-9166

Minhaj Syed

Treasurer

864-268-8147

Ikram Muqri

Secretary

864-848-9136

Bassem Falous

Joint-Secretary

864-640-2899

Haroon Raja

Member At large

864-906-0146

Monday, April 27, 2009 

Ms. Chirinjev Peterson 

Department of International Education 

Greenville Technical College 

620 South Pleasantburg Drive 

Greenville, South Carolina 29606-5616 

Dear Ms. Peterson: 

Please accept this letter as indication of our support for Greenville Technical College’s proposed 

project to develop a Middle East Studies Program at Greenville Technical College by applying 

for an Undergraduate International Studies and Foreign Language Program grant from the 

United States Department of Education. 

One of the Islamic Society of Greenville’s primary objectives is the promotion of understanding 

and dialogue between Greenville and its Muslim citizens. In accordance with this objective, we 

appreciate the potential contribution of your project in helping people recognize and 

appreciate the contributions of the Middle East and its rich Islamic heritage. We support your 

efforts to secure funding for this important and commendable project. 

Sincerely, 

Mohammad Fatayerji 

Vice President, ISG 

PR/Award # P016A090068 e5
PR/Award # P016A090068 e6
Chirinjev Peterson 

Greenville Technical College 

Department of International Education 

Office: UT 114 

864-250-8668 

Chirinjev.peterson@gvltec.edu

 

 

Education 

SUNY at Stony Brook 1983 

Passed Ph.D. Qualifying Exams for Economics 

Areas of Concentration: Labor Economics, Economic Systems 

 

SUNY at Stony Brook 1981 

M.A. Economics 

Jesus and Mary College, Delhi University 1980 

B.A. Economics 

 

International Education Experience 

 

Director of International Education, Greenville Technical College June 2003-Present 

• Direct exchange student programs: submit award applications; create 

and hire for new positions; oversee implementation; offer academic, 

cultural and service opportunities and support to students; write reports; 

 make presentations; oversee program budgets 

• Lead college wide internationalizing curriculum revision projects 

• Establish advisory committees and develop strategic plans 

• Develop, market, and assess workshops and conferences 

• Create and direct Short-term Study Abroad Programs 

• Submit internal and external grant applications 

• Review and oversee internal grant applications 

• Support international students 

• Participate in local efforts to support the international community 

• Create and manage International Education budgets 

• Supervise administrative assistant, exchange project directors, work study 

student assistants 

Director, South Carolina International Education Consortium (SCIEC) Aug 2001-Jun 2003 

• Organize Annual Conference 

• Writing grant applications 

• Plan and administer budget 

• Supervise administrative assistant and work study student assistants 

• Oversee workshops and general logistics 

PR/Award # P016A090068 e7
Director of International Education, Arts and Sciences Division, 

Greenville Technical College Aug 1998-Dec 2001 

• Developed new English as a Second Language program 

• Lead an eleven member faculty research project 

• Lead workshops on methods of internationalizing courses 

Mentor, Title VI A Grant Aug 1994 

• Developed a course in Comparative Economics Systems 

 

Teaching Experience in Economics 

Professor of Economics, Greenville Technical College 1990-Present 

Adjunct Instructor at California State University 1989-1990 

Adjunct Instructor at San Bernardino Valley College 1989 

 Visiting Assistant Professor at St. Lawrence University 1986-1987 

 Visiting Assistant Professor at Rhodes College 1985-1986 

 Student Instructor at SUNY at Stony Brook 1983 

 Teaching Assistant at SUNY at Stony Brook 1980-1985 

Applied Economics Experience 

 

Land Use Planner County of San Bernardino 1988-1990 

 

Grants Awarded and Supervised 

Community Colleges for International Development Exchange Student 2008-2009, 2009-2010 

 Programs – student exchange programs which bring students from 

 underserved countries to the U.S. to study technical fields and learn 

 about democratic processes; funded by the U.S. Department of State’s 

 Bureau of Educational and Cultural Affairs 

Near East and South Asia Undergraduate Exchange Program - student 2007-2008, 2008-2009 

 exchange program which brings students from underserved countries 

 to the U.S. to study at U.S. colleges and universities; funded by the 

 U.S. Department of State’s Bureau of Educational and Cultural Affairs 

Fulbright Foreign Language Teaching Assistant Program – program for 2006-2007, 2007-2008, 

 young teaching professionals from various countries to spend an 2008-2009 

 academic year at a US institution to study and to teach their languages 

Freeman Foundation Grant to host a conference, “Introduction to Islam 2005-2006 

 in Asia,” for faculty members 

Deutscher Akademischer Austausch Dienst (German Academic Exchange 2005 

 Service) Group Study Grant to fund short term Study Abroad Program for 

 students in Automotive Technology programs 

Piedmont Health Care Foundation Grant to internationalize health care 2004-2005 

 Curriculum; this effort earned Greenville Technical College the ACIIE 

 International Intercultural Achievement Award for Best Practice in 

 International or Intercultural Development Programs for Faculty 

Perkins Grant funds 2004-2005, 2005-2006, 

2006-2007, 2007-2008, 

2008-2009 

 

PR/Award # P016A090068 e8
 

International Education Programs, Workshops and Conferences Developed and/or Presented 

“International Business Etiquette” Workshops Greenville Technical College 2009 

 “Religion and Health Care” Series Greenville Technical College 2009 

“Working with International Students” Workshops Greenville Technical 2008 

 College 

 “Study Abroad at Community Colleges” NAFSA Region VII Conference 2008 

 “Patterns of Southern Immigration” Series Greenville Technical 

College, Furman University, International Center of the Upstate 2008 

 “Snapshots of Our World” Series Greenville Technical College 2007, 2008. 2009 

 “Globalizing the Community College Experience: Best Practices in 2007 

 Study Abroad NAFSA Region VII Conference 

 “Who Moved My World?” Series Greenville Technical College 2006, 2007 

 “Working with Diversity” and “Understanding Professional Practices Around 2005, 2006 

 the World” series Greenville Technical College 

 “Cultural and Clinical Competence: Globalizing Healthcare Curricula” 2004 

 Greenville Technical College 

 

 

Current International Education Memberships and Affiliations 

 

CCID (Community Colleges for International Development) 

 IIE (Institute of International Education) 

 ICU (International Center of the Upstate) 

 NAFSA (Association of International Educators) 

 Greenville Forward: Vision 2025 International Committee 

 SERMEISS (Southeast Regional Middle East and Islamic Studies Seminar) 

Forum on Education Abroad 

Honors and Awards

 Unsung Hero Award Greenville Technical College 2006 

 Best Practices Award from ACIIE 2006

 

Current Volunteer Activities

 Member of School Improvement Council, Eastside High School, Taylors, SC 

 

Languages 

 

English, Hindi, and Punjabi 

 

References

Submitted upon request 

PR/Award # P016A090068 e9
Reginald V. Bruster, Ph.D. 

 e-mail: Reginald.Bruster@gvltec.edu

 

Objective: Assistant Professor of English 

Education: 

Ph.D. in Literature and Criticism, 

Indiana University of Pennsylvania 

Indiana, Pennsylvania 

Concentration: Generalist, Nineteenth Century African American Women’s Literature 

Dissertation: Rooted in the Body: Architectonics in Black Women’s Literature

Advisor: Dr. Karen Dandurand 

M.A. in English 

Western Kentucky University 

Bowling Green, Kentucky 

Concentration: Generalist in American Literature 

B.A. in English 

Berea College 

Berea, Kentucky 

Certificate 

 Institute of Children’s Literature 

West Redding, Connecticut 

Languages 

 Can read some Spanish 

 Self-study of Arabic 

PR/Award # P016A090068 e10
Academic Experience 

Instructor of English, 1995 to Present 

Greenville Technical College, South Carolina 

Courses: 

Introduction to Composition American Literature I & II Professional Communication

Composition I & II British Literature I Introduction to Speech

World Literature I & II

Distance Learning in Teleclasses 

Lecturer, September 1994- May 1995 and January 1996 – June 1996 

Cairo University, Fayoum Branch, Egypt (Fayoum University as of 2005) 

Courses: 

Literary Criticism Novel Shakespeare Linguistics 

 Taught freshmen to senior levels. Criticism focused on theory (e.g., post colonial, 

 psychoanalytic, formalism, etc.). Nineteenth century and twentieth century 

 novels focused on African American writers, Shakespearean comedy and tragedy, 

 and Applied Linguistics 

Graduate Assistant, 1993-1994 

Indiana University of Pennsylvania 

Research Assistant to Dr. Malcolm Hayward 

Gathered data for professor’s classes and research. Mostly library journals and some archival 

work. 

Teaching Assistant, 1992-1993 

West Virginia University, Morgantown 

Courses: 

African American Literature Composition I

Survey course in African American literature from eighteenth century to present. Genres 

covered: poetry, drama, short story. 

Composition: studied composition in conjunction with literary selections. Frequent theme 

assignments. 

Assistant Professor of English, 1988-1992 

Vincennes University, 

Vincennes, Indiana 

Courses: 

Composition I & II African American Studies Cultural Diversity

African American Studies: Covered historical and social events in American history 

Cultural Diversity: Co-created and co-taught sociology/literature 

Teaching Assistant, 1986-1988 

Western Kentucky University, Bowling Green 

Course: Composition I 

PR/Award # P016A090068 e11
Professional Committees 

Greenville Technical College 

 President’s Advisory Council 

 Academic Council 

 English Department Professional Development, Chair 

 SACS Reaccreditation, Chair 

 Head Instructor for Professional Communication 

 President’s Leadership Institute Committee 

 Minority Faculty and Staff Association 

 Diversity Task Force, Chair 

 Search Committee: Math department., Dean of Students, English department, IT 

 department, Director for Northwest GTC campus 

 

Vincennes University 

 Quality Instruction 

 General Education 

 Writing Across the Curriculum 

 Outreach Committee 

 Campus Ministries 

Professional Service 

Greenville Technical College 

 Academic Advising 

 Advisor for International Student Organization 

 Television commercial promoting Greenville Technical College 

 Guest Speaker at Martin Luther King, Jr. Banquet, Vincennes 

 Guest Speaker at local community center (subject: Egypt, South Korea) 

 Reader for Journal of Men’s Studies 

 Reader for Teaching English in the Two-Year College 

 Judge for Black History Bowl for elementary, middle, and high school students 

 Judge for History Day, a contest for middle and high school students 

 Volunteer tutor for elementary black male students 

 Judge for Poetry Slam Contest 

 Organized an Exchange Activity (5k walk/run) 

 Organized Poetry Read 

 

Cairo University, Fayoum Branch 

 Advisor of Drama 

 Reader of Masters Thesis and Dissertation , Egypt 

 Advisor for Student Publication, The Fayoum Forum, 1996 

Vincennes University 

 Academic Advising 

 Advisor for Hispanic Student Organization 

PR/Award # P016A090068 e12
 Co-developed New Course in Cultural Diversity 

 Humanities Coordinator for Minority Students 

 Seminars in Fiction for high school students 

 Judge for Black History Speech Contest 

 Guest Speaker for Black History Week forum 

Papers Presented at Conferences Why Huck Can’t Talk to Tom at Children’s Literature Conference (March 2005) 

 Why Huck Can’t Talk to Tom at American Men’s Studies Association 

 Appropriating the Writer: Maxine Hong Kingston in Western Discourse at IUP 

 Graduate Forum 

Publication 

 Annie Greene Nelson, entry in Encyclopedia of African American Literature

 Two entries: Jesse Washington and Benjamin Brown in Encyclopedia of Race and Riot

 Essay-in-progress to contribute to book on African American visibility in two-year 

 College 

 Essay contributed to a book about FIPSE Project 

Awards 

 Fulbright Study Abroad to South Korea, 2001 

 Faculty of the Year for Arts & Science Division, Greenville Technical College, 2003 

 Adjunct Faculty of the Year, English, Arts & Science, Greenville Technical College, 

 1998 

 Grant to Develop a Class in Cultural Diversity 

Professional Memberships Presentation Memberships 

 American Men’s Studies Association 

 National Council of Teachers of English 

 American Association of University Professor 

 Council for Secular Humanities 

 Former Memberships 

 Indiana Coalition of Blacks in Higher Education, 1989-1992 

 Indiana Arts Council 

 Ole Town Players Community Theater, Indiana 

PR/Award # P016A090068 e13
Delores B. Lamb 

2008 

Educational 

Clemson University, B.S. Chemistry, 1976 

Clemson University, M.S. Environmental Systems Engineering, 

 Environmental Chemistry, 1990 

 Honors 

2001 Arts and Sciences Professor of the Year 

1996 NISOD Excellence Award 

 1994 Engineering Technology Professor of the Year 

 5 Who’s Who Among Americas Teachers 

Professional 

Assistant Dean Of Arts and Sciences , 2008 

Department Head, Physical Sciences, 2004- 2008 

Assistant Dean Of Engineering Technology, 1997-2003 

Developed an Associate Degree Program in Hazardous Materials Technology, 

1992 

Department Head of Hazardous Materials Technology, 1993-1998 

Developed 3 certificate programs in Environmental Health and Safety 1993- 1995 

Lead the development of a Summer Hands-On Technology Workshop for High 

 School students, 2000 - 2001 

Organized Engineering Technology Career Fairs 1997 - 2003 

Lead the development of a series of short engineering workshops designed to 

recruit female students into engineering. 

Director of Hazardous Substance Management for the College, 1990-1993 

Chemistry Faculty, 1978 – present 

SACS Steering Committee , Chair of Educational Programs ( 1999-2001) 

Presidents Advisory Committee Chairperson 2000-2001 

Publications

Lamb, D.B,” Transport of Sulfate, Nitrate, and Chloride through soil Columns 

and Correlations with Trace Metal Transport”, 1990. 

In-House Publications: 

Discovery Labs for General Chemistry 1995 – 2004 

Lecture Guides for General Chemistry 1995- current 

Procedures for the Storing and Handling of Hazardous Wastes, 1992 

OSHA “How to Training” Manual, 1992 

 Safety Policies and Procedures ( for the College) 1992 

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MARY ALICE RYAN‐MORRIS

(864) 250‐8828 (W)     

mary.ryanmorris@gvltec.edu (W)      

EDUCATION ‐ DEGREES

August 1975‐June 1977    MA in International Studies

     Coursework for Professional Teacher Certification

                    University of Denver     Denver, Colorado

September 1970‐May 1974     BA in Psychology and Peace Studies

     College of Mount Saint Vincent     Riverdale, New York

ACADEMIC/TEACHING EXPERIENCE

August 2006‐present    International Education Administrative Assistant

     Greenville Technical College    Greenville, SC

Responsibilities: Assist the Director of International Education with program

and administrative duties including grant writing and supervision; budget

management; program needs assessment, design and management

January 1992‐present    Adjunct Instructor, Political Science Department

     Greenville Technical College   Greenville, SC

Courses taught:  American Government, Introduction to International

Relations (including participation in the Southern Regional Model United

Nations), State and Local Government

Other duties:  Mentor new faculty, design on‐line courses, faculty advisor to

the Rotaract Club  

August 2003 – May 2006 Adjunct Professor, Department of History, Philosophy, Political Science and

American Studies              

University of South Carolina Upstate   Spartanburg, SC

Course taught:  American National Government

June 1989‐January 1991   Parental leave

  

August 1987‐June 1989        Social Studies Teacher

The Center for International Studies at Southside High School   

The School District of Greenville County     Greenville, SC

Courses taught:  International Studies, Comparative Government, Asian

Studies, African Studies, World Geography

     Wrote curricula for Asian Studies, African Studies  

June 1984‐August 1987       Parental leave

  

January 1979‐June 1984      Social Studies Teacher

     Woodmont High School   Piedmont, South Carolina

                           The School District of Greenville County

Courses taught:  World History, World Geography, World Cultures,

American Government, Consumer Economics

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February 1978‐January 1979     Social Studies Teacher

     VISTA Project at Southwest Denver Youth Services   Denver, Colorado

Course taught:  Local History; Course resulted in a publication of a student

magazine entitled Algo Dicho: Something Said

September 1977‐January 1978   Substitute Teacher

     Denver County Schools   Denver, Colorado

                           Jefferson County Schools   Lakewood, Colorado

                           Courses taught:  Various Social Studies and Foreign Languages

September 1976‐August 1977   Program Planning Assistant

     Rocky Mountain Forum on International Issues

                           Denver, Colorado

Research for and coordination of seminars on international issues for local

leaders in the Denver area

OTHER EXPERIENCE

September‐December 1974    Protocol Assistant

     United States Mission to the United Nations

                           New York, New York

                           Duties:  Assist the Protocol Officer in planning and directing diplomatic  

functions  at the United States Mission to the United Nation

ADDITIONAL EDUCATION AND PROFESSIONAL DEVELOPMENT

July 2003     Learning Strategies

     Franklin University (on‐line)    Columbus, Ohio

February 2002                                Teaching Narratives of Conflict in South Asian Religions

     Triangle South Asia Consortium Workshop

     Duke University     Raleigh, NC

February 2001 How South Asia Research in Political Science Affects the Core Curriculum

     Triangle South Asia Consortium Workshop

     North Carolina State University     Raleigh, NC

June 1988                Teachers' Institute on the Teaching of Geography

                           University of South Carolina at Spartanburg

June‐August 1982         Teachers' Seminar in Middle East Studies

                           Emory University   Atlanta, Georgia

June‐July 1979           Courses in Education and History

                           Furman University   Greenville, South Carolina

September 1972‐July 1973       Institute for European Studies   Vienna, Austria

     Undergraduate year abroad program

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MOST RECENT VOLUNTEER COMMUNITY SERVICE

Greenville Literacy Association – Summer 2007

Tutor – Rotary Literacy Project – Summer 2007

St. Joseph’s Catholic School Parents Guild, Greenville, SC – 1998‐2006

Held offices of president and secretary; served as ex‐officio member on the Board of Trustees; founded

and coordinated the school store, Knights and Nobles

Our Lady of the Rosary School Parent‐Teacher Organization, Greenville, SC – 1989‐2004

Held offices of president and secretary; ex‐officio member of the School Board of Our Lady of the Rosary

Parish; chaired several committees

Clark Manor Homeowners Association, Simpsonville, SC – 1995‐2003

Chaired Committee to Draft Bylaws, Held Offices of Secretary and Treasurer

St. Mary Magdalene Parish, Simpsonville, SC – 1991‐present

Established and coordinated the Parish food drive; served on various other committees and ministries

TECHNOLOGICAL EXPERTISE

Microsoft 2007 Word, PowerPoint, Outlook – extensive use; some use of Excel and Publisher

Campus Cruiser – extensive use

Datatel – moderate use of ST and CF applications

WebCT/Blackboard – moderate use

REFERENCES  

Ms. Chirinjev Peterson, Director, International Education, Greenville Technical College, Greenville, SC 29606

Dr. Frank Provenzano, Director, Honors Program, Greenville Technical College, Greenville, SC  29606

Ms. Beverly Wagner, MSW, Human Services Instructor, Greenville Technical College, Greenville, SC 29606

Mr. Keith Kiser, Headmaster, St. Joseph’s Catholic School, 100 St. Joseph’s Drive, Greenville, SC  29607

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NABIL ABDELFATTAH

EDUCATION

Ph.D., Arabic Linguistics, University of Texas at Austin, 1990 

Dissertation title, "Linguistic Changes in Journalistic Language 

in Egypt, 1935-1989: A Quantitative and Comparative Analysis." 

M.A., Applied Linguistics, Indiana University at Bloomington, 1983 

B.A., English and Education, English Department, College of Education, Tanta 

 University, Egypt, 1979 

WORK EXPERIENCE

2003-Present Adjunct Associate Professor, Department of Modern Languages, 

Montana State University. Professor for the US Arabic Distance 

Learning Network. 

2003-Present Arabic/English Translator

2001-2002 Content Editor, On-Line Course on Arabic Language and Civilization, 

Developed for the National Institute for Technology and Liberal 

Education, Middlebury College, Vermont. 

1998-2002 Director of the Arabic School, Middlebury College, Vermont

Previously worked as an instructor at the Arabic School for ten 

summers. 

1999-2002 Assistant Professor of Arabic Language and Culture, Department 

of Asian & Middle Eastern Languages, Western Michigan University, 

Kalamazoo, Michigan. 

1994-present Examiner Responsible for Arabic Ab initio, International 

Baccalaureate Organization (IB), United Kingdom 

1993- 1999 Lecturer and Coordinator of Arabic, Department of Near Eastern 

Studies, University of California at Berkeley 

1990-1993 Part-Time Instructor, Center for Arabic Study Abroad (CASA), 

American University in Cairo, Egypt 

1990-1993 Assistant Professor of Linguistics, English Department, College of 

Education at Kafr El-Sheikh, Tanta University, Egypt 

CONFERENCE PRESENTATIONS

Computer-Mediated Communications in the Arabic Language 

Curriculum, the Middle East Studies Association conference (MESA), 

San Francisco, 1997 

Developing Reading Comprehension Strategies for Beginning and 

Intermediate Arabic students Using Interactive Multimedia Tools. 

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2

Paper and computer demonstration presented at the Wayne State 

University conference on Arabic as a Foreign Language in the New 

Millennium, Detroit 1999 

Mental processing and the Development of Reading Comprehension 

Strategies among Beginning and Intermediate Arabic Students. An 

invited lecture at the University of North Carolina at Chapel Hill, 

February 2000. 

Inter-dialectal Intelligibility in Interlocutory Arabic Discourse, Fourth 

annual meeting of the International Association of Arabic Dialectology, 

Marrakech, Morocco, April 2000 

WORKSHOPS

 Led workshop on the Oral Proficiency Interview, at the American 

 University in Cairo, March 1992. 

Led workshops for Teaching Arabic as a Foreign Language, held at 

the International Baccalaureate Schools in Dubai, 1997, Cairo, 1998, 

Amman, 1999. 

 Led workshop on the Teaching of Reading Comprehension Strategies

 in Arabic, at Al- Akhawayn University in Ifrane, Morocco, April 2000 

 Led workshop on Arabic Oral Proficiency Testing, at Al-Akhawayn 

 University in Ifrane, Morocco, April 2000 

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Curriculum Vitae 

Updated: April 17, 2009 

Pages: 7 

Dr. Allen Fromherz 

 

E-Mail: afromherz@gsu.edu

Georgia State University 

Department of History 

Box 4117 

Atlanta, GA 

30302. 

Employment 

- Assistant Professor, Medieval North African, Middle Eastern and Mediterranean 

History, Georgia State University, 2008 – Present. 

 

- Assistant Professor, Middle Eastern History, College of Arts and Sciences, Qatar 

University, Doha, Qatar. 2007-2008. 

- Postdoctoral Research Scholarship and Long-Term Grant: American Institute for 

Maghrebi Studies (AIMS). Marrakech, Morocco: August 2006 - 2007. “Locating 

and Interpreting Almohad and Almoravid Sites in the Atlas Mountains.” 

Education 

- PhD, University of St. Andrews 2003-2006, Arabic and Middle Eastern Studies, 

Professor Hugh Kennedy supervisor. Thesis title: The Rise of the Almohads: 

Islam, Identity and Belief in North Africa. PhD received June 22, 2006. 

- Fulbright Scholar, Morocco, 2002-2003, affiliated with Muhammad V 

University in Rabat and Royal Hisaniya Archives. 

- Bachelor of Arts, High Honors in History (Islamic): Dartmouth College 2002, 

Summa Cum Laude, Phi Beta Kappa. 

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Relevant Publications 

Upcoming Books (Under Contract) 

- The Rise of and Islamic Empire: The Almohads of North Africa, completed, 

reviewed and under contract with IB Tauris Publications of London, expected 

2009. 288 pages. 

- Ibn Khaldun: Life and Times, reviewed and under contract, Edinburgh 

University Press, expected 2010. 280 pages (expected). 

- Qatar: A Modern History, IB Tauris, Expected late 2010. 

Major Reviewed Articles and Book Chapters

- “North Africa and the Twelfth-century Renaissance: Christian Europe and the 

Almohad Islamic Empire,” Islam and Christian-Muslim Relations, vol. 20, no.1, 

January 2009, p. 43-59, 

- “The Almohad Mecca. Locating Igli and the cave of Ibn Tumart”. Al-Qantara, 

XXVI, 1 (2005), p. 175-190. 

- “Ibn Khaldun en de Berbers” in Maaike van Berket and Rudi Kunzel eds., Ibn 

Khaldun en zijn wereld, Amsterdam: Bulaaq, 2008, p. 179 – 192. 

- “The Lady of Victory in Gulf History and Poetry,” Gulf Women’s Project Book 

Chapter, Supreme Council of Her Highness Sheikha Mouza, expected 2009. 

Reviewed Encyclopedia Articles and Additional Publications 

- “Peace Movements: Middle East” and “Ethics of War and Peace: Middle Ages,” 

in Oxford Encyclopedia of Peace, 2009. 

- “Abu Hafs ‘Umar al-Hintati”, “Ya’qub al Mansur” and “Yusuf Ya’qub”: The 

Encyclopaedia of Islam, 3rd Edition, Leyden: Brill, 2008. 

- “Jerusalem,” “Middle Eastern Elites” , “The Berbers.” “Sahara”, “The Touareg”, 

“Middle Eastern Architecture”, Oxford Encyclopaedia of the Modern World, 

Oxford University Press, 2008. 

- “Ghana, Mali, Songhai,” “Libya/North Africa, Ancient”, “Gold and Salt, 

Kingdom of“ and “Norman kingdoms in Southern Italy and Sicily”: articles 

completed and accepted the Encyclopedia of World History, New York: Golson 

Books, 2007. 

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- “Terrorism, the Results of”, “Thomas Jefferson”, “The Meaning of the 

Declaration” and “Winston Churchill”: book chapters published in the 

Smithsonian One Day in History Series ed. Rodney Carlislie, HarperCollins 

Smithsonian Books, 2007. 

- “Marrakech: Doctrine in Stone” (To be published by the Center for Maghrebi 

Studies in Tunis, CEMAT and the American Institute for Maghrebi Studies, 

AIMS, in 2009) 

- A series of 20 articles on modern social and economic conditions in various 

Middle Eastern states for The Encyclopedia of Environment and Society, 2007. 

 - “What I found in Morocco” Christian Science Monitor, January 13, 2004. 

- “Travels Lead Scholar to Real Islamic World,” Statesman Journal, July 6, 2003. 

- “Ibn Khaldun: a New Approach” from University of Tunis Conference 

Publications, Tribu, Ville et Espace dans le Monde Islamique, 2003. 

- Thesis: The Meaning of History - Ibn Khaldun, Commanding Right in Islamic 

History, Trustees of Dartmouth College, 2002; Ray Winfield Smith Prize for Best 

Thesis on Asian or African History. 

- Founder, Publisher and Writer: The Dartmouth History and Classics Journal, a 

journal for undergraduate research, 2001. 

Teaching Experience 

- Georgia State University, Assistant Professor. I constructed two new courses - 

one undergraduate level and one graduate level course on Islam and the Medieval 

Mediterranean for Spring Semester. I taught Middle East History to 1800 and 

World History to 1500 this Fall. Concurrently, I started advising two PhD 

dissertations. 

- Qatar University Assistant Professor teaching load: two lecture sections on 

Middle Eastern History for a highly diverse, international classroom of Qatari 

ESL students. 

- University of St. Andrews independent graduate instructor and essay grader for 

four weekly seminars of 9-12 students. Two seminars a semester of Introduction 

to the Middle East (Arabic 2003) and two seminars of East and West in the Age 

of the Crusades (ME 1002). 

- Fulbright Scholar guest lecturer for Dartmouth College Study Abroad Program 

sessions in Spring 2003. 

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- Guest lecturer at the University of Fez II, Summer 2003. 

 

 

Language Skills 

- Arabic: reading comprehension in Modern Standard Arabic, translation, writing 

and speaking ability in Moroccan and Modern Standard Arabic. Speaking ability 

developed during employment and travel in the Middle East. 

- French: high reading comprehension, translation, some speaking and writing 

ability. 

- Spanish: high reading comprehension, translation, some speaking and writing 

ability. 

- Italian: reading comprehension, limited translation, speaking and writing ability. 

 - Latin: basic reading comprehension. 

- Berber (Amazigh): limited speaking ability. (Courses at the National 

Endowment for the Humanities Berber Studies Institute, Oregon State University, 

2007) 

- Tangier Summer Advanced Arabic Language Program (TSALP), University of 

Arizona and Tangier American Legation, 7 weeks, Summer 2005. 

- Yemen Language Center and Research Institute: 6 weeks of Arabic training in 

Sanaa, Yemen, August: 2002. 

 

- American Language Institute in Fes: 2 months of Moroccan Arabic, September 

2002. 

Grants and Awards 

- Center for Maghrebi Studies at Tunis (CEMAT) summer research grant, “Ibn 

Khaldun as Tunisian National Symbol”, Summer 2009, $6,000. 

- Georgia State University, History Department Research Grant, Medieval 

Mediterranean: Tunisia and Italy in the Medieval Period, $10,800. 

- National Endowment for the Humanities Berber Studies Research Institute 

Participant Grant, Oregon State University, Summer 2007. Final project title “The 

Berbers in Al-Andalus” $3000 

 

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- American Institute for Maghrebi Studies (AIMS) Full Grant 2006-2007, $15,000 

- Royal Historical Society ORS Scholar to obtain a Ph.D. at St. Andrews 

University (Full funding and University stipend) $40,000. 

- American Institute of Maghrebi Studies (AIMS): Tangier American Legation 

Advanced Arabic and Moroccan Arabic Study Grant, 7 weeks, Summer 2005. 

$7000 

- Author of Approved Middle East Partnership Initiative (MEPI) State 

Department Grant, “Student Horizons,” for student council exchanges between 

America and Oman, $25,000. 

- Reynolds Foundation Scholar for International Study: 2003-2004, $10,000. 

 

- Royal Historical Society Grants: “Locating Igli: birthplace of the founder of the 

Almohad Empire in Morocco,” Feb. 2004. Second grant provided for Spring 2006 

report: “Zagora and the Desert Library of Tamegroute.” $2000 

- Fulbright Scholarship to Morocco: 2002-2003, c. $25,000 

- Ray Winfield Smith Scholar for Best Thesis in Asian and African History, 2002. 

$250 

- Rufus Choate Scholar, 2000-2002 and Alumni Scholar, 1999-2002. 

- Dartmouth Presidential Scholar, 2002, “Cataloguing the Incunabula: Dartmouth 

Illustrated Books from 1550-1600.” 

- Class of 1952 Rockefeller Grant, UK Parliament, Summer 2001. 

- Raynolds Expedition Grant, “Multiculturalism in Mauritius,” Winter 2000. 

International Conference Presentations and Lectures 

- “Ibn Khaldun as Tunisian National Symbol” Ibn Khaldun Society, Duke 

University and Singapore University Sponsored conference, Istanbul, Turkey, 

May 29, 2009. 

- “Ibn Khaldun and Jihad,” CASAW, University of Edinburgh, Scotland, 

Septermber, 2009. 

- “Being Like Women to be Better Men,” Midde East Studies Association 

(MESA), 2009. 

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- Plenary Session Speaker and “Roundtable: Education in the Gulf,” The Gulf and 

the Globe, US Naval Academy, Annapolis, Maryland, Feb 2009. 

- “The Lady of Victory: Women, Hija Poetry and Tribal Feuds in the Naqaid” 

MESA, 2008. 

- European Association of Arabists and Islamic Studies (UEAI) University of 

Sardinia, Sassari Conference 2006 presentation for nomination as full member of 

the association: “The Almohads and the Mediterranean: From Genoa to Rabat” 

- 2006 Middle Eastern Studies Association (MESA) conference presentation in 

Boston: “The Kitab al-Jafr and the Meaning of Fate in Islamic History.” 

- American Institute for Maghrebi Studies (AIMS) annual conference presentation 

 in Tangier, June 8-10. “The Idea of the Mahdi in Ibn Khaldun’s Muqaddimah.” 

- Middle Eastern Studies Association (MESA) annual conference presentation, 

November 2005, “Marrakech: Doctrine in Stone.” 

- World History Association (WHA) annual conference presentation, June 27-30, 

2005, Al-Akhawayan University, Ifrane, Morocco, “The Almohads, Africa and 

the Mediterranean: Connections and Contacts.” Panel chair for “Education in the 

Sudan.” 

- American Institute of Maghrebi Studies (AIMS) annual conference presentation 

in Tunis, May 2005, “The Origins of Marrakech.” 

- The Berbers and Other Minorities in North Africa: a Cultural Reappraisal, 

peer–reviewed Presentation at PSU, Oregon, May 2005, “The Almohads: The 

Rise of a Berber Civilization and the Unification of the Greater Maghreb.” 

- AIMS Dissertation Conference, Harvard University, April 2005, “Tribe and 

State: the Formation of the Almohad Empire.” 

- “The Individual and Islam”: Visiting Scholar anthropology presentation for at 

the American Language Institute in Fes hosted by Professor Dale Eickelman, 

April 2003. 

- Fulbright Conference: “Ibn Tufayl – The Individual in Moroccan History,” 

Rabat, 2003. 

 - University of Tunis, Zituna, April 2003, Tribu, Ville et Espace dans le Monde 

 Islamique, “Ibn Khaldun: a New Approach.” (Presented in Arabic and French) 

 

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- “Multiculturalism in Mauritius: a Model for Globalization?” Raynolds 

Expedition Presentation at Dartmouth College, 2000. 

Other Relevant Employment 

- Acting Democracy Program Coordinator at the US Embassy in Muscat, Oman 

2004, author and implementer of a successful Middle East Partnership Initiative 

(MEPI) Grant to develop an exchange program between Omani and American 

student councils. 

• $25,000 raised for MEPI Grant. 

• $20,000 raised for State Department Museum Development Program 

in Oman through official cables. 

• Translated Arabic Newspapers and Policy Papers into English for 

official cables. 

- English Teaching Volunteer, UN High Commission for Refugees post in Sanaa, 

Yemen, August 2002. 

- Special Collections, Dartmouth College, Student Archivist: Incunabula and 

College Archives, 1998-2002. 

 

- Parliamentary Research Assistant: Office of Donald Anderson, MP, Chair of the 

Foreign Affairs Select Committee, Summer 2001, Rockefeller Center Class of 

1952 Grant. 

Community Service and Volunteer Work 

- Teacher at the Annual Summer Arts Festival for primary public school children 

Willamette University, Salem, Oregon, every summer since 2001. 

- Teacher and Presenter on Islamic Culture at Youth Rehabilitation Center, Salem, 

Oregon, December 2005. 

Professional Membership 

Fellow of the Royal Asiatic Society (RAS). 

Member (2006) of the Union Europeénne des Arabisants et Islamisants (UEAI), 

Member of the Middle Eastern Studies Association (MESA), American Institute 

for Maghrebi Studies (AIMS), Phi Beta Kappa (PBK), The Royal Historical 

Society (RHS), The World History Association (WHA); Conference Organizer 

and Member of the School for ‘Abbasid Studies. 

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 ALLEN HIBBARD 

 

Department of English 

P.O. Box 70 

Middle Tennessee State University 

Murfreesboro, TN 37132 

(615) 898-2665 e-mail <ahibbard@mtsu.edu> 

EDUCATION 

Ph.D., University of Washington, 1989 

M.A., University of Washington, 1982 

B.A., American University, 1978 

ADMINISTRATIVE EXPERIENCE

Director, Middle East Center, MTSU, Fall 2006-Present 

Director, Graduate Studies, English Department, MTSU, January 1999-June 2004 

TEACHING EXPERIENCE 

Full Professor, Middle Tennessee State University, 2001-Present 

Associate Professor, Middle Tennessee State University, 1996-2001 

Assistant Professor, Middle Tennessee State University, 1994-1996 

Fulbright Lecturer, Damascus University, 1992-1994 

Assistant Professor, Middle Tennessee State University, 1990-1992 

Acting Instructor, University of Washington, 1989-1990 

Instructor, American University in Cairo, 1985-1989 

Teaching Assistant, University of Washington, 1981-1985 

TEACHING AND RESEARCH AREAS

American Literature Middle Eastern Literature in Translation 

Comparative Literature Modernism 

Composition The Novel 

Cultural Studies Postmodernism 

Literary Theory and Criticism The Short Story 

PUBLICATIONS 

Books 

Paul Bowles: A Study of the Short Fiction. Boston: Macmillan, 1993. 

Paul Bowles, Magic & Morocco. San Francisco: Cadmus Editions, 2004. 

Adonis. Poets for the Millennium series. University of California Press. (Under contract) 

Edited Volumes

Conversations with William S. Burroughs. Jackson, MS: University Press of Mississippi, 2000.

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Edited Conference Proceedings 

 “Introduction: A Moveable Feast.” Bowles/Beats/Tangier. Allen Hibbard and Barry Tharaud, coeditors. Select Proceedings of “Borders, Beats & Beyond,” International Centre of Performance Studies, 

Tangier, Morocco, 2008. 3-20. 

Chapters in Books 

“Arabic Literature in Translation.” Teaching Literary Texts in Translation: Issues and Pedagogical 

 Options. Ed. Carol Maier and Françoise Massardier-Kenney. Kent State University Press, 

 forthcoming. 

“Tangier and the Making of Naked Lunch.” Naked Lunch at 50: Anniversary Essays. Ed. Oliver Harris 

and Ian MacFadyen. Southern Illinois University Press, forthcoming 2009. 

“An Anatomy of Alfred Chester’s Exquisite Corpse” in The Exquisite Corpse: Collaboration, Creativity, 

 and the World’s Most Popular Parlor Game. Ed., Davis Schneiderman, Kanta Kochar-Lindgren 

and Tom Denlinger. Lincoln: University of Nebraska Press, forthcoming 2009. 

 “Shift Coordinate Points: William S. Burroughs and Contemporary Theory.” Retaking the Universe: 

William S. Burroughs in the Age of Globalization. Ed. Philip Walsh and Davis 

Schneiderman. London: Pluto Press, 2004. 13-28. 

 “Toward a Postmodern Aesthetic: Indeterminacy, Instability, and Inconclusiveness in Out in the World.” 

A Tawdry Place of Salvation: The Art of Jane Bowles. Ed. Jennie Skerl. Southern Illinois 

 University Press, 1997. 153-67. 

“Cultural Upheaval and Fictional Form in Three Contemporary Egyptian Novels.” Liminal 

 Postmodernisms. The Postmodern, the (Post-)Colonial, and the (Post-)Feminist. Ed. Theo 

 D'haen and Hans Bertens. Amsterdam: Rodopi, 1994. 317-29. 

“Interview with Paul Bowles.” Conversations with Paul Bowles. Ed. Gena Dagel Caponi. Jackson, MS: 

 University Press of Mississippi, 1993. 201-09. 

Articles 

“Our Ideals/Their Ideals, Our Realities/Their Realities: U.S. and Arab Writers Confront Injustice.” 

 Select Proceedings: American University of Beirut Conference on Liberty and Justice: America 

 and the Middle East, 7-10 January, 2008, forthcoming. 

“Biographer and Subject: A Tale of Two Narratives,” South Central Review (special issue on biography 

 edited by Linda Leavell). 23.3 (Fall 2006): 19-36. 

“Inverse Migrations: Paul Bowles, Edward Said, the U.S. and the Arab World.” Meena 2 (2006): 83-89. 

 (Arabic translation, “Hijarat muhakasat: Paul Bowles, Edward Said, Al walayat mutahadat wa al 

 ‘alam ‘arabi” 76-82.) 

“Dancing in Your Head: Alfred Chester Puts His Ear to Tangier.” Voices of Tangier Conference 

 Proceedings. Center for Mediterranean and Maghreb Studies, 2006: 23-28. 

“Tangier at the Crossroads: Cross-cultural Encounters and Literary Production.” Journal for Middle 

Eastern and North African Intellectual and Cultural Studies 3,1 (2005): 1-10. 

“Welcome to the Wacky World of Alfred Chester.” Big Bridge Spring 2001 (www.bigbridge.org). 

“Paul Bowles.” The Columbia Companion to the 20th Century American Short Story. Ed. Blanche 

 Gelfant. New York: Columbia University Press, 2000. 154-58. 

“Paul Bowles.” Dictionary of Literary Biography, vol. 218, American Short-Story Writers Since World 

 War II, Second Series. Ed. Patrick Meanor and Gwen Crane. Gale: Detroit, 2000. 56-69. 

“Alfred Chester Redivivus,” The Centennial Review 43.2 (Spring 1999): 377-96. 

“No Place Like Homs: Syrian Humor.” Tennessee Folklore Society Bulletin 58:4 (1998): 153-69. 

“Paul Bowles.” American Writers (Supplement IV, Part 1). Ed. A. Walton Litz. New York: Scribner's, 

 1996. 79-100. 

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“Out in the World : Reconstructing Jane Bowles’s Unfinished Novel." The Library Chronicle (UT, 

 Austin) 25.2 (1994): 121-69. 

“Rewriting the Social Contract: Prospects and Problems for the Individual in 19th Century 

 United States.” Tishreen University Journal (Lattakia, Syria) 9.15.3 (1993): 34-47. 

“Teaching ‘Anecdote of a Jar’ in Tennessee.” Tennessee English Journal (1991): 25-27. 

“Some Versions of Ironic (Mis-) Interpretation: The American Abroad.” Alif 8 (1988): 67-87. 

“Tender is the Night and The Sheltering Sky: The Meanings of Familiar and Exotic Foreign Settings.” 

Abhath al-Yarmouk 6.1 (1988): 7-20. 

“Expatriation and Narration in Two Works by Paul Bowles.” West Virginia Philological Papers 32 

 (1986): 61-71.

Translations

A Banquet for Seaweed, a novel by Haidar Haidar (from Arabic with Osama Isber). Under contract with 

 Syracuse University Press. Selections from the translation in Edebiyat 12.1 (2003) 37-48. 

“The Chairs,” a story by Ibrahim al-Kuni (from Arabic with Ali Ahmida). Suitcase 3.1 (1998): 278-84. 

“The Time,” a poem by Adonis (from Arabic with Osama Isber). Grand Street 59 (1996): 166-73. 

“A Desire Moving Through the Maps of the Material,” a poem by Adonis (from Arabic with Osama 

 Isber). Sulfur 39 (1996): 75-102. (Portions republished in Poems for the Millennium, vol. 2. 

 Ed. Jerome Rothenberg and Pierre Joris, University of California Press, 1998. 187-94.) 

“Contemporary Syrian Literature” (with Osama Isber). Special issue of Cimarron Review, July 1994, 

 featuring works by Mohammad al-Maghut, Nizar Kabbani, Mahmud as-Sayed, Abdel Salam al-

 Ujayli, Zakariyya Tamer and Ibrahim Samuel. 

Reviews

Princesses’ Street: Baghdad Memories by Jabra Ibrahim Jabra. Digest of Middle East Studies, 

forthcoming. 

Atlantic Republic: The American Tradition in English Literature by Paul Giles; Critical Americans: 

 Victorian Intellectuals and Transatlantic Liberal Reform by Leslie Butler; Henry James Goes 

 to Paris by Peter Brooks; and Through Other Continents: American Literature Across Deep Time

 by Wai Chee Dimock. American Literature 80.2 (June 2008): 427-30. 

Writing in the Margins: The Ethics of Expatriation from Lawrence to Ondaatje by Marilyn Adler 

Papayanis. Studies in the Novel 39.4 (Winter 2007): 512-14. 

The Lost Years of William S. Burroughs: Beats in South Texas by Rob Johnson, and Action Writing: Jack 

 Kerouac’s Wild Form by Michael Hrebeniak, American Literature 79.4 (December 2007): 852-

 54. 

Morocco Bound: Disorienting America’s Maghreb, from Casablanca to the Marrakech Express by Brian 

T. Edwards. Comparative Literature Studies 44.1-2 (2007): 214-20. 

 “Exilic Études” (Featured Review of Reflections on Exile and Other Essays by Edward Said). Middle 

 East Studies Association Bulletin 40:.2 (2006): 231-34. 

Anthology of Arabic Literature, Culture, and Thought from Pre-Islamic Times to the Present by Bassam 

K. Frangieh. Digest of Middle East Studies 15.1 (2006): 77-79. 

Here To Learn: Remembering Paul Bowles by Mark Terrill. Bowles Notes 2 (Spring 2004): 36-38. 

Writing Off the Beaten Track: Reflections on the Meaning of Travel and Culture in the Middle East by 

 Judith Caesar. Digest of Middle East Studies 13.2 (Fall 2004): 94-96. 

Island of the Dead by Jean Frémon. Review of Contemporary Fiction 23.3 (2003): 133-34. 

The Few Things I Know about Glafkos Thrassakis by Vassilis Vassilikos. Review of Contemporary 

 Fiction 23.2 (2003): 136. 

Back in No Time by Brion Gysin. Review of Contemporary Fiction 22.2 (2002): 222-23. 

In Search of Walid Masoud by Jabra Ibrahim Jabra. MESA Bulletin 35 (2001): 78-79. 

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Piranesi’s Dream: A Novel by Gerhard Kopf. Review of Contemporary Fiction 21.1 (2001): 198. 

Dream of Dreams by Antonio Tabucchi. Review of Contemporary Fiction 21.1 (2001): 203-04. 

The Christ of Fish by Yoel Hoffmann. Review of Contemporary Fiction 20.1 (2000): 183. 

Bernhard by Yoel Hoffmann. Review of Contemporary Fiction 19.2 (1999): 126-27. 

Yellow Jack by Josh Russell. Rain Taxi 4.3 (Fall 1999): 45.

Notes from Hampstead: The Writer’s Notes: 1954-1971 by Elias Canetti. Review of Contemporary 

 Fiction 19.1 (1999): 181-82. 

Ashe of Rings and Other Writings by Mary Butts. Review of Contemporary Fiction 19.1 (1999): 185-86. 

Crossing Borders: An American Woman in the Middle East by Judith Caesar. Digest of Middle East 

 Studies 7.4 (Fall 1999): 99-101. 

The Harafish by Naguib Mahfouz. Edebiyat 9 (1998): 307-11. 

Improvisations on a Missing String by Nazik Saba Yared. Middle East Studies Association Bulletin 32 

 (1998): 184-85. 

Jacob, Menahem & Mimoun: A Family Epic by Marcel Benabou. Review of Contemporary Fiction 18.3 

 (1998): 241. 

You Are Not I: A Portrait of Paul Bowles by Millicent Dillon. Review of Contemporary Fiction 18.2 

 (1998): 228-29. 

Zanouba by Out el Kouloub. Digest of Middle East Studies 7.1 (1998): 96-98. 

The Man Who Walked to the Moon by Howard McCord. Review of Contemporary Fiction 18.1 (1998): 252. 

The Three-Arched Bridge by Ismail Kadare. Review of Contemporary Fiction 17.3 (1997): 242. 

Unreal City by Thomas E. Kennedy. Rain Taxi 2.2 (1997): 46. 

Sabriya: Damascus Bitter Sweet by Ulfat Idilbi, and Lina: A Portrait of a Damascene Girl by Samar 

 Attar. Digest of Middle East Studies 6.2 (1997): 50-56. 

Over-Sensitivity by Jalal Toufic. Review of Contemporary Fiction 17.1 (1997): 184-85. 

Kingdom of Strangers by Elias Khoury. Middle East Studies Association Bulletin 30 (1996): 237-38. 

Waiting List: An Iraqi Woman’s Tales of Alienation by Daisy Al-Amir. Middle East Studies 

 Association Bulletin 30 (1996): 238-39. 

The Native Informant: Six Tales of Defiance from the Arab World by Ramzi M. Salti. Digest of Middle 

East Studies 5.4 (1996): 86-90. 

Rites of Assent by Abd al-Hakim Qasim. Digest of Middle East Studies 5.3 (1996): 86-9. 

“Getting Away with Murder: Patricia Highsmith.” Rain Taxi 1.3 (1996): 34-6. 

Inspector Ali by Driss Chraibi. Digest of Middle East Studies 5.2 (1996): 80-83. 

Corruption by Taher Ben Jelloun. Review of Contemporary Fiction 16.1 (1996): 156-57. 

“To Fashion Identity.” Rev. of The Hostage by Zayd Mutee' Dammaj and Ramza by Out el Kouloub. 

Digest of Middle East Studies 4.4 (1995): 68-77. 

Belated Travellers by Ali Behdad. Digest of Middle East Studies 4.3 (1995): 81-86. 

“East Meets West.” Rev. of Arabian Nights and Days by Naguib Mahfouz. Nashville Scene 16 March 

 1995: 64. 

Legends of the Assassins by Farhat Daftary. Digest of Middle East Studies 4. 1 (1995): 72-78. 

Fragments of Memory by Hanna Mina, Damascus Nights by Rewfik Schami, and Daughter of 

 Damascus by Siham Tergeman. Digest of Middle East Studies 3.3 (1994): 89-97. 

Genesis of Arabic Narrative Discourse by Sabry Hafez. Digest of Middle East Studies 3.1 (1994): 80-83. 

The Time and the Place and Other Stories by Naguib Mahfouz. Digest of Middle East Studies 2.2 

 (1993): 15-19. 

The Fan of Swords, poems by Muhammad al-Maghut. Digest of Middle East Studies 2.2 (1993): 7-10. 

“Paul Bowles.” Partisan Review 58.4 (1991): 736-39. 

Fiction 

“Getting Back” Milk (2001) http: www.milkmag.org/fiction.htm HIBBARD. 

“Abu Naim and the Beggar.” Nexus 33 (1998): 75-78. 

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“Looking Over Jordan.” Al 'Arabiyya (1995): 33-40. 

Al Abur ila Al- 'Abbassiya (A collection of 12 stories translated into Arabic by Osama Isber). Damascus: 

 Dar al Mustaqbal, 1994. 

“Al Abur ila Al-'Abbassiya” (Arabic translation of "Crossing to Abbassiya.") Alef 22-23 (1993): 69-72. 

“Furlough.” Passport (London) 6 (Fall 1993): 45-49. 

“Crossing to Abbassiya.” Cimmaron Review 99 (April 1992): 17-19. Rep. in Sudden Fiction (Continued).

 Ed. James Thomas. New York: Norton, 1996, 187-192. Rep. in Shamanic Warriors Now Poets. 

 Ed. J.N. Reilly and Ira Cohen. Glasgow, Scotland: R & R Publishing, 2003. 156-58. “Úton 

 Abbasszijába” (Hungarian trans. By Nagy Imola), in Lató. 2006. május. Xvii. Évfoyam, 5. szám. 

 12-15. 

Poetry 

“Security Measures,” Third Page (2004). http://emptymirrorbooks.com/thirdpage/securitymeasures.html. 

Travel Writing

“Survival and Laughter in Tunis,” Third Page (2003) 

 http://emptymirrorbooks.com/thirdpage/tunisdiary.html. 

“Tangier Revisited: A Travel Diary,” Nexus 33 (1998): 116-21. 

Other

“Decouvrir Adonis.” Adonis: Un poete dans le monde d’aujourd’hui. Paris: Institut du Monde Arabe, 

 2000. 305-07. 

“Short Fiction Since 1960.” Critical Survey of Short Fiction, ed. Frank N. Magill. Pasadena, CA: Salem 

 Press, 1993. 2750-63. 

“Cormac McCarthy.” Magill's Survey of American Literature. New York: Marshall Cavendish, 1991. 

 1191-03. (Updated and revised, July 2005). 

CONFERENCE PAPERS AND LECTURES (since 1991) 

“Conservative Politics and Literary Radicalism: Burroughs and Kerouac,” The Beat Generation 

 Symposium, Columbia College, Chicago, October 10-11, 2008. 

“Revisiting Tangier: The Perils of Nostalgia,” Keynote Address, “Borders, Beats & Beyond,” 

 4th International Conference, Tangier, Morocco, May 16-19. 

“Our Ideals/Their Ideals, Our Realities/their Realities: U.S. and Arab Writers Confront Injustice,” 

 American University of Beirut Conference on Liberty and Justice: America and the Middle East, 

 7-10 January, 2008. 

“Politics of Translation,” Participant, Round Table Discussion, Middle East Studies Association, Nov. 18, 

2006, Boston. 

“William S. Burroughs: Literary Saboteur,” Invited Participant, William Burroughs Revisited 

Symposium, National Autonomous University, Mexico City, Sept. 4-8, 2006. 

“Dancing in Your Head: Alfred Chester Puts his Ear to Tangier,” Voices of Tangier, an International 

Conference, Tangier, Morocco, January 26-28, 2006. 

“Eros and Translation,” Panelist, American Literary Translators Association Convention, Montreal, 

 November, 2005. 

“Paul Bowles and Terror after 9/11,” Modern Language Association Convention, December 29, 2004. 

“Challenges in Translating Arabic into English: Haidar Haidar’s A Banquet for Seaweed,” Modern 

 Language Association Convention, December 29, 2004. 

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“Tangier at the Crossroads: Cross-cultural Encounters and Literary Production” (Invited Speaker), 

Writing Tangier: An International Conference (sponsored by Abdelmalek Assaadi University and 

University of Wales, Aberystwyth), 26-28 November, 2004. 

“The Pace of Information: Literature as Limit” (with Dr. Michael Beard), 2nd International Conference on 

New Directions in the Humanities, Prato, Italy, 20-23 July 2004. 

“Inverse Migrations: Paul Bowles, Edward Said, the U.S. and the Arab World,” Invited Lecture, Center 

for American Studies and Research, American University of Beirut, 20 April 2004. 

“Laughter as a Mode of Cultural Transcendence: The Homsi Jokes of Syria,” Conference on Laughter, 

 University of Manouba, Tunisia, 17-19 April 2003. 

“’And I only am escaped alone to tell thee’: The Rhetoric of Survival Narratives,” Keynote Speech, 

 Conference on Survival, Faculté des Sciences Humaines et Sociales, Université de Tunis, 

 April 10-12, 2003. 

“A Banquet for Seaweed: The Controversy and an English Translation,” Southeast Middle East and 

 Islamic Studies Seminar, Middle Tennessee State University, March 2003. 

Reading and Discussion of “The Time” by Adonis, Panel on World Poetry in Translation, South 

Atlantic Modern Language Association, Baltimore, November, 2002. 

“A Tale of Two Narratives: The Biographer and Subject,” Panel on Biography and Fiction, South 

 Central Modern Language Association, Austin, Texas, October, 2002. 

“The Possibility/Impossibility of Private Discourse: Jacques Derrida’s The Post Card and 

Circumfession.” International Association of Philosophy and Literature, Rotterdam, June 2002. 

“Tennessee Williams in Tangier.” Invited Speaker at Tennessee Williams Festival, New Orleans, March 

 30, 2001. 

“Paul Bowles’s Fictional Images of North Africa: Orientalist?” Panel on “Imagining North 

Africa: Responses to Orientalism in Egypt and Morocco, Middle East Studies Association, 

Orlando, Florida, November 2000. 

“Modernism and Diaspora” (symposium participant), Modern Studies Association, Philadelphia, 

Pennsylvania, November 2000. 

“Metaphoric and Real Encounters with North Africa: The Making of Poststructuralist Thought,” 

 International Association of Philosophy and Literature, Stony Brook, N.Y., May 2000. 

“Notions of Power in Contemporary Literary Theory,” Honors Lecture Series, MTSU, February 21, 

 2000. 

“Writing the Life of Alfred Chester,” English Graduate Student Forum, Department of English, 

 Vanderbilt University, April 1999. 

“Alfred Chester and the Bowleses,” American Literature Association, San Diego, May 1998. 

“Contemporary Arabic Literature,” Murfreesboro Women’s Club, Feb 17, 1997. 

“The Fiction and Real Lives of Jane and Paul Bowles,” Modern Language Association, December, 1996. 

“Jane and Paul Bowles,” American Literature Association Symposium on Influences, Friendships, and 

 Rivalries: Exploring the Relationships between Male and Female Writers of the United States, 

 Cancun, Mexico, December 12-15, 1996. 

“Living in the Arab World,” Honors Lecture Series, MTSU, Sept. 9, 1996. 

“Literary Activity in the Postcolonial Scene,” Guest Speaker, International Conference on Literature, 

 Linguistics and Translation, Yarmouk University, Irbid, Jordan, April 1996. 

“Americanism and World Culture and Literature,” A Humanities Series Lecture, Murray State 

University, November 16, 1995. 

“Jane’s Travesties,” Northeast Modern Language Association, Boston, April 1, 1995. 

“There's No Place Like Homs,” Southeast Regional Middle East and Islamic Studies Seminar, 

 Williamsburg, Virginia, March 26, 1995. 

“Geography, Culture and the Literary Imagination,” Middle Tennessee State University Geoscience 

 Club, February 14, 1995. 

“A Tale of Two Nobels: Toni Morrison and William Faulkner,” 1st Annual Conference on Literature, 

 Linguistics and Translation, Yarmouk University, Irbid, Jordan, April 1994. 

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“Critical Theory Since My Birth,” Al-Ba’ath University, Homs, Syria, December 7, 1993. 

“Rewriting the Social Contract: Prospects and Problems for the Individual in 19th Century America,” 

2nd Symposium on American Literature, Tishreen University, Lattakia, Syria, May 1993. 

“Paul Bowles: An American Writer in the Arab World,” A Public Lecture, The American Cultural 

Center, Damascus, Syria, October 28, 1992. 

“Getting Away With Murder: Generic and Ideological Subversion in the Novels of Patricia Highsmith,” 

 Florida State University Conference on Literature and Film, February 1992. 

“The Achievement of Egyptian Nobel Laureate Naguib Mahfouz,” A public lecture sponsored by the 

 Tennessee Humanities Council, University of Tennessee-Chattanooga, January 12, 1992. 

“Cultural Dynamics and Issues of Authority: Contemporary Arabic Literature in Translation,” Southeast 

 Regional Middle East and Islamic Seminar, Fall 1991. 

“Problems and Possibilities in Bowles Scholarship and Research,” A Public Lecture, Harry Ransom 

 Humanities Research Center, University of Texas, Austin, June 1991. 

“Cultural Upheaval and Fictional Form: Three Novelistic Responses to Nasser's Egypt,” International 

 Association of Philosophy and Literature, Montreal, May 1991. 

GRANTS AND AWARDS 

P.I., “Middle East Studies and Outreach Project,” Undergraduate International Studies and Foreign 

 Languages Grant, Title VI, Department of Education, 2006-2008 ($300,000+ including 

MTSU matching funds). 

Summer Research Grant, Middle Tennessee State University, Graduate School, Summer 2006. 

 Preliminary research for University of California Press volume on the modern Arab poet Adonis. 

Distinguished Research Award, Middle Tennessee State University, Fall 2005. 

U.S. State Department Lecture Tour. Tunisia. April 2003. 

Summer Research and Travel Grant, Middle Tennessee State University, Graduate School, Summer 

2002, for travel to Syria to work on translation of A Banquet for Seaweed by Syrian novelist 

Haidar Haidar. 

Summer Research Grant, Middle Tennessee State University, Graduate School, Summer 2000, for 

 preliminary work on an historical novel, Trajan’s Column. 

Travel Grant to Paris and London for work on Alfred Chester biography, Middle Tennessee State 

 University, Graduate School, Spring 1999.

National Endowment for the Humanities Seminar, “Literary Biography: Fictionality, Presence and 

 Speculation” CUNY, June 15-July 14, 1998. John Hall, Director. 

MacDowell Colony Residency, November 1997. 

Travel Grant to Tangier, Morocco for work on Alfred Chester biography, Middle Tennessee State 

 University, Graduate School, Fall 1997. 

Travel to Collections, University of Delaware and University of Texas at Austin, for work on Alfred 

Chester biography, Middle Tennessee State University, Graduate School, Spring 1997. 

Travel to Collections, Middle Tennessee State University Research Grant for work on Alfred Chester at 

 the University of Delaware Special Archives, Spring 1996. 

U.S. Speaker Grant, USIA, for lectures in Syria and Jordan, Spring 1996. 

Summer Research Grant, Middle Tennessee State University, Graduate School, for preliminary work on 

 Alfred Chester biography, 1995. 

Fulbright Lectureship, University of Damascus, Syria, 1992-94. 

Harry Ransom Humanities Research Center Research Award, University of Texas, Austin, for research 

 on Jane and Paul Bowles, Summer 1991. 

National Endowment for Humanities Institute, “The Emergence of the Modern: American Culture from 

 the Columbian Exposition to the Armory Show, 1893- 1913,” University of North Carolina, 

Chapel Hill, NC, June 23-July 29, 1991. Townsend Ludington, Director. 

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International Journal of Middle East Studies, 28 (1996), 325-348. 

 "Emile Habibi, the Mirror of Irony in Palestinian Literature," Journal of Arabic Literature, Vol. 

XXIV, Summer 1993, pp. 75-94 

 "Assaf Khater: A Migrant Worker from Mount Lebanon," Struggle and Survival in the Middle 

East, Edmund Burke III (ed.); Berkeley: University of California Press, January 1993, pp. 31-43

 "She Married Silk," The Turkish Studies Association Bulletin, Vol. 16, no. 1 (April 1992) 69-72.

 "Imbaba: The Camel Market of Cairo," Aramco World Magazine, Vol. 40, no. 6, Nov-Dec 1989, 

pp. 37-40. 

 "Al-Haraka al-Nissa'iya: The Women's Movement and Political Participation in Modern Egypt," 

Women's Studies International Forum, Vol. 11, no. 5, pp. 465-483, 1988 

 "Egyptian Feminism Today," The Middle East, no. 148 (November 1986), 17-18. 

Reviews

 Elizabeth Thompson, Colonial Citizens: Republican Rights, Paternal Privilege, and Gender in 

French Syria and Lebanon, Middle East Studies Bulletin, Forthcoming Fall 2001. 

 Ussama Makdisi, The Culture of Sectarianism: Community, History and Violence in NineteenthCentury Ottoman Lebanon, Helderf Publications, Forthcoming Summer 2001. 

 Robert Manthoulis, Jaffa la mienne, (Paris : Ygrec Prodcutions, 1999), Middle East Studies 

Bulleting, Forthcoming 

 Jane Hathaway, The Politics of Households in Ottoman Egypt, International Journal of Middle 

East Studies, January 2001 . 

 Elizabeth Picard, Lebanon: A Shattered Country, Qal wa Qeel: Newsletter of the Lebanese 

Studies Association, October 1998. 

 Efraim Karsh, Fabricating Israeli History: The New Historians, Heldref Publications, Fall 1998 

 Charles Issawi, "The Middle East Economy: decline and recovery." International Journal of 

Middle East Studies. Forthcoming: May 1997 

 Dale F. Eickleman and James Piscatori, "Muslim Politics." The Historian, March 1997 

 Olga Nakkas, "Lebanon: Bits and Pieces." Middle East Studies Association Bulletin, Vol 30, no 

2 (December 1996), 250 

 Mark Tessler, A History of the Israeli-Palestinian Conflict, Heldref Publications, Fall 1996 

 Leila Fawaz, An Occasion for War: Civil Conflict in Lebanon and Damascus in the 19th 

Century. Journal of Political Ecology, Vol 2, (Summer 1995), 27-30 

 Mai Masri and Jean Chamoum (directors), "Hostage Of Time." Middle East Studies Association 

Bulletin, Vol 29, no. 2 (December 1995), 271-2. 

 Jayce Salloum (director), "Up to the South." Middle East Studies Association Bulletin, Vol 29, 

no. 2 (December 1995), 270-1. 

 Salloum and Suleiman (directors), "Introduction to the end of an argument." American Historical 

Review, Vol. 99, no. 4 (October 1994) 1262-4. 

 Joseph Kostiner, "The Making of Saudi Arabia 1916-1936: From Chieftancy to Monarchical 

State." The Historian, (March 1995), 371-2. 

 Albert Hourani & Nadim Shehadi, (eds.) "The Lebanese in the World," and Alixa Naff 

"Becoming American." Middle East Studies Bulletin, July 1994, pp. 63-65. 

 Sameer Y. and Nabeel Abraham (eds.) "Arabs in the New World." Explorations in Sight and 

Sound: The Journal of Ethnic Studies, Vol. 8, no. 2, (July 1985), pp. 1-2 

PR/Award # P016A090068 e46
JAMES ANDREW MILLER 204 Hardin Hall 

Associate Professor, Geography Clemson University 

Department of History & Geography Clemson, South Carolina 29634 

January 2009 864 656 1640/3153 

 miller3@clemson.edu

Cultural Geographer of North Africa, the Middle East and Subsaharan Africa 

Education: 

 - Ph.D., Geography, The University of Texas at Austin, 1981 

Dissertation: Imlil: A Modern Moroccan Geography (economic & cultural change in the High Atlas) 

 - M.A., Geography, The University of Texas at Austin, 1972 

Thesis: Ecological Adaptation of a Moroccan Transhumant Tribe: The Beni Mguild (Middle Atlas)

 - B.A., Geography, Binghamton University, June 1969 

Other Training & Study: 

 U.S. Department of State, Foreign Service Institute, Washington, D.C. 

 - 47th A-100 Foreign Service Officer Class, May - July, 1989 

 - Political Tradecraft, July-August 1989; Subsaharan Africa, August 1989 

University of Yaoundé (Cameroon). Fulbright Summer Seminar, June, 1983 

University of Texas Summer Language and Area Institute, Casablanca, Morocco, Summer 1971 

University of Tunis, Faculty of Letters, Third Year (Geography), 1967-1968 

McGill University, Montréal. First-year liberal arts, 1965-1966

Teaching Experience: 

Clemson University, Clemson, South Carolina, Department of History and Geography 

 Assistant Professor of Geography, 1980-1986; Associate Professor of Geography, August 1986 –present 

 

 Academic Director, Study Abroad Program, “Tunisia Learn & Serve,” Summers 2007, 2008, 2009, in 

 conjunction with Amideast. 

University of California, Berkeley. Department of Geography and the Center for Middle East Studies 

 Visiting Associate Professor, Spring 1994 

 University Courses Taught: 

 

Geography: World Regional Geography, Introduction to Geography, Political Geography, Geography 

 of Subsaharan Africa, Geography of the Middle East & North Africa 

 

History of the Middle East & North Africa: History of the Modern Middle East & North Africa, Middle 

 East & North Africa in the Age of European Imperialism, History of Tunisia, History of Modern Egypt 

 

Economics: Economic Development in the Middle East & North Africa, Economic Geography 

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2

American Institute of Maghrib Studies (AIMS): 

Interim President, 2008; President, November, 2008 - 

 

 As President of the academic organization devoted to the study of the Maghrib, I am responsible for the 

 management of the 200+-member body. The functions of AIMS can be summarized as follows: 

 • AIMS has two Overseas Centers, CEMAT in Tunis and CEMA in Oran, and is affiliated with 

 TALIM in Tangier, which facilitate the scholarship of Americans and other nationalities in each 

 of the Maghrib countries through their local facilities and maintain and develop networks of 

 scholars; 

 • AIMS organizes competitions for grants to support its domestic programs and at its Overseas 

 Centers and maintains a permanent Secretariat at the University of Arizona; 

 • AIMS supports scholars from the USA and the Maghrib countries through annual grants 

 competitions, maintains other programs for Maghrib scholars, and works closely with the 

 Ministries of Higher Education in its Overseas Centers’ host countries; 

 • AIMS runs summer Critical Language Scholarship programs in Arabic for the U.S. Department 

 of State and organizes a staff of professional Arabic teachers for this purpose; 

 • AIMS has an annual conference, held in rotation at its three centers, on a subject of mutual 

 interest for US and local scholars of the Maghreb; 

 • AIMS works closely with the Council of American Overseas Research Centers (CAORC), 

 through which AIMS methods of funding are organized. 

 

Director, Overseas Studies Center: 

Director, Centre d’études maghrébines à Tunis (CEMAT), the Overseas Research Center of AIMS, the 

American Institute of Maghrib Studies, 2003-2006. 

 Responsibilities included supervision of the Center, relations with Government of Tunisia and Tunisian 

 universities; representation of American scholarly interests in Tunisia; facilitating American and other 

 foreign scholars’ interests and well-being in Tunisia; development of the AIMS Center in Oran, Algeria. 

U. S. Department of State: 

Political Officer, U.S. Foreign Service, 1989-1991. American Embassy, D.R. Congo (ex-Zaire) 

 Responsibilities: biographical officer, political parties, democratization, human rights in Congo & 

 Cabinda (Angola), refugees. Field reporting from Bas Congo, Bandundu, Kivu, and Katanga (Shaba). 

 Officer at the U.S. Consulate in Lubumbashi during the Gulf War 

Interpreter-Escort, Summers 1969 and 1970. French-language interpreter for official visitors 

Research Experience: 

My geographic research has been in Morocco. I have conducted fieldwork in the High Atlas, the Marrakech 

region, the Draa Valley, and the Tafilalt Oasis as well as at archives in Rabat, Paris, and Aix-en-Provence. 

 * Between 1992 and 1999, I co-directed in the Sijilmasa Archaeological Project, a joint Moroccan-

 American effort to excavate the medieval Islamic caravan city of Sijilmasa and reveal its social and 

 environmental context. In 1999, I co-curated a traveling museum exhibition “The Sijilmasa Caravan,” 

 which brought public attention to this work at museums in Birmingham, Memphis, and Nashville. 

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3

 * May - July, 1995. With Peace Corps Morocco, an environmental impact assessment of pastoralism in 

 the Toubkal National Park. Supported by Fulbright Senior Research Grant. 

 * December, 1994 and July 1986. Paris, France. Archives de l’Armée Terrestre, Vincennes. French 

 colonial occupation of southern Morocco. 

 * Before 1992, five seasons of research in Morocco, including a Fulbright Doctoral Research 

 Fellowship for Marrakech and region, economic and environmental change in the High Atlas 

 Mountains among the Ait Mizane, 1973-74; and a Fulbright Islamic Civilization Award for study of the 

 impact of the damming of the Draa Valley, 1985-86. 

Publications: 

Forthcoming

Book-length manuscript: “Sijilmasa: The Last Civilized Place,” with Ronald Messier (book contract with the University 

of Texas Press) 

Edited volume: “The Growth of the City in the Maghreb,” papers presented at the 2005 AIMS Conference, Tunis 

Article, “Revealing Iberian North-South Relations in the Eleventh Century: Out of Africa.” A paper presented at a 

conference in Gottingen, Germany, February 28, 2004, 

2005 Articles for the Encyclopedia of African History (Fitzroy Dearborn Publishers): Hassan II, Casablanca, Marrakech, 

Origins of the Berbers, Trans-Saharan Trade. 

2002

“Trading Through Islam: The Interconnections of Sijilmasa, Ghana and the Almoravid Movement,” pp. 29-58 in The 

Journal of North African Studies, Vol. 6, No. 1 (Spring 2001). (Also appears as pp. 29-58 in Julia Clancy-Smith, ed., 

North Africa, Islam and the Mediterranean World: From the Almoravids to the Algerian War. London: Frank Cass: 

2001.) published Spring, 2002. 

Review of “Morocco Under King Hassan,” Stephen J. Hughes, in Friends of Morocco, Summer 2002, pp. 12-14. 

2001

Review of Mount Sinai, Joseph J. Hobbs, in International Journal of Middle East Studies, Vol. 33, No. 4 (Nov. 2001), 

pp. 613-615. 

Review of “Mediterranean: A Cultural Landscape,” Predrag Matvejevic, in Middle East Studies Association (MESA) 

Bulletin, Vol. 34, No. 2 (Winter 2000), pp. 241-242. 

2000

“Teaching About the Arab World,” A manual for teachers. With Kenneth Perkins and Dona Stewart. Middle East Center 

for Peace, Culture, and Development, Georgia State University 

1999 

“Sijilmasa Caravan; A Voice from Morocco,” A museum catalog to accompany the exhibit of the same name. Nashville, 

Tennessee, The Parthenon, May 23 – July 17, 1999. 16 pp. 

1997

Review of “Morocco, Body and Soul” Series (film), in Middle East Studies Association (MESA) Bulletin, Vol. 31, No. 2 

(December, 1997), pp. 199-201. 

Review of “Threads of Time: Handmade Textiles for Weddings in Fez” (film), in Middle East Studies Association 

(MESA) Bulletin, Vol. 31, No. 1 (July 1997), pp. 115-116. 

Review of Ralph W. Brauer, Boundaries and Frontiers in Medieval Muslim Geography, pp. 439-441 in the International 

Journal Of Middle East Studies, Vol. 29, No. 3 (August 1997), pp. 439-441. 

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4

Review of Sharif S. Elmusa, A Harvest of Technology; The Super-Green Revolution in the Jordan Valley,” in The Middle 

East Journal, Vol. 51, No. 1. 

Review of Robert J. Allison, The Crescent Obscured; The United States and the Muslim World, 1776 - 1815, in Historical 

Geography, vol. 25, pp. 173-176. April. 

1996

(With Dale R. Lightfoot) "Sijilmasa: The Rise and Fall of a Walled Oasis in Medieval Morocco," pp. 78 - 101 in Annals

of the Association of American Geographers, Vol. 86, No. 1 (March 1996). 

“Sustained Past and Risky Present; The Tafilalt Oasis of Southeastern Morocco," pp. 55- 69 in W. D. Swearingen and A. 

Bencherifa, eds. The North African Environment at Risk: Environmental Sustainability and Economic Development. 

Boulder, Co: Westview Press. 

“Morocco,” Collier’s Encyclopedia, 1996 edition. Vol. 16, pp. 551-558; 558a; 558b; 559-564. 

1995

"Images of Daily Life in Morocco." http://geogweb.berkeley.edu/geoimages/miller/millerone.html

"La viabilité de l'environnement dans les oases du Tafilalt: de l'ancienne Sijilmasa au Tafilalet d'aujourd'hui,” pp. 3 - 19 

in A. Bencherifa, ed. L'Afrique du Nord face aux menaces écologiques. Rabat, Morocco: Université Mohammed V, 

Publications de la Faculté des lettres et des Sciences Humaines, Série Colloques et Seminaires, No. 50. 

Review of John Ruedy, ed. Islamism and Secularism in North Africa, pp. 194 - 195 in the Middle East Studies 

Association (MESA) Bulletin, Vol. 29, No. 2 (December). 

1994 

Review of Robert Klitgaard, Tropical Gangsters, in Cultural Ecology Newsletter of the Association of American 

Geographers (AAG), No. 24 (Spring). 

Review of Winsome J. Leslie, Zaire: Continuity and Political Change in an Oppressive State, pp. 530-531 in Annals of 

the Association of American Geographers, Vol. 84, No. 3 (September). 

1993

(With D.L. Bowen) "The Zawiya Nasiriyya," pp. 146-156 in Donna Lee Bowen and Evelyn Early, eds., Everyday Life 

in the Muslim Middle East, Indiana University Press. 

Review of Graham P. Chapman and Kathleen M. Baker, eds., The Changing Geography of Africa and the Middle East, 

MESA Bulletin, pp. 198-199, Vol. 27, No. 2 (December). 

1992

Review of Nathan J. Brown, Peasant Politics in Egypt and Kathy and Pendeli Glavanis et al., The Rural Middle East, in 

The Middle East Journal, pp. 120-121, Vol. 46, No. 1 (Winter). 

1990

"King Hassan II," (biography) pp. 221-232 in Bernard Reich, ed., Political Leaders of the Contemporary Middle East and 

North Africa: A Biographical Dictionary. Westport, CT: Greenwood Press. 

1989

World Regional Geography: A Question of Place (3rd Edition). Co-authored with Paul Ward English. New York: Wiley 

and Sons. 535 pp. 

Review of Richard Lawless, ed., The Middle Eastern Village, and Elizabeth Longuenesse et al., Communautés 

villageoises et migrations de main-d'oeuvre au Moyen-Orient, in The Middle East Journal, Vol. 44, No. 3 (Summer 1989). 

1986

Review of Henry Munson, Jr., The House of Si Abd Allah: The Oral History of a Moroccan Family, in Research in 

African Literatures, Vol. 17, No. 4 (Winter 1986), pp. 582-584. 

1984

Imlil, A Moroccan Mountain Community in Change. Westview Press, Boulder, Colorado. 285 pp. 

Instructor's Manual for A Question of Place, 2nd ed., New York: John Wiley. 88 pp. 

"Journal of Near Eastern Studies," in Religious Periodicals of the United States, Greenwood Press, Westport, Ct. 

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5

1983

News from Geographic Centers. "University of Yaoundé." With G. Wesley Burnett, AAG Newsletter, Vol. 18, No. 8 

(October 1, 1983), p. 5. 

1978

Instructor's Manual to A Question of Place. New York: Harper & Row College Press, 1978. 92 pp. 

1977

World Regional Geography: A Question of Place (1st edition). Co-author with Paul Ward English. Harper and Row 

College Press, 1977. 591 pp. 

Grants, 1993 – present: 

Grants secured for teaching at Clemson University: 

Clemson Office of International Affairs, 2007, in support of Summer Abroad in Tunisia, 2008 

Clemson Russian Area Studies for study of natural parks and reserves in the Republic of Georgia, 2001 

Clemson McClure Endowment Teaching Innovation Grant for courses in Architecture & Geography, 1996 

Clemson Teaching Initiative Grant, for visual resources on Islamic cities, 1996 

Clemson Teaching Improvement Award, 1992-1993 

Clemson Humanities library acquisition grant for geography, 1992-1993 

U. California, Berkeley Instructional Minigrant for website, "Images of Daily Life in Morocco," 1994 

http://geogweb.berkeley.edu/GeoImages/Miller/millerone.html 

Grants secured for the “Sijilmasa Caravan” Museum Exhibit: 

Clemson University Bookstore (Barnes & Noble), 1999 

American Institute of Maghribi Studies (AIMS), 1998 

Grants secured for archaeological excavations at Sijilmasa: 

Clemson University Office of Research, 1998 

Fulbright-Hays Senior Scholar Award for Morocco, 1994 -1996 (serial award) 

American Institute of Maghribi Studies (AIMS), Short-term grant, 1994 

World Monuments Fund, New York. Successful nomination of Medieval Sijilmasa to the 1996 List of 100 

Most Endangered Sites,1996 

Major Presentations, 1993-present: I have made numerous major presentations at international, national & 

regional academic meetings, mostly on Sijilmasa, but also on other Middle East/North Africa topics, in the form 

of invited lectures, conference papers, keynote addresses, & talks to teachers and students. I have lectured in 

French as well as English, and have given presentations on North African topics in Tunisia, Morocco, Germany 

& the U.S.A. I have also accompanied & lectured to tour groups in Tunisia, Morocco, and West Africa.

Geography-Related Activity: I have reviewed manuscripts for Harcourt Brace, Prentice Hall, the University 

of Texas Press, Columbia University Press, the U.S. Marines, and the National Geographic Society. I have 

reviewed grant applications for the National Science Foundation and the National Geographic Society. I have 

reviewed articles for the Geographical Review, the Geographical Journal, Urban Geography, Arab World 

Geographer, the Arab Studies Journal, the Journal of Arid Environments, Cultural Ecology, and Regional 

Environmental Change.

Recent International Consultancies: Millennium Challenge Corporation (mcc.gov), Morocco, May 2007 

Languages: Modern Standard Arabic; Moroccan Arabic (FSI rating, 1989: 3.0, 1.0); Tunisian Arabic. French 

(FSI rating, 1989 4.0, 4.0).

PR/Award # P016A090068 e51
Anne Rasmussen 

Associate Professor (Ethnomusicology) 

Office: Ewell Hall 265 

Phone: 757 221 1097 

Email: akrasm@wm.edu

Website: http://www.wm.edu/music/meme.php

Education 

• B.A., Northwestern University 

• M.A., University of Denver 

• Ph.D. in Music, University of California-Los Angeles 

• Anne also studied for two years at the Sorbonne in Paris and received her formative 

musical training at the New England Conservatory. 

Ethnomusicology in the W&M Curriculum 

As an ethnomusicologist, Rasmussen teaches courses that deal with music cultures outside of the 

Western art music tradition or that employ methodologies from the field of ethnomusicology. 

Some of these courses are cross-listed with other departments, particularly Anthropology, and 

some of them satisfy GER 4 requirements at the college. Her regular course offerings include: 

• Worlds of Music, an introduction to Ethnomusicology 

• Music Cultures of the Middle East 

• Mediterranean Musical Mosaic 

• World Music and World Religion 

• Music, Migration, and Multiculturalism 

and upper level seminars on such topics as: Music and Orientalism, Music and Gender, and 

Music and Politics. 

The William and Mary Middle Eastern Ensemble 

Founded in 1994, the W&M MEME, has become an important part of the department, the 

program in Middle East Studies and the campus community. The ensemble hosts numerous 

guest artists from various Middle Eastern musical and cultural traditions and performs in 

contexts that range from elementary schools, to academic conferences and arts festivals, to 

formal concerts. Instrumentation in the ensemble includes ‘Ud (Middle Eastern Lute), Violin, 

Viola, and Bass, Qanun (zither), Darabukkah, Riqq, and Daff (percussion instruments), Nay 

(reed flute) and singing in the major languages of the Middle East region: Arabic, Turkish, Farsi, 

Hebrew, and Ladino. The Ensemble web page is hosted at the W&M Global Studies website: 

http://www.wm.edu/music/meme.php. 

W&M Students and the Field of Ethnomusicology 

Students who were introduced to the field of ethnomusicology through Rasmussen's courses, 

academic conferences, and invited guests to the college, and the Middle Eastern Music Ensemble 

have pursed advanced degrees in ethnomusicology graduate programs at various institutions 

including Indiana University, Brown University, The University of Texas at Austin, New York 

University, and the University of California at Santa Barbara, the University of Limmerick, 

Ireland, and Wesleyan University. 

PR/Award # P016A090068 e52
William and Mary in Washington 

In spring semester 2007, Rasmussen served as the professor for the William and Mary in 

Washington program. The theme for the semester was “Washington and the Arts” and 14 

student-interns, along with professor Rasmussen explored issues of arts patronage, policy, 

programming, production, education, artists, audiences, contexts, histories, communities, and 

individuals through visiting some of Washington’s important institutions of arts and culture and 

exposure to leading figures in the Washington arts world. The participating W&M students 

pursued internships at National Gallery of Art, Red Dirt Sculpture Studios, the Hirshhorn 

Sculpture Museum, Smithsonian Folkways Recordings Co., National Portrait Gallery, National 

Public Radio: All Things Considered News Program, Slate Magazine, Center for American 

Progress, National Geographic Traveler Magazine, Washington Choral Arts Society, 

Worldwatch Institute, Smithsonian Museum of American History, and the Wooly Mammoth 

Theater. 

Research 

Rasmussen’s research and publications encompass three related interests: Music and culture in 

the Middle East, with a special interest in the Arab diaspora, American musical multiculturalism, 

and gender, politics and religion in Indonesia. Based on two years of ethnographic fieldwork in 

Indonesia, her book Women’s Voices, the Recited Qur’an and Islamic Musical Arts in Indonesia

is under contract with the University of California Press. Her continuing teaching and research 

on Music and Culture in the Middle East and Arab world culminated most recently in the 5th 

edition of the popular text Worlds of Music, Edited by Jeff Titon, which includes her new chapter 

“The Arab World” (Schirmer 2008). Her interest in Arab American music and community and 

American musical multiculturalism is represented most significantly in the book Multicultural 

Musics of America that she co-edited with Kip Lornell (Schirmer 1997). She has also been 

involved in the production of a four compact disc recordings. 

Honors, Prizes, and Awards 

Rasmussen was a Fulbright senior scholar in Indonesia and a scholar in residence at Cornell 

University. She is the recipient of the Jaap Kunst Prize for the best article published in the field 

of Ethnomusicology in 2001 and received a Phi Beta Kappa Award for excellence in teaching. 

She has served on the board of the Society for Ethnomusicology and is quite active on the 

conference circuit. She has been invited as a distinguished speaker at a number of universities 

and conferences and is very involved in programming a diverse array of performers and scholars 

at the college. She has hosted three conferences at William and Mary. She is also the winner of 

the “William and Mary Raft Debate” and invites anyone to her office to see the handsome Raft 

Debate plaque that hangs on her wall! 

PR/Award # P016A090068 e53
Biosketch 

Name: Akram Khater, Ph.D. 

Project Role: External Evaluator 

Education: Ph.D., History, University of California Berkley 

M.A., History, University of California Santa Cruz 

B.S., Electronics Engineering, California Polytechnic State University 

Akram Khater is Associate Professor of History at North Carolina State University, and Director 

of International Programs. A native of Lebanon, he earned a B.S. degree in Electronics 

Engineering from California Polytechnic State University, and holds M.A. and Ph.D. degrees in 

History from the University of California, Santa Cruz, and University of California, Berkeley, 

respectively. Before coming to Raleigh, he taught at Ball State University in Indiana. Professor 

Khater has contributed much to his field of Middle East History. His books include Inventing 

Home: Emigration, Gender and the Making of a Lebanese Middle Class, 1861-1921, and A 

History of the Middle East: A Sourcebook for the History of the Middle East and North Africa. 

Professor Khater has also contributed the Middle East and North Africa section to The World 

and Its People, a high school textbook. He has published a substantial number of articles and 

reviews, and has made conference presentations throughout the United States and overseas. He 

has been particularly active in bringing his expertise to audiences at North Carolina colleges, 

high schools, and churches. Professor Khater has been awarded a number of teaching accolades 

(Outstanding Teacher and Outstanding Junior Faculty) and grants during his tenure at N.C. State, 

and has also obtained fellowships from the National Humanities Center, American Philosophical 

Society, National Endowment for the Humanities, Fulbright Foundation, Council of American 

Overseas Research Centers. His professional affiliations include the Middle East Studies 

Association, American Historical Association, Triangle Islamic Studies Group, and 

Mediterranean Studies Group, and the Chair of the Committee on Middle East Studies at NC 

State. He also sits on the editorial boards of several journals and book series. 

Books 

Sources in the History of the Middle East, Houghton Mifflin, April 2003 

Inventing Home: Emigration, gender, and the making of a Lebanese Middle Class, 1861 – 1921. 

Fall, 2001, University of California Press, 2001. 

Contributing author (Middle East section), The World and its People. Parsippany, New Jersey: 

Silver, Burdett & Ginn, 1997. (High school textbook). 

Articles

Building Class: Emigration, the Central Hall House and the Construction of a Rural Middle 

Class in Lebanon, 1890-1914. History of the Central House in the Mediterranean, May Davie 

(ed.); Paris: CNRS. Forthcoming 2004.v 

 Queen of the House? Making Immigrant Lebanese Families in the Mahjar, in Family History in 

the Middle East Household, Property, and Gender, Beshara Doumani (editor). (New York: 

SUNY Press, 2003). 

 A short history of time in Lebanon, 1860-1914, Chronos, No. 2 1999. 

 "From ‘House’ to ‘Mistress of the House’: Gender and Class in 19th Century Lebanon". 

PR/Award # P016A090068 e54
International Journal of Middle East Studies, 28 (1996), 325-348. 

 "Emile Habibi, the Mirror of Irony in Palestinian Literature," Journal of Arabic Literature, Vol. 

XXIV, Summer 1993, pp. 75-94 

 "Assaf Khater: A Migrant Worker from Mount Lebanon," Struggle and Survival in the Middle 

East, Edmund Burke III (ed.); Berkeley: University of California Press, January 1993, pp. 31-43

 "She Married Silk," The Turkish Studies Association Bulletin, Vol. 16, no. 1 (April 1992) 69-72.

 "Imbaba: The Camel Market of Cairo," Aramco World Magazine, Vol. 40, no. 6, Nov-Dec 1989, 

pp. 37-40. 

 "Al-Haraka al-Nissa'iya: The Women's Movement and Political Participation in Modern Egypt," 

Women's Studies International Forum, Vol. 11, no. 5, pp. 465-483, 1988 

 "Egyptian Feminism Today," The Middle East, no. 148 (November 1986), 17-18. 

Reviews

 Elizabeth Thompson, Colonial Citizens: Republican Rights, Paternal Privilege, and Gender in 

French Syria and Lebanon, Middle East Studies Bulletin, Forthcoming Fall 2001. 

 Ussama Makdisi, The Culture of Sectarianism: Community, History and Violence in NineteenthCentury Ottoman Lebanon, Helderf Publications, Forthcoming Summer 2001. 

 Robert Manthoulis, Jaffa la mienne, (Paris : Ygrec Prodcutions, 1999), Middle East Studies 

Bulleting, Forthcoming 

 Jane Hathaway, The Politics of Households in Ottoman Egypt, International Journal of Middle 

East Studies, January 2001 . 

 Elizabeth Picard, Lebanon: A Shattered Country, Qal wa Qeel: Newsletter of the Lebanese 

Studies Association, October 1998. 

 Efraim Karsh, Fabricating Israeli History: The New Historians, Heldref Publications, Fall 1998 

 Charles Issawi, "The Middle East Economy: decline and recovery." International Journal of 

Middle East Studies. Forthcoming: May 1997 

 Dale F. Eickleman and James Piscatori, "Muslim Politics." The Historian, March 1997 

 Olga Nakkas, "Lebanon: Bits and Pieces." Middle East Studies Association Bulletin, Vol 30, no 

2 (December 1996), 250 

 Mark Tessler, A History of the Israeli-Palestinian Conflict, Heldref Publications, Fall 1996 

 Leila Fawaz, An Occasion for War: Civil Conflict in Lebanon and Damascus in the 19th 

Century. Journal of Political Ecology, Vol 2, (Summer 1995), 27-30 

 Mai Masri and Jean Chamoum (directors), "Hostage Of Time." Middle East Studies Association 

Bulletin, Vol 29, no. 2 (December 1995), 271-2. 

 Jayce Salloum (director), "Up to the South." Middle East Studies Association Bulletin, Vol 29, 

no. 2 (December 1995), 270-1. 

 Salloum and Suleiman (directors), "Introduction to the end of an argument." American Historical 

Review, Vol. 99, no. 4 (October 1994) 1262-4. 

 Joseph Kostiner, "The Making of Saudi Arabia 1916-1936: From Chieftancy to Monarchical 

State." The Historian, (March 1995), 371-2. 

 Albert Hourani & Nadim Shehadi, (eds.) "The Lebanese in the World," and Alixa Naff 

"Becoming American." Middle East Studies Bulletin, July 1994, pp. 63-65. 

 Sameer Y. and Nabeel Abraham (eds.) "Arabs in the New World." Explorations in Sight and 

Sound: The Journal of Ethnic Studies, Vol. 8, no. 2, (July 1985), pp. 1-2 

PR/Award # P016A090068 e55
Sarah Courtney Belanger

Professional Experience

NEAR EAST AND SOUTH ASIA UNDERGRADUATE EXCHANGE PROGRAM, Georgetown University Center 

for Intercultural Education and Development 

Senior Program Officer July 2007 – present 

• Develop structure for pilot exchange program sponsored by the U.S. Department of State, Bureau of 

Educational and Cultural Affairs 

• Supervise program operations at participating host institutions 

• Ensure quality program implementation and compliance in accordance with sponsor guidelines 

• Provide timely professional and technical support to host institution program mentors on matters of student 

placement, courses of study, academic progress and personal adjustment 

• Monitor performance and well-being of students 

• Review student applications to recommend appropriate host institution placement 

• Create and manage program materials, including student and mentor handbooks, reports, and forms 

• Oversee travel logistics for students 

• Design and implement online re-entry program 

• Organize and facilitate annual re-entry workshop in Washington, D.C. for all participants 

• Responsible for content of Web site, online evaluations and surveys 

• Conduct on-site evaluations of program operations through campus visits 

• Provide support to Director and guidance to Program Officer 

• Serve as Alternate Responsible Officer to administer immigration documents through the Student and Exchange 

Visitor Information System (SEVIS) 

PROGRAM ADMINISTRATION, CIES (Council for International Exchange of Scholars; a division of the Institute of 

International Education) 

Manager September 2006 – July 2007 

• Planned, scheduled, and evaluated annual administrative workflow for support of Fulbright Visiting Scholar 

program activities 

• Managed receipt and processing of Fulbright Visiting Scholar applications including organization and 

implementation procedures for affiliation and confirmation 

• Administered the Fulbright/APSA Congressional Fellowship Program including monitoring of grantees and 

budget allocation 

• Conducted monthly Fulbright Visiting Scholar program staff meetings 

• Ensured the Fulbright Visiting Scholar program publications, guidelines, procedures and systems were kept up to 

date with program and immigration policies 

• Supervised Assistant Manager, who coordinated the logistical and administrative procedures for the U.S. 

Fulbright Scholar program 

• Served as Alternate Responsible Officer to administer immigration documents through SEVIS 

• Managed compilation of grant packets, annual report forms, and the processing of certificates 

• Reviewed and approved grant authorizations and signed grant documents 

• Developed effective training program and coordinated basic training of Fulbright Visiting Scholar staff 

• Monitored program expenditures and reconciled discrepancies 

FULBRIGHT FOREIGN STUDENT PROGRAM, AMIDEAST (America-Mideast Educational and Training Services, 

Inc.) 

Program Officer June 2003 – September 2005 

• Managed U.S. government-sponsored Fulbright scholarship program 

• Communicated with and monitored grantees from Bahrain, Jordan, Oman, and Yemen 

PR/Award # P016A090068 e56
• Researched graduate programs and selected appropriate placements for nominees; negotiated financial aid 

opportunities 

• Created and maintained student budgets and worksheets; contributed to overall program budgets 

• Prepared and conducted pre-departure orientation workshops in Bahrain, Jordan, Oman, Syria, and Yemen 

• Aided in preparation and implementation of annual Fulbright Re-entry Workshop for all grantees 

• Assisted in refining internal program procedures and operations 

• Updated and improved the Fulbright Foreign Student Handbook 

• Communicated with grantees, U.S. Department of State officials, bi-national commissions, university 

representatives, and other institutions relating to the Fulbright program 

• Supervised and trained Program Assistant and assigned work load as appropriate; supervised and trained interns 

• Represented AMIDEAST and the Fulbright program at universities and professional conferences 

• Conducted campus visits including meetings with students and university administrators 

• October 2003 Employee of the Month 

PRIVATE PROJECTS, AMIDEAST 

Program Assistant April 2002 – June 2003 

• Assisted with student placement and monitoring of non-U.S. government sponsored scholarship programs 

• Input student database records into SEVIS 

• Maintained student finance files and processed purchase orders/vouchers for program-related expenses 

• Generated DS-2019 forms on behalf of the United States government for scholarship program participants 

• Corresponded with students, universities, field offices, and cooperating agencies 

• Responded to student questions and concerns with appropriate information 

• Hosted and moderated meetings with visiting campus representatives 

• Provided general office clerical support 

Education

GEORGETOWN UNIVERSITY, School of Continuing Studies, Washington, DC 

Certificate in Project Management, January 2009 

Courses: Project Management Fundamentals, Resource Management, Managing Project Teams, Project Management 

Applications, Risk Management, Business Strategy and Program Management 

UNIVERSITY OF OXFORD, Oxford, United Kingdom 

Master of Science in Comparative and International Education, requirements completed July 2006; degree received 

March 2007 

Dissertation, awarded distinction honors: “Challenges and Reponses to Sustainability: A Multi-Case Study of Liberal Arts 

Women’s Colleges in Virginia” 

Coursework: Theoretical, Methodological and Systemic Studies; Comparative Education Seminar, Strategies for 

Educational Research, Education in Developing Countries 

Activities: House Warden, Arab Culture Society, Osler-Green Field Hockey Club 

SWEET BRIAR COLLEGE, Sweet Briar, Virginia 

Bachelor of Arts in International Affairs, minor in French, May 2001 

Activities: Junior Year in France (Université de la Sorbonne Nouvelle – Paris III), Varsity Lacrosse, Varsity Field Hockey, 

Student-Athlete Advisory Committee, Admissions Phone-A-Thon participant, Overnight Hostess to prospective 

students 

Service and Activities

PARTICIPANT, Raised over $15,200 as a member of a four-person team for the Crohn’s and Colitis Foundation of 

America through participation in the Napa to Sonoma Half Marathon (July 2008) 

PANELIST, National Foreign Affairs Training Center (January, April, and September 2004; April 2005) 

SELECTION COMMITTEE MEMBER, GE Star Scholarship (2007) 

MEMBER & PARTICIPANT, NAFSA: Association of International Educators, conferences & workshop (2003-2005, 

2007) 

AREA ADMISSIONS REPRESENTATIVE, Sweet Briar College Office of Alumni Affairs (2001-2005) 

PR/Award # P016A090068 e57
Budget Narrative

Budget Narrative

Attachment 1:

Title: Pages: Uploaded File: 1234-Title VIA BUDGET NARRATIVE & Spreadsheet.pdf

PR/Award # P016A090068 e110
GTC TITLE VIA BUDGET NARRATIVE 

1. PERSONNEL: Federal Request = $8,000; GTC Cost-Share = $55,900 

• Project Director 

Each year, to be paid by GTC: 35% release time, calculated on base salary of $71,100 = 

$24,850 annually; or $49,700 over the life of the project 

• Arabic Language Teaching Assistant (TA) 

Year 1, to be paid by grant: $2,000 per course; no GTC cost-share. Two Arabic courses 

will be offered in Year 1. 

Year 2, to be paid by the grant: $4,000; to be paid by GTC: $4,000. Four Arabic courses. 

• GTC Media Services Technical Support

Each year, to be paid by GTC: $1,100 for Media Service personnel time for technical 

support of distance education courses. 

2. FRINGE BENEFITS: Federal Request = $720; GTC Cost-share = $15,407

• Project Director - As above, to be paid by GTC 

Full-time rate = 31% • FICA 7.65%

• Unemployment Insurance 0.84%

• Workmen’s Compensation 024%

• SC Retirement System (required) 12.89%

• Dental/Health Insurance 9.38%

Total 31.00%

• Arabic Language Teaching Assistant – As above, to be cost-shared

Part-time rate = 9% • FICA 7.65%

• Unemployment Insurance 0.84%

• Workmen’s Compensation 0.24%

Total 9.00%

3. TRAVEL: Federal Request: $51,056; GTC Cost-share: $1,640

 Due to state budget cuts, GTC requests significant federal support for professional 

 development conference travel of GTC faculty to develop expertise in Middle East 

 subject matter. Estimate calculated as follows: 

Hotel: To be paid by the grant in Year 1 & Year 2: $90 night x 7 

nights x 10 rooms = $6,300 annually or $12,600 over the 

funding period. 

Mileage 

reimbursement: 

To be paid by the grant in Year 1 & Year 2: 50.2 cents 

per mile x 400 miles x 10 trips = $2,008 

Per Diem (State rate) To be paid by the grant in Year 1: $32/day x 2 

days x 10 individuals = $640 ; To be paid by 

GTC in Year 2: $32/day x 2 days x 10 individuals 

Page 1 of 3 

PR/Award # P016A090068 e0
= $640 in Year 2, 

Consultant travel To be paid by the grant in Year 1 & Year 2: $400 

per expert x 6 experts @ $400/trip x 2 trips 

annually 

Travel in Middle East To be paid by the grant in Year 1 & Year 2: In 

Year 1, the project director and a lead faculty 

member will travel abroad to establish a shortterm study-abroad program; in Year 2, they will 

return to insure that the program continues to 

function well, resolve any issues, and solidify the 

personal relationships that are key to the 

program’s sustainability in the Middle East. 

Travel for Assistant Project 

Director 

To be paid by the grant in Year 1 & Year 2: 

$2,500 annually– Mileage reimbursement and 

travel to conferences included 

Travel for Arabic TA Teaching Assistant will travel to the on-theground language instruction training program at 

Montana State University. In Year 1, the grant 

will pay $1,000; GTC will pay $300; In Year 2, 

the grant will pay $600; GTC will pay $700. 

Project Director’s Meetings To be paid by the grant: $1,800 annually 

Other Curriculum-related 

travel 

4 faculty members to travel overseas to support 

development of curriculum and study-abroad 

program. To be paid by the grant: (2) annually @ 

$2,000 each 

4. EQUIPMENT – NO REQUEST; NO MATCH

5. SUPPLIES & MATERIALS: Federal Request: $3,600; GTC Cost-Share: $2,400

Office supplies To be paid by GTC: $600 annually 

Books, DVDs, 

Subscriptions 

Resources for faculty curriculum projects. $300 

per faculty member x 8 faculty each year = 

$2,400 annually. To be paid by the Grant: $1,800 

annually. To be paid by GTC: $600 annually. 

6. CONTRACTED SERVICES: Federal Request: $96,120; GTC Cost-share: $25,960

Arts & Sciences instructors Course release for module development. 6 

annually @ $1,890 each. 4 to be paid by grant; 2 

Page 2 of 3 

PR/Award # P016A090068 e1
Page 3 of 3 

to be paid by GTC annually 

Subject matter specialists To be paid by the grant in Year 1 &Year 2: 

External consultants from senior institutions. 

Individuals have discipline-specific expertise on 

the Middle East. 6 individuals @$2,500 each 

External Evaluator To be paid by the grant in Year 1 & Year 2: 4 

days @ $450 per day plus $1,200 for travel 

expenses annually. 

Asst. Project Director Contract employee @ $16,000 annually. To be 

cost-shared. In Year 1 & Year 2: Grant will pay 

$13,000; GTC will pay $3,000 

Montana State 

University/USADLN 

Contract fee for Arabic language instruction. To 

be cost-shared. In Year 1, the grant will pay 

$5,500 and GTC will pay $3,000. In Year 2, the 

grant will pay $4,500 and GTC will pay $3,000 

Faculty stipends for course 

revisions 

9 faculty members will receive $800 stipends for 

course revisions in each project year. To be costshared. In Year 1 & Year 2, the grant will pay 

$4,000 (5 stipends annually); in Year 1 & Year 2, 

GTC will pay $3,200 (4 stipends annually). 

7. CONSTRUCTION – NO REQUEST; NO MATCH

8. OTHER COSTS 

Marketing materials To be paid by GTC in Year 1 & Year 2: $300 

annually 

Middle East festival To be paid by grant in Year 1 & Year 2: $750 

annually 

Project Start/End conferences To be paid by grant in Year 1: $1,100 

2 events @ $1,400 each, to be cost-shared in Year 

2: 

$2,300 to be paid by grant; $500 to be paid by 

GTC 

9. INDIRECT COSTS: Federal Request

• Eight percent of direct costs ($82,118) on Federal Request in Year 1 = $6,569 

• Eight percent of direct costs ($82,278) on Federal Request in Year 2 = $6,582 

PR/Award # P016A090068 e2
Title 6A Grant 2008 Application

YEAR 

1. PERSONNELProject Director 35 % of time $ 

Teaching Assistant for Arabic $ 

4,

Technical support personnel for Arabic Language delivery $ 

PERSONNEL SUBTOTAL $ 4,

2. FRINGE BENEFITSFull-time Rate (31%) $ 

Part-time Rate (9%) $ 

FRINGE SUBTOTAL $ 

3. TRAVELProfessional Development for GTC faculty: conferences $90/night x 7 nights x 10 rooms $ 6,

Mileage reimbursement: 50.2 cents/mile x 400 miles/rt x 10 trips $ 2,

Per diem: $32/day x 2 days x 10 individuals $ 

Travel for Subject matter experts $400 per trip per person at 2 trips a year $ 4,

Study Abroad Development Study Abroad Development Trips to Middle East: Project Director & One lead faculty member Trips to Middle East: Project Director & One lead faculty member $ 3 

, 

Other travel to Middle East for curriculum development $ 4,Project Director's meetings $ 1,

Travel for Assistant PD Consultant $ 2,

Travel for Arabic Teaching Assistant to MSU $ 

1,

TRAVEL SUBTOTAL $ 26,

4. EQUIPMENT $ 

5. SUPPLIES & MATERIALSOffice supplies $50/month x 12 months x 2 years $ 

Books, DVDs, subscriptions 8 faculty members @ $300 each $ 1,

SUPPLIES SUBTOTAL $ 1,

6. CONTRACTED SERVICESArts & Sciences Instructors 12 modules @ $1890 each: 6 each year $ 7,5

Subject matter experts 6 faculty @ $2500 each : 6 in Year One; 2 in Year 2 $ 15,0

External evaluator 4 days @ $450 per day + travel expenses ($1200 annually) $ 3,0

Activities Consultant/Assistant PD $ 13,0Montana State University - USADLN Arabic Language Distance Education Program $ 5,5

9/yr Faculty members for course revisions at $800 each $ 4,0

CONTRACTED SERVICES SUBTOTAL $ 48,0

7. CONSTRUCTION $ 8. OTHER COSTSMarketing materials $ 

Middle Eastern Festival K-12 school students & teachers (Charter HS) $ 

Start/End of year conference One at end of year 1, two in year 2 $ 1,

OTHER COSTS SUBTOTAL $ 1,

TOTAL DIRECT COSTS $ 82,

INDIRECT COST 8% of direct costs $ 6,

TOTAL COST TOTAL 88,

$ 

Page 1 of 1

PR/Award # P016A090068 e3