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 # P016A090010 

Grants.gov Tracking#: GRANT10292354 

 

 

 

 

 

 

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

Closing Date: APR 30, 2009

PR/Award # P016A090010
**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

 Attachment - 1 e11

 6. ED 80-0013 Certification e12

 7. Dept of Education Supplemental Information for SF-424 e13

Narratives

 1. Project Narrative - (Abstract Narrative...) e14

 Attachment - 1 e15

 2. Project Narrative - (Project Narrative...) e16

 Attachment - 1 e17

 3. Project Narrative - (Other Narrative...) e57

 Attachment - 1 e58

 4. Budget Narrative - (Budget Narrative...) e80

 Attachment - 1 e81

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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 # P016A090010
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: 

 Illinois Wesleyan University

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 $ 31,000 $ 31,000 $ 0 $ 0 $ 0 $ 62,000 

2. Fringe Benefits $ 8,500 $ 8,500 $ 0 $ 0 $ 0 $ 17,000 

3. Travel $ 6,465 $ 10,615 $ 0 $ 0 $ 0 $ 17,080 

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

5. Supplies $ 4,000 $ 2,000 $ 0 $ 0 $ 0 $ 6,000 

6. Contractual $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

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

8. Other $ 26,050 $ 22,740 $ 0 $ 0 $ 0 $ 48,790 

9. Total Direct Costs 

(lines 1-8) 

$ 76,015 $ 74,855 $ 0 $ 0 $ 0 $ 150,870 

10. Indirect Costs* $ 6,081 $ 5,988 $ 0 $ 0 $ 0 $ 12,069 

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

12. Total Costs (lines 9-

11) 

$ 82,096 $ 80,843 $ 0 $ 0 $ 0 $ 162,939 

 *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: __/__/____ To: __/__/____ (mm/dd/yyyy) 

 Approving Federal agency: ED Other (please specify): ______________ 

 (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 # P016A090010 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: 

 Illinois Wesleyan University

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 $ 57,932 $ 53,973 $ 0 $ 0 $ 0 $ 111,905 

2. Fringe Benefits $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

3. Travel $ 7,000 $ 7,000 $ 0 $ 0 $ 0 $ 14,000 

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

5. Supplies $ 2,300 $ 2,300 $ 0 $ 0 $ 0 $ 4,600 

6. Contractual $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

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

8. Other $ 18,262 $ 18,262 $ 0 $ 0 $ 0 $ 36,524 

9. Total Direct Costs 

(lines 1-8) 

$ 85,494 $ 81,535 $ 0 $ 0 $ 0 $ 167,029 

10. Indirect Costs $ 6,840 $ 6,523 $ 0 $ 0 $ 0 $ 13,363 

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

12. Total Costs (lines 9-

11) 

$ 92,334 $ 88,058 $ 0 $ 0 $ 0 $ 180,392 

PR/Award # P016A090010 e6
Project Narrative

Abstract Narrative

Attachment 1:

Title: Pages: Uploaded File: 1235-Abstractfnl_09.pdf

PR/Award # P016A090010 e14
Strengthening Asian Studies at IWU: 

Language, Curriculum, Faculty Visits, and Institutional Linkages 

A sure sign that Illinois Wesleyan University’s (IWU) Asian Studies Program has begun 

to flourish can be found in the growing demand among our students and our faculty for Chinese 

language instruction. Our Dean of Admissions also reports that we are witnessing a similar 

demand for Chinese language instruction from prospective students applying to IWU. 

These changes come as no surprise. In the past decade we have benefited from two 

separate evaluations of the Asian Studies curriculum (in 2003 and 2006) that allowed Asian 

Studies faculty to identify two principal areas of deficiency. First, a recognized absence of 

Chinese language courses; second, the lack of a program to foster learning and research 

opportunities that builds on existing China study, including direct travel courses. We believe the 

addition of Chinese language to our curriculum will also complement existing Japanese language 

offerings and thereby create a more balanced and robust interdisciplinary focus on East Asia. 

In 2006, more than 300 IWU students submitted a petition requesting for Chinese 

language instruction. Their petition spoke to the pressing need for Chinese language study at 

IWU and reiterated that “... programs to encourage and boost the learning of Chinese language 

and culture will have far-reaching benefit across our curriculum.” 

In response IWU created a pilot program in Chinese. The response was tremendous: 12 

students registered for Chinese 101 in the Fall of 2008 and another 13 students for Chinese 102 

in the Spring of 2009. Enthusiasm has continued to run high; with university support we will 

continue to offer Chinese 101 and 102 next year, and Chinese 201 and 202 will also be offered. 

Such is the impetus behind the current proposal for “Strengthening Asian Studies at 

IWU," which seeks to build on our current pilot language program and to pursue several new 

initiatives within Asian Studies. Our proposal aims to: (1) strengthen the East Asian component 

of the curriculum by developing courses in Chinese language, literature and culture and 

developing courses in East Asia; (2) strengthen Asian Studies by developing additional courses 

that cover the broader region including South and Southeast Asia and infusing Asian content in 

courses across the curriculum; and (3) develop linkages and exchanges with Asian institutions by 

inviting Asian scholars to IWU and by sending IWU faculty to Asian institutions. 

To achieve the first two goals, we propose to develop eight new courses and to revise 

eight existing courses. Grant funds will be used to enhance our library holdings in relation to 

these courses. To achieve the third goal, we propose to invite two visiting scholars from Asia to 

IWU and to send four IWU faculty members to conduct research in Asia. Additionally, for any 

IWU faculty with plans to travel to Asia for other work, we would provide funds to allow them 

to visit Asian institutions to explore possible partnerships. We plan to assess our project goals 

using a variety of direct and indirect assessment measures. We have included in the assessment a 

feedback loop to ensure that whatever we learn through the evaluation process will be taken into 

account in future curricular revisions. 

PR/Award # P016A090010 e0
Project Narrative

Project Narrative

Attachment 1:

Title: Pages: Uploaded File: 1238-2009 DOE Program Narrative fnl.pdf

PR/Award # P016A090010 e16
1. Plan of Operation 

 Asian Studies at Illinois Wesleyan University (IWU) is poised to take the next step in its 

evolution, consistent with the thrust of Asian Studies in the nation. We recognize that a vibrant 

Asian Studies curriculum needs to have robust programs in East Asia, particularly with regard to 

the teaching of Chinese and Japanese studies. We also recognize that in order to expose students 

to the richness of Asia, we need to continue developing new and exciting courses covering the 

other Asian regions. Partnering with Asian institutions is also crucial in having a strong Asian 

Studies program thus we also need to establish linkages with Asian institutions to facilitate 

scholarly faculty exchanges and bilateral student exchanges. We thus seek funding support from 

the Department of Education Undergraduate International Studies and Foreign Language 

Program to achieve the following goals: 

 (1) strengthen the East Asian component of the curriculum by developing courses in 

Chinese language, literature and culture and developing courses in East Asia; 

(2) strengthen Asian Studies by developing additional courses that cover the broader 

region including South and Southeast Asia and infusing Asian content in courses across 

the curriculum; and 

 (3) develop linkages and exchanges with Asian institutions by inviting Asian scholars to 

IWU and by sending IWU faculty to Asian institutions. 

A. Building the Chinese Language Program: Recognizing the need for Chinese language 

instruction, due in part to the unflagging efforts of the Asian Studies Team in this regard, IWU's 

administration approved, initially on a pilot basis, the offering of Chinese language and culture 

courses in Fall/Spring 2008-09 (see Sections 8 and 9). The University funded this full-time 

position during the 2008-2009 year. The Chinese language and culture program is housed in the 

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Department of Modern and Classical Languages and Literatures (MCLL). Funding to continue 

this position in 2009-2010 is also guaranteed by the University, a demonstration of its 

commitment to lay the foundation for this initiative. The MCLL Department hired the current 

visiting faculty member, Kelly Chang-jun Huo, in August 2008 in consultation with the Asian 

Studies Team and led by one of the members of the Grant Management Team, Professor Sonja 

Fritzsche, who currently co-chairs the department. 

We have heard nothing but positive feedback about Ms. Huo’s teaching; we are very 

pleased that she has committed to stay another year. Ms. Huo is from China, speaks both fluent 

Cantonese and Mandarin, has a near-native fluency in English, and holds an M.A. degree in East 

Asian History from Bowling Green State University in Ohio. She also holds a graduate 

certificate in Chinese Pedagogy from The Ohio State University, where she received training 

from Professor Galal Walker, the co-author of the textbook Chinese: Communicating in the 

Culture (2004). IWU uses this text in its Chinese language courses because this book utilizes a 

communicative, proficiency-based approach allowing for the incorporation of computer-assisted 

language learning (CALL). In the Fall 2008, Ms. Huo taught Chinese 101 and “Traditional 

Chinese Culture,” a survey of selections from early, medieval, late imperial and early 20th

century Chinese literature/culture. In Spring semester 2009, she taught Chinese 102 and 

“Contemporary Chinese Culture,” which focuses on 20th and 21st century literature/culture from 

Mainland China, Taiwan, and Hong Kong. These courses have enrolled an average of 12 to 15 

students, enrollment which is at par or even better than similar courses in the MCLL department. 

She will also teach “Chinese Culture through Film” during our intensive May Term that 

currently has 20 students registered. Though her position is housed in the Department of Modern 

and Classical Languages and Literatures, Ms. Huo has also contributed actively to the growing 

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PR/Award # P016A090010 e1
Asian Studies program; the culture courses also contribute to the university’s General Education 

program. Her position for 2009-2010 will continue on as before with the following teaching 

load: 

Fall 2009 Spring 2010 May Term 

Chinese 101 Chinese 102 Chinese Culture through Films 

Chinese 201 Chinese 202 

 Contemporary Chinese Culture 

 The teaching load of the visiting lecturer whose hiring will be supported by this grant for 

the academic year (AY) 2010-2011 will be similar to the above. Alternatively, courses in 

Chinese literature in translation may be offered instead of Chinese culture courses depending 

upon the expertise of the visiting lecturer. The combined university support and grant funds will 

enable us to offer Intermediate Chinese (Chinese 201) during the Fall of 2009, 2010 and 2011 to 

complete the three-semester language requirement of our General Education program, and 

Chinese 202 during the Spring of 2010 and 2011 to complete the four-semester Asian language 

requirement for International Studies majors with an Asian Studies concentration. In addition, we 

will be able to offer other courses in Chinese culture or Chinese literature in translation. (See 

Section 8A. for the impact of this initiative.) Therefore, over the two-year grant period, the 

faculty position will be supported by the University for two semesters and one May Term and by 

the grant for two semesters. Beyond the grant period (after AY 2010-2011), the University will 

provide the resources to continue teaching these courses depending upon demonstrated demand. 

B. Developing Innovative Courses and Revising Existing Courses: 

Developing New Courses. Consistent with national trends in Asian Studies, particularly 

at undergraduate liberal arts institutions, we want to strengthen the interdisciplinary Asian 

Studies curriculum by developing innovative Asia-focused courses. Grant funds will be used to 

develop new courses (described briefly below) and to acquire library materials needed to support 

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the teaching of these courses. Of the proposed new courses, the first three courses will expand 

the Humanities component of the Asian Studies curriculum, while the next five courses will 

expand the History and Culture components. In addition to contributing to Asian Studies, these 

courses also fulfill University General Education requirements as indicated. 

Embracing, or Renouncing, the World? (Professor Tao Jin, Religion) (200 level; fulfills the 

General Education requirement in analysis of values) will provide an introduction to the 

negotiation of norms in East Asian societies, centering on the theme of "embracing or 

renouncing the world". It will include topics on the relationship between family and religion, 

state and church, and the meaning of one's social duties. 

Buddhist Theories of Mind (Professor Tao Jin, Religion) (300 level; fulfills the General 

Education requirement in intellectual traditions)—will provide an introduction to the Buddhist 

analysis of mind as the locale of both the descent into delusion and the ascent into 

enlightenment. In a sense, it will also be a course on Buddhist soteriology. 

Traditional Chinese Medicine (Professor Hiroko Furo, MCLL) (200 level; fulfills the General 

Education global diversity flag requirement)—will focus on Asian medical practices that 

originated in China and developed as complementary or alternative practices elsewhere in the 

world. The course will cover the philosophy that underlies traditional Chinese medicine’s 

approach to health and healing, its development, evolution and interplay with western 

approaches to medicine. 

Chinese Traditional Culture (Chinese Professor, MCLL) (100 level; fulfills the General 

Education global diversity flag requirement)—will introduce students to both elite and popular 

Chinese culture covering the period from 2000 BCE to 1900 CE. It will expose students to 

central ideas of Chinese philosophy and religious beliefs, to masterpieces of Chinese art and 

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literature as well as to important social traditions. It will use a thematic approach combined with 

a chronological framework in its organization of key concepts. 

Contemporary Chinese Culture (Chinese Professor, MCLL) (100 level; fulfills the General 

Education global diversity flag requirement)—will examine contemporary Chinese culture and 

society from the 1900 to the present. It will cover themes about Chinese culture involving 

family and gender relations, literature and the arts, mass media, music, cuisine, fashion, and 

consumer culture, placing them in the broad context of Chinese society. It will include the 

influences of politics, economics, and globalization upon these cultural forms. 

Chinese History through Film (Professor Thomas Lutze, History) (200 level; fulfills the General 

Education requirement in cultural and historical change)—will utilize the rich cinematic tradition 

of 20th century China to explore dramatic depictions of modern Chinese history, highlighting 

key moments from the Opium War of 1840 to the contemporary Reform era. Analyses of films 

as representations of history will be informed by the reading of scholarly historical texts. 

The Bloody History of Afternoon Tea: The British Empire in Asia (Professor Thomas Lutze, 

History) (200 level; fulfills the General Education requirement in cultural and historical change) 

—Contributing to the growing field of imperial studies taught primarily from the Asian 

perspective, the course will examine British relations primarily with India and China, but will 

also include sections on Sri Lanka and Malaysia. The focus on the tea trade of the18th and 19th 

centuries will expand the department's curriculum, which currently centers primarily on 20th 

century East Asia. 

Peoples and Cultures of East Asia (Professor Charles Springwood, Sociology and 

Anthropology) (200 level; fulfills the General Education requirement in contemporary social 

institutions and global diversity flag)—will introduce students to the distinct but mutually 

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entangled societies of China, the Koreas, and Japan, as well as Taiwan and Hong Kong. In each 

of these societies, unique national identity and social structure have emerged which shape 

prevailing contemporary regional and global relations of the respective East Asian peoples. 

Infusing Asian content in existing courses across campus. We are aware that Asian 

Studies programs in undergraduate liberal arts institutions have been strengthened by the 

infusion of Asian perspectives in courses across the campus. Offering more courses that include 

perspectives on Asia will expose a large number of students to the region who may then be 

enticed to take Asian languages and/or who may be attracted to the Asian Studies major 

concentration in International Studies or to the Asian Studies minor. Thus, in addition to 

developing new courses focused on Asia, grant funds will be provided to faculty members who 

have expressed interest to incorporate substantial Asia content in their existing courses. 

The following courses will be enriched by this infusion; they include the proposed 

revised course descriptions once the Asia component is incorporated: 

Business Administration 451: International Business (Professor Fred Hoyt, Business 

Administration)—will bring a new focus to the changing nature of business in the Asia Pacific 

region, especially China, India, Japan and Korea, by examining the nature of the contemporary 

business environment in these countries in light of their culture and history. It will also explore 

their relations with other regions of the world, past and present. Because these countries are and 

have been taking different routes to modernization, different from each other as well as from the 

West, students will have the opportunity to evaluate their own experiences against alternatives. 

IS 222/322: International Human Rights: An introduction (Professor Irving Epstein, Educational 

Studies)—will examine some of the basic theories that have defined the study of human rights 

and explores issues involving rights violations as they involve mass violence, poverty, and 

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inaccessibility to basic health care; it will also investigate international efforts to redress human 

rights abuses. Issues involving religion and the state to a greater degree are examined by 

analyzing the Chinese government’s efforts to limit freedom of religious expression with 

reference to its treatment of the Falun Gong and ethnic religious minorities, e.g. Uighurs, 

Tibetans. 

Humanities 101: World of Ideas: The Ancient World (Professor Nancy Sultan, MCLL)—this 

introduction to the great thinkers of the ancient world includes sacred and secular poetry and 

prose as well as ancient art and architecture. This course will include ancient Japanese culture of 

the Jomon and Kofun periods. 

Humanities 104: World of Ideas: The Modern Era (Professor Scott Sheridan, MCLL)—this 

course covers important works and movements of the 19th, 20th and the 21st centuries in their 

historical and cultural context. This course will include work of some modern Chinese thinkers 

from Kang Youwei and Liang Qichao to Mao Zedong.

 In addition to revising courses in the College of Liberal Arts, faculty in the College of 

Fine Arts are enthusiastic about introducing an Asian component into a number of courses. 

These courses and their revised descriptions once the Asian component is included are as 

follows: 

Art 125: Introduction to Kiln Casting (Professor Kevin Strandberg, School of Art)—examines 

various techniques in the production of flat fused glass objects. The subtle gradation of color that 

is used by sifting colored glass powder onto a sheet of glass is a natural extension of the use of 

graduated color in Japanese block printing. The current use of "pate de verre" techniques in 

modern Japanese glass design will also be discussed. 

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Music 351: History of Opera (Professor Linda Farquharson, Music)—a survey of opera from its 

origins to the present day, this course explores the relationship between music and drama and the 

inter-relationship between the operatic work and its parent culture. The course will include 

studies of operas from the non-Western European ethno-cultural perspectives. Comparative 

opera studies of Chinese opera culture from the Western stereotypical perspective to the 

exploration of the uniquely expressive formats of Chinese opera and operatic sound will be 

explored. 

Theatre Arts 371, 372: Theatre History I and II (Professor Dani Snyder, Theater Arts)—a twocourse sequence that provides a comprehensive survey of dramatic literature, dramatic theory, 

and theater criticism in historical context. The material covers Western theatre traditions from 

the Greeks through the Renaissance and Eastern theatre traditions including classical Sanskrit 

drama and Japanese Noh and Kabuki theatre. Each course explores theatrical architecture, 

conventions, and literature as they interact with cultural movement. 

In order to access grant funds to support course development and revision, faculty 

members will follow the procedure established by the Faculty Development Committee (FDC), 

an elected University faculty committee charged with evaluating faculty research and curriculum 

development proposals. As soon as the grant is received, the Grant Director, Professor Teodora 

Amoloza, will work with the FDC to announce the availability of funds for the development and 

revision of Asia-related courses, and for research travel to Asia in connection with these courses. 

Faculty members named above will be asked to submit more detailed proposals to develop or 

revise their courses. Professor Amoloza will work with the FDC to ensure that the proposals 

meet the standards of the University. Once a course is developed, approval to offer the course 

will be sought through regular channels via IWU’s Curriculum Council, an elected University 

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committee charged with overseeing the University curricula. Professor Amoloza will work with 

the Curriculum Council in reviewing the new course proposals to ensure that they meet the 

standards of the University before presentation to the general faculty for final approval. Similar 

steps will be taken to ensure that course revisions meet the grant’s objectives and the 

University’s curricular standards. Faculty members regardless of age, sex, race, ethnicity or 

disability were invited to submit ideas for this proposal and are eligible to participate in this grant 

project. Work on developing new courses will start in the Spring of 2010. 

C. Developing Linkages with Asian Institutions: Illinois Wesleyan University serves as the 

headquarters of ASIANetwork, a consortium of over 160 colleges and universities in the U.S. 

that is dedicated to promoting Asian Studies. Because of this relationship, we are continuously 

tuned in to the development of Asian Studies programs nationally, especially in undergraduate 

liberal arts institutions, through, for example, The ASIANetwork Exchange, the consortium’s 

main publication which is co-edited by IWU Professors Thomas Lutze and Irving Epstein. We 

have noted that the stronger and more vigorous programs in Asian Studies are those in 

institutions that have direct linkages with Asian partner institutions and operate regular programs 

with them. While we have observed the economies and efficiencies achieved by working with 

outside providers (for study abroad programs for example), we have noted that deeper and more 

meaningful relationships are established by institutions that have direct Asian partners. We want 

to build such bridges through the following initiatives. 

Inviting Asian Visiting Scholars. We propose inviting two Asian professors to IWU as 

visiting scholars identified with the assistance of our regional Title VI NRC and use the IRIS 

database, housed at the University of Illinois/Champaign, to identify potential visiting scholars. 

Working with relevant faculty, we will contact the scholars and make the necessary 

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arrangements to bring them to our campus during the first year of the grant. Each scholar will 

come for three weeks, one during each semester of the second year of the grant. With this 

initiative, we have four specific objectives: 1) expose our students to Asian perspectives and 

ideas through direct contact with Asian scholars; 2) facilitate revision and development of 

relevant courses through guest lectures and visiting scholar consultations; 3) build research and 

teaching collaborations that can provide the basis for stronger institutional links between Asian 

universities and IWU; and 4) promote awareness of Asian issues among the wider campus and 

local community through the presence of Asian scholars. To these ends, visiting scholars will be 

expected to (a) give public lectures on their area of expertise, including presentations in the 

International Studies colloquium series; (b) deliver guest lectures in selected classes; and (c) 

work with IWU faculty to develop the Asia content of their courses. They will also be 

encouraged and assisted in connecting with local colleges and universities. 

Before the visiting scholar arrives, we will identify IWU faculty member with whom s/he 

will most closely collaborate. The IWU faculty member will propose course(s) in which the 

visiting scholar will deliver guest lectures and, in consultation with the visitor, determine the 

precise nature of the collaborative work to be undertaken during the scholar’s visit. The visiting 

scholar will thus be able to prepare materials to share with the faculty. For example, if the 

visiting scholar will work with an IWU professor teaching in the Humanities series, the scholar 

would assist in the development of the section on Chinese thought and ideas and also deliver a 

lecture in the class. When the visiting scholar leaves, the IWU professor will continue to develop 

that section of the course using the materials and insights shared by the visiting scholar; they also 

will continue to share information via correspondence. 

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Sending IWU faculty to Asia. We will use grant funds to send IWU faculty to 

appropriate institutions in Asia to collect primary materials necessary for their course 

development and/or their research. These visits will occur during the summer. When IWU 

professors return, their experiences, observations, and information will be incorporated into the 

design and revision of their new and existing courses, thereby exposing more students to Asian 

perspectives. Faculty recipients of travel grants will be expected to give presentations on 

campus in the International Studies and Asian Studies colloquia series and deliver guest lectures 

in relevant courses. 

Again, Professor Amoloza will work with the FDC in evaluating the proposals for 

support to travel to Asia to enrich faculty members’ courses and their research. Several faculty 

members who desire to travel under this grant are: 

1) Professor Hiroko Furo, MCLL, plans to develop a course on Traditional Chinese 

Medicine. She would, for example, be able to gain first-hand exposure to a modern movement 

of 'traditional medicine' in China by visiting institutions of alternative medicine in China, which 

will help her deepen her understanding of the subject matter and consequently enhance her 

course. She also teaches a course entitled, “War and Peace in Japan,” and would be able to go 

to Korea and China to do some research on 'comfort women' during WWII, exploring the actions 

of the Japanese military, which will allow her to present a more accurate and balanced view of 

Japan and its history. 

2) Professor Lutze, in preparing his course on tea and the British Empire in Asia, would 

visit tea growing regions in China and India to compile plantation histories and learn about the 

social and environmental consequences in Asia of the British thirst for tea. 

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3) Professor Amoloza, who teaches the course “Peoples and Cultures of Southeast Asia,” 

in alternate May Terms, would like to travel to Malaysia, Vietnam, and Thailand in order to 

expand and update the materials that she covers in this course. Working with professional 

contacts through her connections in ASIANetwork, she would also explore possibilities for 

establishing bilateral faculty exchanges with the University of Malaya in Kuala Lumpur, 

Vietnam National University in Ho Chi Minh City, and Payap University in Thailand. 

4) In order to gather first-hand materials for his course on Buddhism and his proposed 

course "Embracing or Renouncing the World," while also enriching his research in Buddhist 

interpretation for his proposed course “Theories of Mind,” Professor Tao Jin would like to go to 

several locations: Beijing, two other southern cities on mainland China, Hong Kong, and 

Taiwan. While there, he would: (1) visit cultural and religious sites, such as the imperial cult 

centers in Beijing and various monasteries in Suzhou and Hangzhou; (2) observe a number of 

religious ceremonies, such as the worship of the Goddess of Sea (Matsu) in Taiwan, and the 

worship of the Big Buddha in Hong Kong; (3) conduct research in universities and in 

monasteries on Buddhist scripture; and (4) acquire materials for both teaching and research, such 

as paintings, calligraphy and other art works. 

 Building institutional relationships with Asian universities. Although through their own 

professional networks several IWU faculty members already have forged professional 

connections with Asian institutions, these connections are personal and informal; nothing has 

been institutionalized, and formalized partnerships have not yet been established. By inviting 

visiting scholars, and by sending IWU faculty members to Asia, we will pave the way to 

institutionalize and formalize such partnerships, resulting in deeper and continuing engagements 

between scholars from IWU and Asian institutions. (See Section 8 for specifics.) Our informal, 

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personal connections already provide us with an entrée into some of these institutions. The 

possibility of establishing stronger bilateral institutional connections with these universities is 

thus quite promising. 

To start building linkages with Asian institutions, the grant will provide modest funds to 

faculty members who are already visiting Asia to establish connections with Asian institutions as 

potential sites for student-faculty research projects and, in the long run, potential partners for a 

bilateral student and faculty exchange program. (That is, these grant funds will augment funding 

these faculty members have received from other sources, such as ASIANetwork Fellowships or 

IWU travel funds.) Faculty members who will be in Asia during the duration of the grant can 

avail themselves of funds to support local travel, lodging, and meals to visit prospective partner 

institutions and to lay the groundwork for creating these partnerships. 

All of these proposed activities are designed to expand our capacity to directly engage 

our students with Asia, either through courses delivered on campus, through travel courses, or 

through opportunities for student exchange. (See Summary Plan of Operation Appendix 1.) 

2. Quality of Key Personnel 

This project will be managed by a Grant Management Team (GMT) composed of 

Professor Teodora O. Amoloza, Professor of Sociology and Executive Director of 

ASIANetwork, Professor Sonja Fritzsche, Co-Chair, Department of Modern and Classical 

Languages and Literatures, and Professor Thomas D. Lutze, Chair, History Department and past 

Coordinator of the Asian Studies team. Professor Amoloza will be the overall director of the 

project, coordinating all the different aspects of the project; she will spend about one-sixth of her 

time on this project. In addition, she will specifically be in charge of the second activity: the 

development and revision of courses and the awarding of faculty travel grants. As has been 

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noted, she will work with the University’s Faculty Development Committee in making awards 

for course development and travels, and she will work with the Curriculum Council to shepherd 

new courses through the approval process. Periodically she will organize meetings of all 12 

faculty members involved in this grant. She will also organize the evaluation visits by an external 

evaluator. Professor Fritzsche, who is Co-Chair of MCLL, will be in charge of the first activity, 

building the Chinese language program; she will spend about one-eighth of her time on this 

project. She will work with the Asian Studies team in overseeing the Chinese language program 

and in recruiting the Visiting Lecturer in Chinese that will be hired under the grant. She will 

shepherd the Chinese courses through Curriculum Council, visit the classes to evaluate the 

teaching pedagogy, and coordinate with the Asian Studies Team. Professor Lutze will be in 

charge of the third activity: establishing linkages with Asian institutions; he will spend about 

one-eighth of his time on this project. He will initiate contact with potential visiting scholars, 

arrange for their visits and organize the activities for the visits of these Asian scholars. For those 

IWU faculty members who will be conducting research in Asia, he will assist them in the 

dissemination of their findings. He will also facilitate the faculty on-site visits to potential Asian 

partner institutions. 

Project Director: Professor Teodora O. Amoloza obtained her bachelor’s and master’s 

degrees from the University of the Philippines at Los Baños and completed her Ph.D. in 

Sociology in 1988 at the University of Nebraska-Lincoln, where she specialized in research 

methods and statistics and in social demography. She joined Illinois Wesleyan University in 

1990 and was promoted to full professor in 2001. In 1993 she studied women in rice farming at 

the International Rice Research Institute in Los Baños, Laguna. Some of her works have been 

published in the Journal of Marriage and the Family, the Journal of Developing Societies, The 

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Sociological Imagination and The ASIANetwork Exchange. Her current research focuses on the 

experiences of Filipino overseas workers in Hong Kong. For ten years starting in 1993, she was 

Director of the IWU International Studies Program and takes pride in the development of the 

Asian Studies program during her tenure. She was director of two successful Title VI grants 

from the US Department of Education to Illinois Wesleyan (1992-1994 and 1996-1998). She 

received the 2000 Du Pont Award for Teaching Excellence and she has traveled extensively in 

Asia and elsewhere, whether with students, with faculty from other institutions, or on 

professional and/or personal business. 

From 1996 to 1999, Dr. Amoloza served on the Board of Directors of ASIANetwork. 

From 1998 until 2005, she was the director of the ASIANetwork-Freeman Student-Faculty 

Fellows Program that has an annual budget of $433,000. She built the operation of this program 

from scratch, and it is now the flagship program of ASIANetwork. She successfully co-authored 

the original and all three of the renewal proposals to the Freeman Foundation including a current 

grant totaling $1.3M. Dr. Amoloza has done consulting work with a number of liberal arts 

institutions about their Asian Studies programs and has also served on the review panel for the 

Department of State’s Educational Partnership Program. In Spring 2005, she became the 

Executive Director of ASIANetwork, which currently has over 160 member institutions. In 

partnership with the 2006-07 Chair of the Board of Directors, she helped design the first FiveYear Strategic Plan of the organization. In addition to overseeing the day-to-day operation of the 

consortium, she has overseen the operation of several projects, namely, the Freeman-funded 

Student-Faculty Fellows Program, the Luce-funded Academic Exchange with Vietnam in 

cooperation with ACLS/CEEVN, and the Asian Arts in the Undergraduate Curriculum project 

funded by the Luce Foundation. She manages both the consortium’s annual operating budget of 

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approximately $130,000 and the grant budgets that at one point totaled over $800,000. Under 

her watch, the consortium’s investment funds grew from $798,000 in September 2005 to close to 

$1.1M at the end of 20071. She has broad experience dealing with various constituencies in the 

University and ASIANetwork constituencies from all over the country (Board of Directors, 

Council of Advisors, Past Chair Advisory Council), and in working with foundations and 

professional organizations. 

Associate Co-Director: Professor Sonja Fritzsche is Co-Chair of the Department of 

Modern and Classical Languages and Literatures and an Associate Professor of German and 

Eastern European Studies. She received her Ph.D. in Germanic Studies from the University of 

Minnesota (2001), her M.A. in Modern European History from UCLA, and her B.A. in History 

and German from Indiana University. Her book, entitled Science Fiction Literature in East 

Germany was published in 2006 by Peter Lang. Her articles appear in the German Studies 

Review, the German Quarterly, the Women in German Yearbook, the Journal of Utopian Studies, 

and Extrapolation on the topics of science fiction film, fandom, East German nostalgia, the 

German-Jewish poet Esther Dischereit, and Ursula Le Guin. Besides courses in language, 

literature, and culture in German at all levels, she teaches LC 116 "German Postwar Film" and 

LC 272 "From Utopia to Science Fiction: Imagining the Future in Russia and Germany" in 

English. While Professor Fritzsche’s academic background is in German Studies, she will play 

an integral and critical role in this project because she will be the Co-Chair of MCLL 

Department during this grant. Thus, she will oversee the section of the grant on Chinese 

language and will supervise the instructor. As chair, she will also oversee the literature and 

culture rubric in her department, under which courses in literature and culture are offered in 

English. Professor Fritzsche has had a number of administrative experiences outside her 

 

1

 ASIANetwork financial records are reviewed by an independent accounting firm. 

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department and has a wide range of experiences working with constituents all over the campus. 

She has served on the International Studies Steering Committee as the Coordinator of the 

Russian and Eastern European Studies team from 2004-2007 and will be serving in that capacity 

from 2009-2010. She has also served as chair of the Teaching and Learning with Technology 

Roundtable for 2006-2007 and on the elected University Speaker’s Committee from 2005-2007. 

She also continues to serve on the University’s Study Abroad Committee. Finally, as the 

Fulbright on-campus coordinator since 2003, she has worked closely with a number of student 

applicants. Three IWU students mentored by her have received Fulbright fellowships in recent 

years. 

Associate Co-Director: Professor Thomas D. Lutze is an Associate Professor of East 

Asian History and Chair of the Department of History. He received his B.A. from the University 

of Wisconsin-Madison, and went on to pursue graduate studies at Cornell University, Peking 

University, and the University of Wisconsin, where he earned his Ph.D. in 1996. His book, 

China’s Inevitable Revolution: Rethinking America’s Loss to the Communists (New York: 

Palgrave-MacMillan 2007), explores the impact of China’s urban liberals on the outcome of the 

Chinese Revolution. Dr. Lutze, whose research focus centers on the multiclass alliance of 

China’s new-democratic revolution and on U.S. foreign relations with China, has presented 

many papers in scholarly venues and has published articles and chapters in a number of books 

and journals, both in the United States and in China. He has also published on subversive sociopolitical themes in Chinese film of the 1980s and 1990s. 

Professor Lutze teaches a variety of courses on Chinese and Japanese history, including 

“Women and Revolution in 20th Century China,” “China: The Cultural Revolution,” and a 

section of the department’s senior seminar entitled, “War and Revolution in 20th Century Asia,” 

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which explores the recent social and political histories of the Philippines, Vietnam, Korea, Japan, 

and China in relation to the conflicts of the past century. In addition, until recently, Professor 

Lutze tutored students in Chinese who, on their own initiative, began to study the language, 

either through study abroad or intensive summer courses. He also teaches a special and very 

popular May Term travel course to China, “Emperors and Revolutionaries: Chinese History 

through Travel,” which is hosted and co-sponsored by the History Department at Peking 

University. In collaborating with PKU both in teaching this course and in carrying out his 

broader research, Professor Lutze has been named a Visiting Scholar at the University. Beyond 

PKU, he has been an invited lecturer at Sichuan University, Beijing Union University, and 

Peking University-Shenzhen campus. Because of his strong contacts throughout China—

particularly at PKU, China’s most prestigious University— Professor Lutze is well prepared to 

head up the GMT’s work on inviting and hosting Asian scholars under this grant. 

Professor Lutze also has extensive experience in the development of Asian Studies at 

IWU. He has served as Coordinator of Asian Studies in six of his eleven years on campus. His 

experience at Illinois Wesleyan has been expanded considerably over the past three years in his 

capacity as co-editor, with Dr. Irving Epstein, of the ASIANetwork Exchange, the national 

journal of ASIANetwork. As co-editor, Dr. Lutze has attended the annual ASIANetwork 

conferences and has solicited articles from around the country that represent the cutting edge in 

Asian Studies pedagogy and programming. His knowledge of and rich experience with what has 

worked—and with what has not worked—in Asian Studies initiatives will contribute strongly to 

the success of the programs launched under this grant. 

In addition to these qualifications, Professor Lutze has also served for two and a half 

years on the University’s Faculty Development Committee and therefore is well-versed in the 

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workings of the internal grant structures of Illinois Wesleyan, an expertise that can be utilized to 

assist in the dispersal of faculty development funds included in this grant. 

Illinois Wesleyan University supports and is committed to the principle of equal 

employment opportunity. Illinois Wesleyan University does not discriminate on the basis of age, 

race, religion, sex, sexual orientation, disability, or national origin in its admissions policies, 

educational programs and activities, or employment policies. Illinois Wesleyan University 

expressly recognizes the requirements of Title IX legislation. 

3. Budget and Cost Effectiveness 

A. Adequacy of Budget for Project Activities: The budget for this project has been approved by 

the Provost and Dean of the Faculty, following examination of the budget detail. Every item was 

queried and every item was justified. In addition, the budget has been measured in conjunction 

with other curricular and programmatic initiatives on campus, as well as complementary funded 

projects, to develop cost efficiencies and avoid duplication of money, time, and effort. The 

budget is judiciously lean, but fully adequate to meet project objectives. Personnel costs include 

appropriate academic rates for faculty with visiting lecturer status to cover salary and benefits 

over the two-year grant period. Visiting Lecturer salaries in the proposed grant are set according 

to University faculty rank. The Project Director will receive a stipend during the two years of the 

grant. The two Co-Directors will receive stipends for both years of the project. The cost for 

course development is consistent with the University practice of awarding Course Development 

(CD) grants. Travel costs are calculated at the same rates as our domestic and study abroad 

rates—these include costs for three-week faculty visits to Asia and for visitors from Asia to 

IWU. Every effort has been made to meet specific cost-effectiveness criteria. Our Project 

Evaluator comes from Lake Forest, IL which is 300 miles round trip by car. 

B. Reasonableness of Costs: The costs of this project have been reviewed to determine that there 

is an excellent correlation between project needs and costs, and between Title VI objectives and 

the proposal. The budget charged to federal monies is divided primarily among personnel, course 

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development, and travel, with lesser amounts for library acquisitions to support new instruction, 

evaluation and dissemination. Library collection costs are within the parameters provided by 

Title VI. Stipends or honoraria for the Visiting Scholar and the evaluator are in line with what 

Illinois Wesleyan regularly offers, as are travel costs to and from Bloomington, IL. All travel is 

by economy, advance purchase. When federal monies are used for travel, IWU abides by the 

“Fly America Act,” which dictates the U.S. flag air carrier service. Faculty members will be 

provided with library budget in support of the new courses that they develop; we believe it is 

most appropriate to help faculty members defray the costs of the new resources necessary for 

their teaching.

4. Adequacy of Resources 

 The resources at Illinois Wesleyan University are well suited to support this project. All 

language courses including Chinese courses are supported by our Language Resource Center 

(LRC), which is a computing and tutoring center. Multi-media technology is available in lecture 

halls and classroom buildings. Classrooms in Buck Hall (home to the Modern and Classical 

Languages and Literatures Department) are currently equipped with a computer, an overhead 

projector, a multi-standard DVD/CD player and a multi-standard VHS player. One computer 

classroom in Buck Hall also supports language instruction. With the advent of dynamic web 

pages, videos and PowerPoint presentations of digital images, there is a great deal of cultural 

richness that can be brought into the project's proposed courses. A state-of-the-art computer 

laboratory in the music school includes "Student's Guide to Language Diction," a training 

program designed in 1990 by an Illinois Wesleyan University professor of voice, and interactive 

programs used by every composition student. This laboratory can also be used to support the 

proposed Chinese language/literature program. 

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The $26M Ames Library is fully automated and has superb on-line services; one of our 

full-time librarian's and one of the professional staff's expertise is in electronic information 

access. This facility not only holds a sizable collection of volumes, periodicals and documents to 

support our language/literature and Asian Studies programs, but also electronic modules that 

give students virtually instantaneous access to global information in electronic forms spanning 

the Internet to CD-ROMs and videotape. 

5. Plan of Evaluation 

A. Assessment Plan for Program Goals and Method of Assessment: Each of the following three 

goals for the proposed enhancements to the Asian Studies program is directly associated with the 

curricular traits listed in this grant proposal. 

 (1) strengthen East Asian component of the curriculum by developing courses in Chinese 

language, literature and culture and developing courses in East Asia; 

(2) strengthen Asian Studies by developing additional courses that cover the broader 

region including South and Southeast Asia and infusing Asian content in courses across 

the curriculum; and 

 (3) develop linkages and exchanges with Asian institutions by inviting Asian scholars to 

IWU and by sending IWU faculty to Asian institutions. 

These program goals will be assessed using a series of direct and indirect assessment measures. 

These measures, the associated goals, and the context in which these tools will be used, as well 

as the use of the resulting information are presented in the chart shown next page. (See also 

Appendix 2: Narrative Relating Methods of Assessment (Measures) to Program Goals.) 

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B. Feedback Loop: The Grant Management Team (GMT) will manage this project. The GMT 

will meet periodically each semester to discuss both the assessment procedures and the 

assessment data collected each year. The following process will be adhered to: 

 1. All members of the GMT will be present. 

 2. The GMT will report and review assessment data from the direct and indirect measures. 

 3. The GMT will identify actions to be taken to improve the program. 

 4. The GMT will identify actions to be taken to improve the program assessment process. 

 5. An external evaluator will visit in Fall 2010 and at the end of the grant period.

TABLE OF ASSESSMENT MEASURES TO PROGRAM GOALS 

Measures & Tools Goals Context Use 

 1 2 3 

Enrollment Statistics x x Direct: Overall program enrollment, Levels of enrollment and the utility of 

 number of students fulfilling language/ courses will be reviewed 

 literature General Education requirements 

 via new courses. 

Program Majors and x x Direct: Number of program majors and The number of majors and minors will be 

 Minors minors over time. assessed. 

New Course x x Direct: Courses focusing on Asia Course quality and program impact will 

Development Indirect: Course Evaluations be reviewed and discussed at the annual 

 assessment meeting. 

 

Revision of x x Direct: Incorporate units focusing on Course content specific to Asia will be 

Existing Courses Asia in existing courses. reviewed on an annual basis to address 

 Indirect: Course Evaluations. program impact. 

Faculty Additions x x Indirect: Visiting Lecturer in Chinese. The quality of formal and informal 

 Indirect: Course Evaluations. student-faculty interaction will be assessed. 

 Direct: Classroom Visits.

Linkages with x x x Direct: Visiting Asian scholar to IWU; The quality of formal and informal studentAsian Institutions IWU faculty visit to Asian institutions faculty and faculty-faculty interaction will 

 Indirect: Faculty exploration of potential be assessed and discussed at the annual 

 teaching and research sites in Asia. assessment meeting. 

 Indirect: Evaluative reports from faculty. 

External Evaluator x x x 

Direct: External faculty assessment of 

the effectiveness of the program in The assessment is reviewed and 

 

fulfilling goals related to Asian Studies 

and broader University curriculum, 

discussed for program evaluation and 

revision as necessary. 

 Linkages developed. 

 

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C. External Evaluator: Dr. Catherine Benton, Chair of Asian Studies at Lake Forest College has 

accepted our invitation to be our consultant/evaluator. As her vitae shows, Dr. Benton has taught 

courses in Asian religion, has experience building and nurturing the Asian Studies program on 

her own campus, and has conducted numerous consultancies at different liberal arts institutions 

in the country. She will visit IWU at two points during the grant, at midterm and at the end of 

the grant. She will be kept abreast of the project through regular e-mail correspondence with the 

Grant Management Team (GMT). Her first visit will be in late Fall 2010 to evaluate what has 

been accomplished to date and the feasibility of completion of the project. She will meet with 

the GMT to assess where the project is at that point and to offer constructive feedback on the 

activities yet to be conducted. She will also be invaluable in suggesting approaches to resolve 

potential problems that might be encountered at the time. She will write a candid report that will 

be shared with all those involved in the grant and will be submitted as part of the midterm report 

to the Department of Education. She will continue to monitor our progress through e-mail 

correspondence with the GMT. She will again visit at the end of the grant period to interview all 

participants, talk to relevant administrators, examine all documents produced under the grant, 

and determine how well the activities undertaken meet the stated objectives. Her final evaluation 

report will also be submitted to the Department of Education. A year after the grant, we will 

invite her back (at University expense) to assess the long-term impact of the grant on the 

University curriculum and on the Asian Studies program. 

D. Continuing Evaluation: After the grant expires, the Asian Studies Team headed by the team 

coordinator will continue to monitor the Asian Studies curriculum especially the Chinese 

language and literature/culture offerings. The team will ensure that the courses developed under 

this grant will be offered in a regular rotation; similar monitoring will be done for those General 

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Education courses that incorporated Asian perspectives. In coordination with the Office of 

Institutional Research headed by Dr. Michael Thompson, assessment measures listed in the table 

in section 5A will be collected, namely: enrollment statistics, number of program majors and 

minors over time, course evaluations by students, classroom evaluation of Chinese language and 

literature/culture lecturer, and assessment of linkages with Asian institutions. We will work with 

the University Assessment Officer (Dr. Thompson) to collect information on student learning 

outcomes; we will include questions specifically focused on Asian Studies curriculum with our 

annual survey of graduating majors and minors and periodic survey of alumni. A year after the 

grant expires, Professor Benton will be invited to campus (at University expense) to evaluate the 

impact of the grant on the Asian Studies program and the General Education curriculum. All 

assessment and evaluation information will be part of the report on Asian Studies that the 

International Studies program periodically submits to the Office of Institutional Research. These 

assessments will be important components of the University’s report for our upcoming North 

Central Accreditation visit in 2013. 

6. Commitment to International Studies 

A. General Background on International Activities: Illinois Wesleyan University’s commitment 

to international studies is entrenched in its Mission Statement, which commits the University to 

‘prepare students for democratic citizenship and life in a global society.’ Within the past ten 

years the University has purposefully expanded its internationalism through the curriculum, 

study-abroad opportunities, travel courses offered during our intensive three-week May Term 

session, and recruitment of international students. Approximately 25% of our students participate 

in semester-length or year-long foreign study through our Study Abroad Program. While we 

strive to increase this to at least 30% within the next decade, we note that even now, when we 

include May Term travel courses in our calculations, the number of students engaging in study 

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abroad experiences approximates 55-60 percent. Because May Term travel courses offer students 

who cannot afford a semester study abroad a short-term opportunity to study abroad with IWU 

faculty members and to gain experiences in a variety of countries and different cultures, we view 

them as important elements in our efforts to engage students internationally. 

In 1990, the University identified international studies as a major institutional priority. 

The University's commitment is reflected in several ways: 1) The International Studies Program, 

supported by funds from the University’s budget, was created as the principal agency for 

facilitating the internationalization efforts. In order to ensure efficiency in the administration of 

the Program, the Provost reduced the teaching load of the Director of the Programs to allow 17% 

of his time to the administration of the Program. 2) An International Office was created with a 

full-time director and support staff. The Director of the International Office coordinates the 

Study Abroad Program and advises international students; supports students in the application 

process; offers planned orientation and reentry seminars for students who study abroad; and 

regularly solicits student and faculty feedback on the quality and type of international study 

options, including internships that are available. His duties also include helping to coordinate the 

University’s London and Madrid Programs (established in 2000 and 2005), and in obtaining 

international faculty and visitors’ visas. 3) The University continues to actively recruit 

international students. This year there are 81 international students from 23 countries; 22 of these 

students are from China, and two are from Japan, studying through the University’s exchange 

agreement with Keio University. It is important to note that the majority of these international 

students receive financial aid from the University totaling more than $1 million dollars. 4) The 

University is committed to recruiting faculty members who have expertise in the international 

dimensions of their disciplines. Since 2000, eight new faculty members with international 

expertise were added, one in Economics, one in French, one in German, one in Hispanic Studies, 

one in History, one in Political Science, one in Religion and one in Music. 5) The University 

supports on-going efforts to bring international scholars to campus as visiting professors through 

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the Fulbright Program and the Scholars-at-Risk Network. Over the past five years, we have 

hosted one Fulbright Scholar and two Scholars at Risk. The University will host a Fulbright 

Scholar in Residence from Morocco for the Fall 2009. Last year, we hosted Dr. Taye 

Woldesmiate, an Ethiopian teacher union leader and a former Amnesty International prisoner of 

conscience, under the same program; this year he is teaching as a Visiting Professor in Political 

Science; 6) University President Richard Wilson is committed to expanding the University's 

overall internationalization aspirations. He continues to work with the Tanaka Educational Trust, 

which established the Japanese Language position that launched the Japanese Studies program. 

He is exploring additional options for funding visiting international scholars and expanding our 

University programs abroad. Through a presidential initiative, IWU received in 2007 an award 

from the Council of American Overseas Research Centers/International Center for Middle 

Eastern-Western Dialogue (CAORC/The Center) in Washington, D.C. to explore the 

establishment of formal relationships with private universities in Turkey, Jordan, and Morocco. 

B. International Programs at Illinois Wesleyan University: The list below represents the 

outgoing and incoming international education programs and opportunities offered at Illinois 

Wesleyan. These comprise directly administered programs, consortial or network activities, and 

direct student exchanges. 

Outgoing Affiliations: Australearn, Arcadia, IFSA-Butler, Center for Linguistic and 

Multicultural Studies at the Universidad International Cuernavaca, Central College, College Year 

in Athens, DIS, IES, SIT, Studio Arts Center International (Florence). 

Exchanges: Keio University in Japan 

Direct Enroll: Pembroke College, Oxford 

Illinois Wesleyan Programs: The London Program, Madrid Program 

May Term: Travel courses to Australia, Costa Rica, China, Japan, Kenya, South Africa, and 

various countries in Europe. 

C. The International Studies Program at Illinois Wesleyan University: The International Studies 

Program contributes to the wider educational mission of the University through its efforts, both 

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curricular and programming, to ‘internationalize’ students’ educational experience and to 

inculcate sensibilities of ‘global citizenship’ in our students. The Program finds its primary 

intellectual, pedagogical, and organizational rationales in the effort to provide students with 

intellectual and methodological tools for developing such an appreciation. 

Intellectually, there are three elements to this objective. One is to enrich our students’ 

comprehension of the global human community through the analysis of transnational or global 

phenomena. The second is to enlighten our students about the lived experiences of people who 

live in other parts of the globe, but who are connected to us through webs of history, power, 

communication, and the moral integuments of a common humanity. The third is to encourage 

students to think critically—and through a variety of analytical lenses—about the interconnectedness of our fates across the globe, and about their own place in a globalized world. 

Pedagogically, we pursue these elements by constructing the International Studies 

curriculum and programming around three core principles: trans-nationalism, cross-disciplinary 

analysis, and in-depth regional knowledge. These principles reflect our appreciation of specific 

features of globalization. First, the study (and indeed the lived experience) of globalization 

invokes a creative tension between local dynamics, forces, and experiences, on the one hand, and 

global forces and dynamics on the other. Second, in an age of time-space compression, the 

cultural, technological, social, economic, and political dimensions of these processes are 

inextricably intertwined in dense and complex patterns. The exploration of these patterns lends 

itself to the synergetic application of analysis and methodology from a variety of disciplines. 

Thus the International Studies Program seeks to analyze and illuminate the integuments of our 

increasingly global society ‘from the bottom up,’ through the inter- and cross-disciplinary study 

of different locales. 

The International Studies curriculum has four components: core courses; concentrationspecific courses; language training; and study abroad. All students are required to take core 

courses along two tracks, one in the analysis of culture, and one in the analysis of international 

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systems, structures and processes. In addition, each team has designed a concentration-specific 

selection of courses from which students are required to take courses in both the Humanities and 

the Social Sciences. Since foreign language training is a crucial component of any program that 

takes the global diversity of cultures and identities seriously, each team is committed to 

advancing the foreign language proficiency of International Studies majors. Thus, all IS majors 

are now required to complete at least four semesters of a foreign language and study abroad. In 

recent years, students have vigorously pursued study abroad opportunities in China, Japan, Hong 

Kong, and India. Of the 65 declared International Studies majors in the 2008-2009 calendar year, 

eight were completing their International Studies concentrations in Asian Studies. 

D. Curricular Resources for International Studies: The International Studies Program has 56 

Faculty Associates from the following schools, disciplines, or departments: Anthropology, Art, 

Business, Economics, English, Foreign Languages, Health, History, Music, Political Science, 

Physics, Religion, and Sociology. These faculty members teach courses in one or more areas of 

concentration. More than 110 courses from across the University curriculum have been approved 

for inclusion in the program’s cross-disciplinary curriculum. Each semester, the International 

Studies program offers 25-35 courses in the different concentrations, mostly in European Studies 

concentration; we need to offer more courses in Asian Studies. 

The International Studies program has a programming budget that allows each of seven 

concentrations $1,000 per year to organize co-curricular programming. Through creative 

collaboration with other departments and student organizations, the program is able to organize 

18-25 events each year, including lectures by visiting scholars and artists. Regular activities 

organized by the International Studies faculty include African Culture Week, Lunar New Year 

celebration, a Hunger Banquet, and an International Festival. The Program also presents a 

monthly colloquium series that features visiting speakers or our own faculty. These colloquia are 

organized on an annual theme designed to stimulate common conversations that reach across 

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disciplines, across the geographical specificities of the concentrations, across the campus, and 

across the faculty/student divide. The theme in 2008-2009, “Arts and Resistance,” has been 

extended to 2009-2010. Each team is responsible for organizing a colloquium that addresses the 

theme. 

The International Studies faculty associates constitute a strong on-campus community. 

The current proposal was designed through a consultative process led by the Asian Studies team 

and overseen by the International Studies Steering Committee. It was discussed by each faculty 

team and recommended unanimously by the steering committee. The language component was 

developed in close consultation with the Department of Modern and Classical Language and 

Literatures. At all stages, the Provost and the Associate Dean of the Faculty were included in the 

development of the proposal. 

7. Elements of the Proposed International Studies Program

 At Illinois Wesleyan University, each student must take three semesters of a second 

language to meet General Education requirements; International Studies majors are required to 

complete a fourth semester of the second language. In addition, each student must take a course 

that fulfills a Literature requirement as well as a course that fulfills a Global Diversity 

requirement. These are fundamental building blocks of the University’s international curriculum. 

As noted above, the International Studies Program plays a leading role in promoting that 

curriculum, specifically through its focus on multidisciplinary analysis and in-depth regional 

knowledge, in which an understanding of language and culture play an integral role. The 

proposed project contributes directly to these University- and program-wide goals in specific 

ways. 

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First, by supporting our nascent Chinese language instruction, it creates a new language 

option for all students through the General Education program. By offering a fourth semester of 

the language, it also creates a new language option for students in the Asian Studies program, 

complementing Japanese and thereby providing balance and robustness to the Asian BStudies 

program. Further, it expands our language programs beyond Western languages (we currently 

offer French, German, Italian, Russian, Spanish, Greek and Latin) and other industrialized 

countries (Japanese) into the indigenous languages of the global South. 

Second, by introducing Chinese Literature and Culture courses it extends the University’s 

Humanities curriculum into East Asia beyond Japan, and indeed into the developing world. As 

such, it will enrich not only the Asian Studies program but also the General Education program. 

Third, through the revision and creation of courses across the campus, it contributes 

substantially to the internationalization of the University curriculum. Illinois Wesleyan is 

characterized not only by a strong liberal arts curriculum but also by pre-professional schools in 

Business, Fine Arts, Music, Nursing, and Theatre Arts. As noted in the description of courses for 

revision and development, each of these units will be impacted by the proposed project, and the 

relationship between the liberal arts curriculum and professional training will be enriched. For 

instance, we expect that students in International Business will be drawn to Chinese for their 

General Education requirement; and students who take Chinese are likely to take General 

Education courses that contain substantial Asian content. 

Fourth, by institutionalizing a back-and-forth flow of scholars between Illinois Wesleyan 

and Asian universities, this program will raise the profile and enliven the study of Asia on 

campus, enrich the pedagogy of faculty engaged in such flows, and create expanded 

opportunities for students and faculty to undertake travel and research projects in Asia. Over 

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time, we expect that it will draw increasing numbers of faculty into an active engagement with 

Asian Studies. 

8. Need for and Prospective Results of the Proposed Program 

 As noted above, the International Studies Program within which Asian Studies is located 

has four curricular components: core courses, area-specific courses, language training, and study 

abroad. This proposal addresses the second and third of these components directly, with a 

significant expected impact on the fourth. Hitherto, growth in the Asian Studies program has 

built upon existing University resources and faculty expertise. The program has generated a 

consistent growth in student interest, but the interdisciplinary character of the curriculum has 

been severely limited. On the one hand, the Humanities curriculum has for years been largely 

oriented towards Japanese studies, with half the courses focusing on Japan. A few religion 

courses cover India and China as well as Japan, but until this year there was only one Literature 

course that reached beyond Japan, while coverage of the rest of East Asia was minimal (See 

Appendix 3). The recent hire of Professor Tao Jin, in Religion, will begin to help redress this 

imbalance as he begins to create new courses on Chinese and East Asian religions; his arrival 

also frees Professor Brian Hatcher, an internationally known scholar of South Asia, to create 

more courses focused on that region. On the other hand, the Asian Studies curriculum in Social 

Sciences is relatively balanced and strong. We offer some courses with Japanese focus (history 

and anthropology) and some with a Chinese focus (business, environmental studies, history, 

political science). The curriculum also offers popular May Term travel courses to China, to 

Japan, and other parts of Asia every year in programs like History, Business, Political Science, 

and Theater Arts. At present our inability to offer students the courses needed to pursue interests 

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in Chinese language and Asian Humanities limits the scope of the program and hinders its 

further development. This is what motivates this present proposal. 

A. Chinese Language and Culture/Literature Initiative: In two separate evaluations of the Asian 

Studies curriculum in recent years (the North Central Accreditation evaluation of 2003; Strategic 

Curricular Review in 2006), Asian Studies faculty identified two areas of deficiency. First, was 

the absence of Chinese language courses. Despite extensive exposure of students to the study of 

China, including direct contact through travel courses, there was still no Chinese language 

program to increase learning and research opportunities for interested students until the pilot 

program starting in Fall 2008. Addition of Chinese language to the curriculum would 

complement existing Japanese language offerings and create a more balanced and robust 

interdisciplinary focus on East Asia. 

Student demand for Chinese language instruction has grown rapidly. Over the past five 

years, five students studied abroad in China and another five students studied at other institutions 

(as far away as UCLA) to acquire Chinese language skills. Professor Lutze has tutored three 

students in intermediate Chinese to help them maintain and further their mastery of the language. 

With funding from Freeman Foundation ASIANetwork grants, Professor Abigail Jahiel, Director 

of Environmental Studies, and Professor Lutze each led faculty/student research teams (eight 

students in total) to China in 2004 and 2007, respectively. In 2006, more than 300 students 

signed a petition requesting that the University offer Chinese instruction. Their petition captured 

the pressing need for Chinese language study at Illinois Wesleyan: 

China, the world’s most populous nation, is critical to the United States because 

it is a leading trader, consumer, and investor—an emergent world power. If 

these reasons were not enough, it is important to note, too, that China boasts the 

world’s longest continuous civilization, spanning the past 4000 years. Its rich 

history, both ancient and modern, offers important contributions to us and the 

rest of the world in the realms of philosophy, art, politics, science, and social 

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experimentation. Therefore, programs to encourage and boost the learning of 

Chinese language and culture will have far-reaching benefit across our 

curriculum. 

The second glaring gap in the Asian Studies curriculum was identified in the field of East 

Asian literature. The expertise of our Japanese language professor, Hiroko Furo, is in linguistics, 

not literature; her courses reflect this fact. For years the only literature course we were able to 

offer in Asian Studies was Professor Brian Hatcher’s “Asian Religious Literature,” covering key 

religious and philosophical texts from across Asia. Only this year has Professor Hatcher been 

able to introduce a second Literature course at the upper level, “Reading Hindu Texts.” Plans are 

in place for Professor Tao Jin to introduce a parallel course, “Reading East Asian Religious 

Texts,” in 2009-2010. But even so, we face a continuing need to develop courses in Chinese 

language and secular fictional East Asian literature, which the hiring of one new instructor will 

help address. 

 Toward this end, the Asian Studies team, the Director of International Studies, and the 

Chair of Modern and Classical Languages and Literature (MCLL) began in the Spring of 2007 to 

create a proposal to introduce Chinese language instruction. In support of this initiative, the 

Provost announced in September 2007 that the University would support an adjunct instructor to 

teach a five-course pilot Chinese language sequence with culture courses during AY 2008-09 

and AY 2009-10. MCLL created a new rubric that allowed us to offer Chinese during the 2008-

09 academic year. 

As noted in the Plan of Operation, we seek funding to develop this pilot program into a 

full-time Visiting Lecturer position in Chinese Language and Culture. This hire will allow us to 

build upon the University-funded Chinese language/culture courses during 2008-2009 and 

proposed curricular development in other departments by offering Chinese language (101, 102, 

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201, 202), as well as two culture courses. These courses will especially appeal to students 

interested in majoring or minoring in International Studies or Asian Studies and who wish to 

complement their current study of Japan and Japanese language. These new courses will also 

support IWU’s General Education program. Therefore, this position will not only support 

students already interested in Chinese, but will also reach across campus to students in other 

majors. If the pilot project is successful, the University will provide the resources to continue 

teaching these courses after the grant expires. 

 B. Curriculum and Faculty Development Initiatives: In addition to meeting the curricular needs 

for Chinese language and literature, Asian Studies seeks to further enhance the program by 

helping current faculty members develop new courses and/or incorporate Asian perspectives in 

existing courses. Looking at the Humanities area, we have identified two critical needs. The 

first is to assist colleagues who, though not trained in Asian history and culture, want to 

incorporate Asian thought and experiences into the existing Humanities core curriculum. Second 

is the need to encourage faculty to develop new and revised courses that will offer instruction in 

the art and theater of Asia. We have a number of faculty members who have indicated a desire to 

expand their knowledge and expertise so as to participate in this initiative. (See page 6-8 for the 

courses to be revised.) 

Although the need for curricular change in the Humanities and Fine Arts is paramount, 

we also see a need to infuse Asia-related themes and perspectives into other courses across 

campus. As faculty members in different disciplines strive to grasp and teach this unfamiliar 

material, the Asian Studies program has a responsibility to provide assistance. Funding for 

courses will help strengthen the academic engagement with Asia throughout the curriculum, not 

only in the liberal arts, but also in our professional Schools of Art, Music, and Theater Arts. 

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C. Initiatives to Create Opportunities for Consistent Student and Faculty Exchanges with 

Academic Institutions in Asia: As noted above, several Asian Studies faculty members have 

developed on-going research relationships with Asian colleagues and institutions. Professor 

Lutze’s close relationship with Peking University has, in addition, resulted in a rigorous travel 

course hosted by PKU’s History department. Students attend lectures given by Peking University 

faculty members and one faculty member is assigned to accompany our students as they travel 

throughout China. Professor Jahiel has worked closely with colleagues at the Peking University 

Environmental Science Center. Professor Amoloza (Sociology), as Executive Director of 

ASIANetwork, has connections at the Chinese University in Hong Kong and at Sun Yat-sen 

University in Guangzhou. One of our newest Asian Studies faculty, Professor Jin (Religion) has 

strong personal and professional ties to Tianjin Foreign Studies University, which we hope to 

explore in future. Furthermore, IWU’s engagement with China is enhanced by the on-going and 

active support of alumnus Mark Sheldon, who served for many years as Director of the YaleChina Center and is now Director of the Office of Institutional Advancement at Hong Kong 

International School. 

Such formal and informal connections provide a crucial foundation for establishing future 

institutional relationships. Japanese studies at IWU has already led to a fruitful relationship with 

Keio University in Tokyo, marked by regular student exchanges and promising the potential for 

faculty exchanges. We plan to expand our formal ties with Asian institutions by pursuing similar 

relationships with Peking University, Chinese University (Hong Kong), Sun Yat-sen University, 

and Tianjin Normal University. Such formal relationships will enable us to regularize scholarly 

exchanges—enabling Asian scholars to visit our campus and allowing our faculty to travel to 

Asia for teaching and research—and to create exchange opportunities for our students. 

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9. Need for and Potential Impact of the Proposed Program in Improving International 

Studies and the Study of Modern Foreign Languages at the Undergraduate Level 

 We expect that this project will contribute substantially to the efforts of our International 

Studies Program to ‘internationalize’ the educational experience of our students and to inculcate 

in them sensibilities of ‘global citizenship.’ We see this occurring through all three initiatives. 

A. Results with regard to the Chinese Language and Culture/Literature Initiative: New courses 

in Chinese language and culture/literature will provide a much-needed Chinese complement to 

our existing Japanese humanities courses in Asian Studies. These courses will also contribute to 

the General Education core curriculum in Humanities by offering literature and culture courses 

in English open to all students that offer a unique focus on modes of Asian thought and 

expression. This will provide an important corrective to the otherwise Eurocentric Humanities 

curriculum. Finally, courses in Chinese will offer a set of new language offerings that will 

benefit a wide range of student constituencies. 

The literature and culture courses taught by the Visiting Lecturer give students insight 

into the significant and influential aesthetic and cultural traditions of the Chinese. Since many of 

the courses in the Humanities at IWU still focus on Europe and the United States, these courses 

in Chinese literature and culture bring in an additional, significant voice from the developing 

world. Student interest in these classes is already demonstrated via the increased enrollment from 

the Fall semester to the Spring semester and May Term. In the Spring 2009, “Modern Chinese 

Culture” has 16 students enrolled. During May Term 2009, “Chinese Culture through Film” has 

20 students enrolled. 

 In the one semester that Chinese has been offered at IWU, it has already had a significant 

impact. There were 12 students in Chinese 101 in Fall 2008 and 13 students in Chinese 102 this 

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Spring. From a November classroom observation, Professor Sonja Fritzsche observed 

outstanding language skills development of the class after only two months of instruction. 

Likewise co-curricular activities on campus have expanded. The class was very active in the 

Lunar New Year celebration held in early February. 

 Students who wish to study abroad in China will be able to study the language on campus 

before going overseas. This opportunity will significantly improve their linguistic preparation 

and thereby enhance their understanding of China while abroad. Second, language courses will 

also benefit students who plan to go on to graduate school in Chinese Studies. At present, many 

of these students have had to delay application to graduate programs until completing the 

necessary language prerequisites. Third, knowledge of Chinese language and culture will assist 

students who pursue majors in business, risk management, or pre-law when they enter the 

workplace; it will alert them to opportunities and prepare them to address such challenges as 

managing business or legal interactions with Chinese companies. Beyond the direct impact of 

Chinese language courses on these constituencies, we anticipate they will also appeal to a 

significant number of students who want to study the language in connection with May Term 

travel or simply as a way to better understand China’s place in world history. 

The addition of Chinese language and culture/literature courses will enhance international 

education on our campus not only by strengthening the Asian Studies curriculum, but also by 

substantially extending our Humanities curriculum in non-Western cultures and the global South. 

We appreciate that to truly understand another culture, it is essential that students learn that 

culture’s language; an appreciation of linguistic difference leads to an appreciation of cultural 

difference. We are sensitive to the fact that our foreign language offerings consist solely of 

languages that originated in the global North, either in Europe, Russia, or Japan. Likewise, our 

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Humanities core is centered on the European tradition, with the exception of courses in Latin and 

Central American literature. While courses in Western civilization are essential components of a 

liberal arts curriculum, our students must be encouraged to engage the rest of the world. 

Awareness of interrelationships between the global North and the global South and the potential 

for mutual comprehension—or conflict—are central to international studies. Insofar as Chinese 

is a language spoken by more than one in five of all people in the world, offering our students the 

ability to learn Chinese goes a long way toward internationalizing their educational experience 

and laying the groundwork for a future of global citizenship. 

One beneficial by-product of introducing Chinese language instruction will be the new 

opportunities for campus-wide faculty interactions, leading to strengthened connections between 

faculty members teaching in Asian Studies and those teaching in MCLL, between those teaching 

in the Liberal Arts and those in our professional and pre-professional schools and programs. 

B. Results with regard to the Curriculum and Faculty Development Initiative: Federal funds 

spent on the Faculty Development aspect of this proposal will result in the creation, or significant 

revision, of at least 12 courses in addition to the six Chinese language and literature courses. 

The bulk of these new courses will either be in the Humanities category of the Asian Studies 

curriculum (language, literature, art and theater)—where offerings outside of Japan are most 

needed—or in the University’s Humanities core curriculum. 

This initiative will also contribute to two broader objectives of International Studies. 

First, our goal is to expose students to diverse traditions of philosophy, social relations, and 

culture and to provide Springboards for critical thinking and self-examination. Second, we help 

students grapple with the complexities of behaviors and interactions in the contemporary world. 

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Whether it be in global trade or global warming, there is no more significant actor in today’s 

world than China. 

C. Results with regard to Faculty Visits to and Student Exchanges with Institutions in Asia: 

Federal funding to create formal relationships with institutions in Asia will result in reciprocal 

exchanges between Illinois Wesleyan and sister universities in Asia. Faculty from Asia will be 

invited to IWU as visiting scholars where they may deliver lectures, collaborate in research, or 

advise faculty on teaching about Asia. Our faculty will travel to Asian universities to pursue 

many of the same activities. Such formal relationships will directly benefit our students by 

facilitating study abroad opportunities, by creating enhanced opportunities for faculty-student 

research, and by providing bases in Asia for more rigorous and meaningful May Term travel 

courses. As such, this initiative represents one of the highest aspirations of international studies: 

to promote faculty and student exchanges allowing for direct encounters with peoples and 

cultures from around the world. 

D. Broader Impacts of this Project: The impact of this project for IWU is enhanced by the 

institution’s regional location in central Illinois and by its national position as host institution to 

the ASIANetwork consortium. Located far from the coasts (where many institutions offer the 

opportunity for Asian Studies and Chinese language study), IWU is in a region marked by two 

competing realities. On the one hand, the region betrays a high level of parochialism about 

Asia—a parochialism that our International Studies Program makes every effort to challenge. On 

the other hand, the region is deeply engaged with Asia in areas of business, industry, and 

commerce. Bloomington, IL is home not only to the largest Mitsubishi manufacturing plant in 

the U.S. but also to the world headquarters of State Farm Insurance, an active player in China’s 

economy. Nearby Peoria is home to Caterpillar International, a major contractor in massive 

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40-Illinois Wesleyan University 

Chinese construction projects like the Three Gorges Dam. Many people in this region already 

have a nascent interest in understanding Asia, China in particular. This new initiative will 

enhance our ability to address growing regional interest and engagement. It will allow IWU to 

become a more active participant in local developments with respect to Asia, whether in 

business, industry, media, or commerce. 

At the national level, we anticipate our enhanced Asian Studies program will benefit 

greatly from our institutional association with ASIANetwork. As a consortium of liberal arts 

colleges dedicated to sharing ideas and experiences in teaching undergraduates about Asia, 

ASIANetwork provides an ideal venue for our providing instructive information to other 

institutions. Through the medium of the ASIANetwork annual meeting and via the 

organization’s publication, the ASIANetwork Exchange (which more than 1000 Asian Studies 

faculty members at more than 160 colleges receive), we will be able to share a range of projectrelated experiences, such as discussion of changes we make to our Humanities curriculum, and 

dissemination of work produced by visiting scholars to IWU. In particular, we intend to 

organize a panel for the 2011 conference, inviting faculty and students who participated in some 

aspect of the newly enhanced Asian Studies program, to report on the work they were able to 

achieve in relation to this project. The Director of International Studies will also investigate the 

possibility of a similar presentation at the annual meeting of the Association of International 

Education Administrators, which he attends regularly. 

10. Competition Program Priorities 

Illinois Wesleyan University's proposed project supports activities that enable students to 

achieve proficiency or advanced proficiency in one less commonly taught language—Chinese; we 

also continue to teach Japanese. 

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Project Narrative

Other Narrative

Attachment 1:

Title: Pages: Uploaded File: 1237-Other Attachements_09.pdf

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TABLE OF CONTENTS 

Abstract ............................................................................................................................ i 

Plan of Operation .......................................................................................................... 1 

Quality of Key Personnel............................................................................................ 13 

Budget and Cost Effectiveness .................................................................................. 19 

Adequacy of Resources ............................................................................................... 20 

Plan of Evaluation........................................................................................................ 21 

Commitment to International Studies ...................................................................... 24 

Elements of the Proposed International Studies Program .................................... 29 

Need For and Prospective Results of the Proposed Program .............................. 31 

Competition Program Priorities................................................................................. 40 

Appendices 

1. Summary Plan of Operation 

2. Narrative Relating Methods of Assessment (Measures) to Program Goals 

3. International Studies Program Minor Asian Studies Concentration 

 International Studies Program Major Asian Studies Concentration 

Letters of Support 

Beth A. Cunningham, Provost and Dean of the Faculty; 

Catherine Benton, Kenneth and Harle Montgomery Assistant Professor in the Humanities, 

Asian Religious Traditions and Literatures: Hinduism, Buddhism, Islam, and Daoism; 

Chair, Asian Studies Program 

GEPA Statement 

Curriculum Vitae: Teodora Oliveros Amoloza, Sonja Rae Fritzsche, Changjun Huo,

Tom Lutze, Catherine Benton 

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Appendix 1 

Summary Plan of Operation (in italics are activity-specific evaluation) 

Pre-Grant Year 1 of Grant Year 2 of Grant 

Activity 

Fall 2009 Spring 2010 

May/ Summer 2010 

Fall 2010 Spring 2011 

May/ Summer 2011 

Continue offering Chinese Language and Culture Courses funded by IWU 

Chinese 101 & 201; Student course evaluations 

Chinese 102 & 202 ; Contemporary Culture Student course evaluations 

. Chinese Films Student course evaluations

Visiting Lecturer in Chinese 

Advertise position as soon as grant notice is received; preliminary screening 

Preliminary interviews; Campus visit by candidates; hire Visiting Lecturer 

Chin. 101, Chin. 201, Int. Ch. Lit. Evaluations: by students; by MCLL dept. chair 

Chin. 102, Chin. 202, Mod Ch. Lit., Evaluations: by students; by MCLL dept. chair

OR, teach one Lit/Culture course in May Evaluations: by students; by MCLL dept. chair

Development of new courses; Revision of existing courses (to infuse Asian perspective) 

Proposals for course development/ revision accepted; Project Director and FDC assess applications; 

awards made 

Recipients develop/ revise their courses 

Same as in Spring 2010 PLUS New course proposals to CC; Proj. Director and CC evaluate proposals; present to faculty body for approval

Recipients develop/ revise courses; Teach new courses Student course evaluation

Recipients develop/ revise courses; Teach new courses Student course evaluation

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Pre-Grant Year 1 of Grant Year 2 of Grant 

Activity 

Fall 2009 Spring 2010 

May/ Summer 2010 

Fall 2010 Spring 2011 

May/ Summer 2011 

Host visiting Asian scholars at IWU 

Contact possible institutions and NRC; Identify visiting scholars; start paper work for visit 

Continue paper work for visit; Announce opportunity to work with visiting scholar 

Continue contact with visiting scholars; faculty contact visiting scholars 

First visiting scholar arrives; works with faculty Feedback from faculty

Research travel of IWU faculty to Asia; faculty on-site visit to potential Asian partner institutions 

Evaluate proposals for travel to Asia and for on-site visits;  make awards Recipients prepare for travel to Asia 

IWU faculty to Asia for research; Explore possible Asian partner schools; Report to GMT upon return 

Travel recipients incorporate materials in fall courses; IWU pursue partnership; Student course evaluation 

Travel recipients incorporate materials in spring courses; IWU pursue partnership; Student course evaluation

IWU faculty to Asia for research; Explore possible Asian partner institutions; Report to GMT upon return

Evaluator’s campus visit 

Toward end of Fall: visit IWU to assess project progress 

Midterm evaluation report

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1-Illinois Wesleyan University 

Appendix 2 

Narrative Relating Methods of Assessment (Measures) to Program Goals 

A. Direct Measures 

1. Enrollment Statistics 

Target: All Students 

Goals: 1 and 2 

Narrative: This tool will be used to assess the quantity of students involved in 

the program, and their use of new courses to fulfill language and general 

education requirements. 

2. Program Majors and Minors 

Target: All Students 

Goals: 1 and 2 

Narrative: This tool will be used to assess program interest and growth over 

time. 

3. New Course Development 

Target: All Students 

Goals: 1 and 2 

Narrative: This tool will be used to create new courses in the Asian Studies 

curriculum especially in the Humanities. 

4. Revision of Existing Courses 

Target: All Students 

Goals: 1 and 2 

Narrative: This tool will be used to incorporate Asian perspective in existing 

courses across campus. 

5. Faculty Additions (Classroom Visits) 

Target: All Students 

Goals: 1 and 2 

Narrative: This tool will be used to evaluate Visiting Lecturer teaching Chinese 

language and culture/literature courses. 

6. Linkages with Asian Institutions 

Target: IWU and Visiting Asian Faculty 

Goals: 1, 2, and 3 

Narrative: This tool will be used to develop and maintain partnership between 

IWU and Asian institutions through faculty collaborations. 

7. External Review 

Target: Asian Studies Program 

Goals: 1, 2, and 3 

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2-Illinois Wesleyan University 

Narrative: This tool is used to review the effectiveness of the program in 

fulfilling goals related to curriculum, content and linkages/exchanges. 

B. Indirect Measures 

1. New Course Development (Course Evaluations) 

Target: All Students 

Goals: 1 and 2 

Narrative: This tool will be used to evaluate students’ perceived quality of 

courses in Asian Studies particularly Chinese language and literature/culture. 

2. Revision of Existing Courses (Course Evaluations) 

Target: All Students 

Goals: 1 and 2 

Narrative: This tool will be used to evaluate students’ perceived quality of 

course content specific to Asia. 

3. Faculty Additions (Visiting Lecturer & Course Evaluations) 

Target: All Students 

Goals: 1 and 2 

Narrative: These tools will be used to create Chinese language courses (i.e., 

lecturer) and assess students’ perceived quality of those courses. 

4. Linkages with Asian Institutions (Explorations & Evaluations) 

Target: IWU and Visiting Asian Faculty 

Goals: 1, 2, and 3 

Narrative: These tools will provide faculty assessment of the Visiting Scholar 

program. These tools will also provide information based on the experiences 

and evaluations of faculty visiting Asia to develop potential teaching and 

research sites. 

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Appendix 3 

Asian Studies Curriculum 

Asian Studies Concentration in the International Studies Major 

Plan of Courses/Checklist 

The International Studies Major is interdisciplinary in orientation: it is designed to bring the 

knowledge of several disciplines to address the myriad cultural, economic, historical, political, 

and social problems which transcend national boundaries. Thus, the major is designed to serve 

the educational and career needs of students who are interested in studying issues from a 

transnational perspective, and who are planning careers with the international related agencies of 

the public and private sectors, international organizations, and foundations. The Asian Studies 

concentration gives the student a broader and deeper engagement with the issues and societies 

in the Asian region. At least four courses must be at the 300-400 level.

Grade/Semester

1) International Studies 240: Introduction to International Studies (G) 

2) One course on international systems, structures and processes to be chosen from the 

following: 

 Business 451: International Business 

 Economics 351: International Trade 

 Economics 352: International Finance 

 History 122: Modern Global History (CH, G) 

 Int’l Studies 222/322: International Human Rights: An Introduction (AV) 

 Political Science 102: International Politics (CH, G) 

 Political Science 303: International Law and Organizations (W) 

 Political Science 345: International Political Economy 

 Political Science 360: Comparative Environmental Politics (SI, G) 

 Political Science 361: Globalization and the Environment (CSI, G) 

 Political Science 405: Theories of International Relations (W) 

3) One course on the nature and the analysis of culture to be chosen from the following: 

 Anthropology 171: Cultural Anthropology (SI, G) 

 Anthropology 274: People and Cultures of East Africa (SI, G) 

 Anthropology 280: Self and Society in Japan (SI, G) 

____________ French 317: French Civilization II: France Since the Revolution (CH, G) 

 German 417: Beyond the Wall: German Cultural History Since 1989 (CHC, 

W) 

 International Studies/Humanities 270: Tale of Three Cities: Bratislava, Prague 

and Vienna-Cultures at the Crossroads 

 Spanish 314: Iberian Culture and Civilization (CH) 

Appendix 3 Asian Studies_fnl Updated: 4/27/2009 

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 Spanish 316: Latin American Culture and Civilization (CH) 

4) International Studies 488: Senior Seminar (W) 

5) Complete a study abroad experience. The courses to be taken abroad must be approved by the 

Coordinator of the area and the Director of the International Studies Program, prior to the study. 

6) Six additional courses in the area of concentration: 

ASIAN STUDIES CONCENTRATION requirements: Four semesters of Asian language and 

additional five courses from various disciplines in the cultural, economic, historical, political, 

and social life of the area. 

1) Fourth semester Language Proficiency in an Asian language: Japanese 202 or 

Chinese 202 or equivalent in another Asian language that is appropriate to the student’s 

study program. The Coordinator of the Asian Studies Team, the Director of the International 

Studies Program, or the Chair of the Department of Modern and Classical Languages and 

Literatures will determine when language proficiency other than Japanese or Chinese will be 

appropriate within a student’s program. 

 

2) Five additional courses to be selected from sections A and B with at least two from each. 

The fifth course may be a comparative course from section C or another course from sections 

A or B. At least two of the five should be at the 300-level or above. Of the two 300-level 

courses, only one may be a travel course in May Term. 

A. Humanities and Fine Arts 

 Art 116: Survey of Asian Art 

 Fine Arts 120: Japanese Film and Aesthetics (AR, G) 

 History 390: Seminar in Asian History (topics will vary; course may be 

appropriate in this section or in section B; check with instructor) 

 Japanese 303: Studies in Japanese Linguistics (FR) (as needed) 

 Literature and Culture 106/JPN 306: Japanese Studies through Anime (HC, G) 

 Literature and Culture 205: Language and Culture in Japan (CSI, G) 

 Literature and Culture 207: Language and Gender: U.S. and Japan (CSI, G) 

 Lit. and Culture 209/JPN 309: Japanese Business Communication (CSI, G) 

 Lit. and Culture 304: Cross-cultural Communication: U.S. and Japan (AV, G)

 Lit. and Culture 308: Japanese Way of Life: Traditions and Changes (IT, G) 

 Religion 130: Asian Religious Literature (LT, G) 

 Religion 132: Asian Religious Practices (CSI, G))

 Religion 209: Myth, Image and Symbol in South Asian Religion (AR, G) 

 Religion 232: Hindus and Christians (IT, G) 

 Religion 330: Buddhism in India and Tibet (CH, G) 

 Religion 332: The Hindu Religious Tradition (CH, G) 

Appendix 3 Asian Studies_fnl Updated: 4/27/2009 

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B. Social Science and Natural Science 

 Anthropology 273: Self and Society in Japan (CSI, G) 

 Business 451: International Business 

 History 100: Introduction to Chinese History (CH, G)

 History 101: Introduction to Japan (CH, G) 

 History 202: World War II in the Pacific (CH) 

 History 210: Emperors and Revolutionaries: Chinese History through Travel 

(May Term) 

 History 251: The Vietnam War (CH) 

 History 300: The Chinese Revolution (CH, G) 

 History 301: Modern Japan, 1800-Present (CH, G) 

 History 303: China: The Cultural Revolution (G) 

 History 390: Seminar in Asian History (topics will vary; course may be 

appropriate in this section or section A; check with instructor) 

 International Studies 388: Trade and Diplomacy on the China Coast 

 Political Science 214: Politics in China (CH, G) 

 Physics 239: Problems of Nuclear Disarmament (PSI, G) 

 Religion 292: Religion in Contemporary Japan (CSI, G) 

C. Comparative Courses 

One of the following courses may be substituted for one of the "five additional courses" required 

for the Asian Studies concentration in part 2 above: 

 Education 373/International Studies 373: Education and International 

Development* (G, W) 

 English 170: Third World Women Speak* (LT, G) 

 English 249: Writing in the Third World* (LT, G) 

 International Studies 222/322: International Human Rights: An Introduction 

(AV) 

 Political Science 215: Politics in Developing Societies* 

 Political Science 325: Third World Conflict Areas* 

 Political Science 360: Comparative Environmental Politics* (SI) 

 Sociology 354: Women in International Development* 

* When course includes a significant Asian component as determined by the Coordinator of the 

Asian Studies Team and the Director of International Studies. 

Appendix 3 Asian Studies_fnl Updated: 4/27/2009 

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Appendix 3 Asian Studies_fnl Updated: 4/27/2009 

ASIAN STUDIES MINOR 

The minor in Asian Studies is designed for students who are interested in studying global and Asian 

regional problems from an interdisciplinary perspective. It is recommended for students who would 

like to enhance or supplement their major with an international background focused on Asia. At 

least two courses taken in the minor must be at the upper level or equivalent. Students may 

choose between Option I and Option II. 

OPTION I: 

 1) Core Course: International Studies 240: Introduction to International Studies 

(G) 

 2) Language Proficiency: Japanese 201, Chinese 201 or equivalent in another Asian 

language 

 3) Four courses: two from Section A, two from Section B, but one course from 

Section C may be substituted for one in A or B 

OPTION II: 

 1) Core Course: International Studies 240: Introduction to International Studies 

(G) 

 2) _________ Five courses: two from Section A, two from Section B, and one from Section A, 

B, or C. 

A. Humanities and Fine Arts (See list of courses in previous section: Asian Studies 

 concentration) 

B. Social Science and Natural Science (See list of courses in previous section: Asian Studies 

 concentration) 

C. Comparative Courses (See list of courses in previous section: Asian Studies concentration) 

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VITAE: TEODORA OLIVEROS AMOLOZA 

 

EDUCATION

1988: Ph.D., Sociology, University of Nebraska-Lincoln, Lincoln, Nebraska 

1976: MS, Statistics, University of the Philippines at Los Baños 

1971: BS, Agriculture (cum laude), University of the Philippines at Los Baños 

 

PROFESSIONAL EXPERIENCE

2005-Present: Executive Director, ASIANetwork 

2001-Present: Professor of Sociology, Illinois Wesleyan University, Bloomington, IL 

1994-2001: Associate Professor of Sociology, Illinois Wesleyan University 

1990-1994: Assistant Professor of Sociology, Illinois Wesleyan University 

1993-2004: Director, International Studies Program, Illinois Wesleyan University 

1997, 2000, 2001, 2008: Consultant/External Reviewer, Asian Studies Programs at 4 liberal arts colleges 

8/97-12/97: International Rice Research Institute, Los Baños, Laguna, Philippines, Visiting Scientist 

1989-1990: Research Associate, Bureau of Sociological Research, University of Nebraska-Lincoln 

1988-1989: Post-Doc Fellow, Bureau of Sociological Research, University of Nebraska-Lincoln 

1983-1984 & 1987 – 1989: University of Nebraska-Lincoln, Teaching Assistant/Instructor 

1984-1987: Research Assistant, Bureau of Sociological Research, Univ. of Nebraska-Lincoln 

1982-1983: Oklahoma State University, Stillwater, Oklahoma, Teaching Assistant/Instructor 

1979-1982 & 1974 - 1977: University of the Philippines at Los Baños, Instructor, Statistics 

1977-1979: Research Fellow, Australian Bureau of Statistics, Canberra, ACT, Australia 

GRANTS/AWARDS

2000: DuPont Award for Teaching Excellence, Illinois Wesleyan University (highest faculty 

award at the University) 

1997, 2000, co-authored Freeman Foundation grant awards to ASIANetwork totaling $4,655,658 

2003, 2006: for College-in-Asia and Student-Faculty Fellows programs 

1996-98: U.S. Department of Education Grant to Illinois Wesleyan University’s International 

Studies Program, $141,300 

1996, 98, 99: Curriculum Development Grants (from Illinois Wesleyan University and the U.S. 

Department of Education funds) for developing and/or revising three courses in 

International Studies ($2,000 per grant) 

1993, 95, 99: Artistic and Scholarly Development Grant, University Fellows Summer Research 

(Summer) Grant and Joyce Foundation Summer Travel Grant for research at the International Rice 

Research Institute, Los Baños, Laguna, Philippines, total of $11,158 

PUBLICATIONS

“In the Service of Globalization: Filipino and Indonesian Women in Hong Kong – A 

 Preliminary Exploration,” Sociological Imagination 43 (2): 5-12, 2007. 

From the Executive Director, regular column in ASIANetwork Exchange, 2005-06, 2006-07, 2007-08, 

published three times a year 

Preface to the ASIANetwork Freeman Student-Faculty Fellows Papers on Asia, The Wittenberg East Asian 

Studies Journal, Vol. 1, Fall 2001. 

“Two Worlds, One Heart,” Illinois Wesleyan University Magazine, Fall 2000 

Introductory Sociology Resource Manual, 5th edition. Sikora, James, P. and Teodora O. Amoloza, eds. 

American Sociological Association, August 2000. 

“ASIANetwork Freeman Student-Faculty Fellows Program: An Intense Study Abroad Experience,”

ASIANetwork Exchange, Vol. VII, #3, Spring 2000. 

“Popular Culture of South and Southeast Asia” Panel Proceedings editor, ASIANetwork Exchange,Vol. VI, 

#3, February 1999. 

“An Impact Analysis of the Women in Rice Farming Systems Program,” Journal of Developing Societies,

Vol. 14, #2, September 1998. 

 (Earlier draft cited in From Field to Lab and Back, David Mowbary, Consultative Group on 

International Agricultural Research, Washington, D.C., September, 1995.) 

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“Globalization and Women in the Philippines,” Globalization, Gender and Pedagogy, Occasional Papers 

#3, Illinois State University, Spring 1998. 

“Women in Rice Farming: Gender Issues and Economic Productivity Differentials” ASIANetwork 

Exchange, Vol. V, #1, March 1998. 

“Accomplishments of the IRRI Program on Women in Rice Farming Systems,” Women in Development 

Information Newsletter, University of Illinois, December 1997. 

 (Excerpts featured in “Feminization of Farm Research Needed,” Newstime, Hyderabad, India, 

January 3, 1998.) 

Introductory Sociology Resource Manual, 4th edition. Amoloza, Teodora O. and James P. Sikora, eds. 

American Sociological Association, August 1996. 

INVITED LECTURES, PROFESSIONAL PAPER AND PANEL PRESENTATIONS

Panel: In the Service of Globalization: Filipino and Indonesian Women in Hong Kong. Midwest 

Sociological Society, Chicago, IL, April 5-8, 2007 

IWU Faculty Colloquium Series: Servants of Globalization: Southeast Asian Women in the International 

Economy. Illinois Wesleyan University, November 10, 2006. 

“Rationale and Recommendations for Building Asian Studies within the International Studies 

Curriculum,” Keynote Address, Center for International Education Retreat, Webster University, 

St. Louis, MO, August 16, 2006 

Panel: Negotiating the American Educational Terrain, Midwest Sociological Society, Milwaukee, WI, 

April 4-7, 2002 

Panel: Breaking the Barrier for Minorities in the Academia, Midwest Sociological Society, Milwaukee, 

WI, April 4-7, 2002 

Paper: “Globalization and Filipino Women.” Illinois Sociological Association, Joliet, IL, October 12, 

2000. 

“Tales from the Heart ... Retold.” Keynote Address to the Illinois Wesleyan University Class of 2004, Fall 

Festival Convocation, August 20, 2000. 

“Tales from the Heart.” Keynote Address to the Illinois Wesleyan University Class of 2000, Honor’s 

Convocation, April 19, 2000. 

Panel: Women and Families in Our Global Society. Midwest Sociological Society, Minneapolis, MN, 

April 8-11, 1999. 

 Invited Lecturer: "Asian Women as Agricultural Workers: Challenges and Successes." Global Review 

Series, Illinois State University, Normal, IL, March 25, 1999. 

“From Catholicism to Marxism and Back.” Faculty Credo. University Chapel, Illinois Wesleyan 

University, March 24, 1999. 

Panel Discussant: Service Learning: Applying Sociological Education in the Community. Midwest 

Sociological Society, Kansas City, MO, April 2-5, 1998 

Invited Speaker, Globalization, Gender and Pedagogy Seminar Series. Illinois State University, Normal, 

IL, February 26, 1998. 

Paper: “An Impact Analysis of the Women in Rice Farming Systems Program.” Midwest Sociological 

Society, Chicago, April 3-6, 1996. 

RESEARCH/TEACHING INTERESTS 

Gender issues and international development Demographic issues in developing countries

Philippine culture and tradition 

PROFESSIONAL/ORGANIZATIONAL MEMBERSHIPS

Alpha Kappa Delta International Honor Society (sociology) 

Gamma Sigma Delta Honor Society of Agriculture 

Phi Beta Delta Honor Society (Charter Member & First President, Epsilon Chi Chapter, Illinois) 

Phi Beta Kappa Honor Society 

Phi Kappa Phi Honor Society 

Association for Asian Studies 

American Sociological Association 

Illinois Sociological Association 

Midwest Sociological Society 

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CURRICULUM VITAE: Sonja Rae Fritzsche 

EDUCATION

2001: Ph.D., German Studies, University of Minnesota 

 Dissertation: "Alternate Worlds, Alternate Visions: Cultural Politics and Socialist 

 Critique in East German Science Fiction." 

1995: M.A., Modern European History, University of California—Los Angeles 

1992: B.A., German and History, Indiana University, Bloomington, IN, with Distinction 

PROFESSIONAL EXPERIENCE

Illinois Wesleyan University, Bloomington, IL 

 2007- Associate Professor, German and Eastern European Studies 

 2001-07 Assistant professor, German and Eastern European Studies 

University of Minnesota 

 2001 Digital Audio Project for First Year German, Spring/Summer 

 1999-2001 Teaching Assistant, Department of German, Scandinavian and Dutch 

 1996-97 Teaching Assistant, Department of German, Scandinavian and Dutch 

PUBLICATIONS

Science Fiction Literature in East Germany. DDR Studien/East German Studies Series 15. Bern; Oxford: 

Peter Lang, 2006.

"Utopia, Dystopia, and Ostalgia: The Pre- and Post Unification Visions of East German Science Fiction 

Writer Alexander Kröger." Utopian Studies 17.3 (Winter 2006): 441-464. 

"Reading Ursula Le Guin in East Germany." 47.3 Extrapolation (Winter 2006): 471-487. 

“East Germany's Werkstatt Zukunft: Futurology and the Science Fiction Films of defa-futurum." German 

Studies Review 29:2 (May 2006): 367-386. 

"East German Science Fiction Literature/Ostdeutsche Science Fiktion Literatur." Invited Introductory 

Essay. In the Dust of the Stars. DVD. Dir. Gottfried Kollditz. University of Massachusetts-Amherst: 

DEFA Film Library, September 2005. 

"Reconceptualizing East German Popular Literature Via the Science Fiction Niche" German Quarterly

77.4 (2004): 443-461. 

"Auf dem Weg zur Venus. Die Entdeckung ostdeutscher Populärkultur: 'Der schweigende Stern.'" Trans. 

Hans Günther Dicks. Filmforum 19.4 (September-October 1999): 20-21. 

REVIEWS

“Hausväteridylle oder sozialistische Utopie? Die Familie im Recht der DDR.” By Ute Schneider. German 

Studies Review 29.3 (2006): 63-64.

“Die grosse Illustrierte Bibliographie der Science Fiction in der DDR.” By Hans-Peter Neumann. SFRA 

Review 269 (2004): 5-6. 

“Der schweigende Stern.” Directed by Kurt Maetzig. German Studies Review 27.3 (2004): 681-682.

"Triumph of the Ordinary. Depictions of Daily Life in East German Cinema 1949-1989." By Joshua 

Feinstein. German Quarterly 76.4 (2003). 

"Women After Communism. The East German Experience." By Helen Frink. German Studies Review

25.2 (October 2002): 665-666. 

“For Lack of Knowledge: On the Epistemology of Politics as Salvation.” By Darko Suvin. Journal of 

Utopian Studies 13.1 (2002): 246-247. “Deutsche Science Fiction 1870-1914. Rekonstruktion und Analyse der Anfänge einer Gattung.” By 

Roland Innerhofer. Journal of Utopian Studies 10.1 (1999): 223-224. 

CONFERENCE PAPERS AND PRESENTATIONS

“The Thorndikes and East Germany’s 70 mm Film Experiment” 22nd Annual International Literature 

Conference. University of West Georgia. November 15-17, 2007. Carrollton, GA. 

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“Dis(co)pia: East German Youth Culture and the Disco Film” Society for Utopian Studies Annual 

Conference, October 4-7, 2007 Toronto, Canada. 

"The Inner Fight For Agency," Coalition of Women in German Annual Conference, October 19-22, 2006, 

Snowbird, UT. 

“Feminist Visions of the Future in the German Science Fiction of Today,” Society for Utopian Studies 

Annual Conference, October 12-15, 2006. Colorado Springs, CO. 

“East Germany’s Werkstatt Zukunft: Futurology and the Film’s of defa-futurum,” Society for Utopian 

Studies Annual Conference. October 27-30, 2005. Memphis, TN. 

“Reinventing the Communist Science Fiction Novel in East Germany: Continuities and Discontinuities,” 

German Studies Association Annual Conference, September 29-October 2, 2005. Milwaukee, WI. 

"Publishing Ursula Le Guin in East Germany," Science Fiction Research Association Annual Conference, 

June 23 - 26, 2005, Las Vegas, NV. 

"That Was Then, This Is Now: the Pre- and Post-Unification Visions of East German Science 

Fiction\Writer Alexander Kröger," Society for Utopian Studies Annual Conference, October 30 - 

November 2, 2003, San Diego, CA. 

"Science Fiction in the Soviet Sector: Ludwig Turek's The Golden Ball," German Studies Association 

Annual Conference, September 18-21, 2003, New Orleans, LA. 

Co-organizer of panel "Teaching Students with Disabilities in the Foreign Language Classroom," 

American Association of Teachers of German (AATG) Annual Conference, Sponsored by the 

Coalition of Women in German. November 22-24, 2002, Salt Lake City, Utah. 

"Web-based Listening Exercises for the Textbook Wende" Courseware Showcase, 

 Computer Assisted Language Instruction Consortium (CALICO) Annual Conference, March 28-30, 

2002, Davis, California. 

"Subversion or Diversion?: Science Fiction Fandom in East Germany," German Studies Association 

Annual Conference, October 4-7, 2001, Washington, D.C. 

“Utopian Realism in the East German Science Fiction Film Eolomea,” International Association for the 

Fantastic in the Arts Annual Conference, March 21-25, 2001, Fort Lauderdale, Florida. 

"East is East and West is West: Exploring the Limits of Western Theories of Popular Culture in the 

Former East,” "The Politics of Pop: Popular Culture in German-speaking countries," Department of 

German, Scandinavian and Dutch, University of Minnesota, March 2-4, 2001, Minneapolis. 

"East German Apocalypse: Hopelessness in Angela and Karlheinz Steinmüller's Der Traummeister," 

Modern Language Association Annual Conference, December 27-30, 2000, Washington, D.C. 

Co-organizer of the panel: "Moving Towards a Web-Based Curriculum Beyond Language Instruction," 

Women in German Annual Conference, October 19-22, 2000, Rio Rico Resort, Arizona. 

SERVICE

Illinois Wesleyan University 

 2007- Co-chair, Department of Modern and Classical Languages and Literature 

 2006-07 Chair, Teaching and Learning with Technology Roundtable, campus-wide committee; 

 Committee member since 2002; Strategic Planning Subcommittee 2002-03. 

 2003-08 Fulbright Campus Coordinator 

 2002- Study Abroad Committee, campus-wide committee 

 2005-08 First-year Student Advisor, students in freshman writing seminar 

 2002-03 First-year Student Advisor, students in freshman writing seminar 

 2005-07 University Speakers’ Committee, campus-wide elected committee 

 2005-07 Russian and East European Studies Team Coordinator 

 2003-04 Russian and East European Studies Team Coordinator, Fall, Spring 

 2002 Russian and East European Studies Team Coordinator, Fall 

RESEARCH INTERESTS

 East German literature and film 

 Utopian Theory 

 Theories of the fantastic 

 Science Fiction 

 Popular Culture 

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CHANGJUN HUO

chuo@bgsu.edu

Education

Bowling Green State University, Bowling Green, Ohio

M.A., East Asian History, August 2008

Ohio State University, Columbus, Ohio

Certificate, training Program for Teachers of Chinese (Summer Program East Asian

Concentration, SPEAC), August 2007

Guangdong University of Foreign Studies, Guangzhou, China

B.A., English (English‐Chinese Translation), June 2006

Teaching & Research Experience

Visiting Instructor in Chinese, Department of Modern Classical Languages and Literatures  

Illinois Wesleyan University, Fall 2008 to Present

Teaching Assistant (for Dr. Tiffany Trimmer, Ph.D Northeastern), Department of History

Bowling Green State University, Spring 2008

• Prepare lectures and course materials for HISTORY 152: the Modern World

• Hold office hours

• Grade student assignments and exams

• Classroom management

Research Assistant (for Dr. Jessamyn Abel, Ph.D Columbia), Department of History

Bowling Green State University, 2007‐2008

• Library and on‐line research in Chinese, English, and Japanese

• Locate primary and secondary documents

• Translate materials from Chinese to English

• Draft bibliographies and other research materials

Chinese Instructor, Practicum, Department of East Asian Languages and Literatures

Ohio state University, 2007

• Teach CHINESE 101: First year Chinese

• Teach elementary Chinese classes for high school students of the Regents’ Chinese Academy

• Prepare teaching plans and course materials

• Evaluate student performance

Chinese Language Tutor, Department of German, Russian, and East Asian Languages

Bowling Green State University, 2006‐2008

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• Tutor individually

• Hold small conferences and teach individual drill sections

Graduate Assistant, Department of History, Bowling Green State University, 2006

• Administer departmental affairs

• Coordinate small‐to large‐scale events, presentations, and conferences

• Assist in preparation of lecture materials

Graduate Courses Taken

Ohio State University: Learning East Asian Languages in Cross‐Cultural Contexts, Presentation of East

Asian Languages and Cultures, Practicum in East Asian Languages and Cultures

Bowling Green State University: College Pedagogy, Pre‐Modern Japan, Modern East Asian History,

Historiography, Historical Methodology, Museum Management, Modern China, Museum Studies,

Japanese Language and Culture

Awards

2007 College Board Scholarship for Chinese language teacher candidates, College Board

and The Office of Chinese Language Council International  (Hanban)

2006‐2008 Ohio Instructional Fee and Non‐Resident Fee Tuition Scholarship, Bowling Green

State University

2006‐2008 Research and Teaching Assistantship, Bowling Green State University

2005 Certificate of the Mandarin Proficiency Test (Putonghua Shuiping Ceshi, PSC),

National Language Committee of the People’s Republic of China

2003‐2005 Scholarship of Academic Excellence, Guangdong University of Foreign Studies

Internship

English‐Chinese Interpreter, Chinese Export Commodity Fair (CECF), Guangzhou & Hong Kong

(2004‐2006)

English‐Chinese Interpreter and translator, Business Center of the White Swan Hotel, Guangzhou

(2005‐2006)

The UNESCO International Youth Conference for Peace, Seoul, South Korea, 2004

Language Ability

Cantonese (native fluency), English, Mandarin, Japanese (intermediate)

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CURRICULUM VITAE: Thomas D. Lutze 

EDUCATION 

1996 Ph.D. 

University of Wisconsin - Madison, Department of History 

Major: East Asian History-China and Japan (Concentration: Modern China) 

Minor: US History (Concentration: US Foreign Relations) 

Dissertation: New Democracy: Chinese Communist Relations with the Urban Middle Forces, 1931-1952 

1991-1992 Graduate Study 

 Peking University, Beijing, People’s Republic of China 

1990 M.A. 

University of Wisconsin - Madison, 

 Thesis: “The Battle for the Middle Forces: US Relations with the Chinese Communist Party, 1947-1949" 

1973-1975 Graduate Study 

 Cornell University - Ithaca, NY, Department of History 

Major: East Asian History (Modern China) Minor: US History (US Foreign Relations) 

1973 B.A. 

 University of Wisconsin - Madison, Department of History. Majors: History; Asian Studies 

TEACHING EXPERIENCE 

1996-Present Illinois Wesleyan University - Bloomington, IL, Department of History 

 Courses: Survey of Chinese History; Survey of Japanese History; The Chinese Revolution; Modern 

 Japan; World War II in the Pacific; Re-Creating Japan: The US Occupation, 1945-1952; China: The 

Cultural Revolution; Women and Revolution in 20th Century China; Chinese History through Travel 

(co-sponsored by Department of History, Peking University); The Vietnam Wars; Senior Seminar in 

Historiography: War and Revolution in 20th Century Asia 

1999, 2001, 2004, 2006 (May-June) Peking University - Beijing, China, Department of History (Visiting 

Professor) Course: Chinese History and Culture 

SELECTED PUBLICATIONS 

China’s Inevitable Revolution: Rethinking America’s Loss in China, 1945-1949. New York: PalgraveMacmillan. 2007. 

“In Search of the ‘National Bourgeoisie’: Hu Juewen and the Origins of the Chinese Democratic National 

Construction Association,” Chinese Business History, Working Papers, Cornell University East Asia 

Program, 2002. 

“China’s New Democratic Revolution: Complexities of the ‘Anti-Feudal’ Struggle, 1945-1949,” Journal 

of the Southwest Conference on Asian Studies, Fall, 2000. 

Book Review Essay: Nick Knight, Li Da and Marxist Philosophy in China. Boulder, Colorado: Westview 

Press, 1996 in China Review International, Vol. 6, No. 1, Spring, 1999, pp. 194-198. 

“America’s Japan Policy and the Defection of Chinese Liberals, 1947-1948,” in Larry I. Bland, ed., 

George C. Marshall’s Mediation Mission to China: December 1945-January 1947. Lexington, 

Virginia: The George C. Marshall Foundation, 1998. 

“Recent Chinese Film: Glimpses of Class from the Velvet Prison,” in Will Wright and Steven Kaplan, 

eds., The Image of Class in Literature, Media, and Society. Pueblo, Colorado: The Society for the 

Interdisciplinary Study of Social Imagery, University of Southern Colorado, 1998. 

“七七事变前后美国对华政策 ” (“America’s China Policy Before and After the July 7 Incident of 

1937"),in Zhang Chengjun and Liu Jianye, eds., 卢沟桥事变与中华民族的觉醒 (The Marco Polo 

Bridge Incident and the Awakening of the Chinese Nation), Beijing: Beijing Publishing House , 1994. 

SELECTED PRESENTATIONS

 “Containing Communism, Constraining Democracy: Cold War Rhetoric vs. Cold War Reality in China, 

1945-1949.” Invited lecture at Warren Wilson College, Asheville, NC, October, 2005. 

“A New Age of Empire? A Comparative History of the American Wars in Vietnam and Iraq,” Invited 

lectures at Peking University (Shenzhen campus), Sichuan University (Chengdu), and Beijing Union 

University, October, 2004. 

 “Chinese Film of the ‘90s: Images of Class in a ‘Classless’ Society.” Paper presented at the Annual 

Conference, Society for the Interdisciplinary Study of Social Imagery, Colorado Springs, 1998. 

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“Contrasting Attitudes Toward Capital: Mao Zedong’s ‘New Democracy’ versus Deng Xiaoping’s 

‘Socialist Market’.” Paper presented at China Research Roundtable entitled, “Mao Zedong, Deng 

Xiaoping, and Beyond,” Manhattan Community College, New York City. 1997 

“当前美国对中国现代史的编史工作” (“The Current State of American Historiography of 

Contemporary China”), Department of History, Peking University, Beijing, China. 1991. 

 

RESEARCH EXPERIENCE

2004 Sichuan University, Sichuan Provincial Archives (Chengdu) – 

Interviews and document search on land reform practices in Western Sichuan, especially in regard to 

the middle peasants; China National Archives #2 (Nanjing) – Document collection on Guomintang 

relations with the Shanghai capitalists during the War of Resistance. 

2001 Peking University, China Democratic National Construction Association (Offices of the Central 

Committee, Beijing) - Archive and Interview research on social movements and the Chinese business 

class of the 1930s and 1940s. 

1999 Peking University, Department of History, Shanghai Municipal Library - Archive and Interview 

research on the relations between the Communist Party and the rich and middle peasantry during the 

agrarian revolution, 1945-1952. 

1997 Peking University, Xibei (Northwest) University, Yan’an Un, China Democratic National 

Construction Association (Beijing and Shanghai); Chinese University (Hong Kong) - Archive and 

Interview research on social movements and the Chinese business class of the 1930s and 1940s and 

on the 1997 Hong Kong return to China. 

1991-92 Peking University, Department of History (Advanced Research Student) - Archive and 

Interview research on CCP relations with liberal politicians, students and businesspeople in the 1940s. 

Research venues: PKU Library, National Library of China, Institute of Social Science, Yan’an 

University Library, Fudan University Library, Shanghai Municipal Library, Shanghai General Trade 

Union Archives. Interviews with scholars, former social activists, and members of the Central 

Committees of the Guomindang Revolutionary Committee, the China Democratic League, and the 

Chinese Association for the Promotion of Democracy. 

RECENT ACADEMIC SERVICE 

2007 Chair, Illinois Wesleyan Department of History 

2006 Assistant Director, Illinois Wesleyan London Program 

2002- Asian Studies, Director 

2007 International Studies Steering Committee, Committee member 

 Phi Beta Kappa, Executive Committee, Historian; Program Committee, Chair 

 Faculty Advisor: Asian Studies Student Programming Committee 

2001- Faculty Development Committee, Vice-Chair 

2002 Phi Beta Kappa, Executive Committee, Historian; Program Committee, Chair 

 Asian Studies, Committee member 

 Faculty Advisor: Asian Studies Student Programming Committee 

 

ACADEMIC AWARDS and FELLOWSHIPS 

2007 ASIANetwork Freeman Foundation Student Faculty Research Grant, “Revolutionizing Urban 

China, 1949-1956” Research conducted summer 2007 with team of 6 students 

2004 Award of membership, Phi Beta Delta, International Studies Honor Society, IWU chapter 

2002 Award of membership, Phi Kappa Phi, Honor Society of Academic Excellence, IWU chapter 

2002 Award of Tenure; Promotion to rank of Associate Professor, Illinois Wesleyan 

1991- Overseas Research Grant, National Committee for Advanced Research in China, Committee on 

1992 Scholarly Communication with the People's Republic of China, National Academy of Science, 

Washington, DC 

PROFESSIONAL ASSOCIATIONS 

 American Historical Association Midwest Conference on Asian Affairs 

 ASIANetwork Society of Historians of American Foreign Relations 

 Association for Asian Studies Southwest Conference on Asian Studies 

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CATHERINE BENTON

Office: 

Religion Department 

Lake Forest College 

555 N. Sheridan Road 

Lake Forest, Illinois 60045 

benton@lakeforest.edu

847-735-5174 

EDUCATION 

Columbia University 

Ph. D., South Asian Religion, 1991. 

focus: Hinduism, Puranic Literature, Religious story literature 

M. Phil., South Asian Religion, 1980. 

M. A., South Asian Religion and Mythology, 1978. 

School for International Training, Brattleboro, Vermont 

M. A., International Administration and Cross-cultural Education, 1974. 

TESL Certification, (Teaching English as a Second Language), 1973. 

Southern Illinois University, Edwardsville, Illinois 

B. A., Philosophy/Government/Secondary Education, 1973. 

Teaching Certification (NCATE), Secondary, Social Studies, 1972. 

TEACHING 

Lake Forest College, 1987 to present. Kenneth and Harle Montgomery Assistant Professor in the 

Humanities, Asian Religious Traditions and Literatures: Hinduism, Buddhism, Islam, and 

Daoism; Chair, Asian Studies Program 

Associated Colleges of the Midwest - India Studies Program, 2001, 1993, 2008. Faculty Director 

of undergraduate study abroad program in Pune, India. 

Beloit College, 1995-2000. Visiting Assistant Professor in Asian Religions. 

Barat College, 1996-2000. Visiting Lecturer in Asian Religions. 

Barnard College, 1981-1984. Teaching Assistant, Theodore H. Gaster, Folklore. 

Lehman College, CUNY, 1981-1987. Writing; advanced English as a Second Language. 

Hunter College, CUNY, 1982. World Religions. 

CONSULTING 

Associated Colleges of the Midwest (ACM) Japan Studies Program. External Reviewer. 2008. 

ACM India Studies Program. Consultant, recruitment and hiring in India. 2007-2008. 

Beloit College Religion Department. External Reviewer. 2006. 

ASIANetwork, Board of Directors, 1997-2000; Development Committee, 2000-2009. Work 

with foundations to secure funding for ASIANetwork programs. ASIANetwork is a national 

consortium of over 170 liberal arts colleges and universities. 

ASIANetwork, Consultancy Program. Consultant to liberal arts colleges regarding undergraduate 

Asian Studies programs. 2003 to present. 

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Best Practices In International Education Associated Colleges of the Midwest-Great Lakes 

Consortial Association-Associated Colleges of the South “Global Partners Task Force on Best 

Practices in International Education”. 2002 to 2005. 

Intercultural Training. Experientially-based pre-departure workshops, De Paul University, study 

abroad training for Europe, Asia, Africa, and Latin America. 1999 to 2005. 

Motorola University, Center for Culture And Technology. Training and development programs 

for managers working in China, India, and Turkey. 1995-1997 

International Orientation Resources. Training programs for India, China, Singapore, Malaysia, 

and Hong Kong. 1995 to 2004 

Kalamazoo College Religion Department. External reviewer, 1992.

PUBLICATIONS 

1. God of Desire: Tales of Kāmadeva in Sanskrit Story Literature. Book published by 

SUNYPress, Albany, New York, copyright 2006. 

2. “A Virtual Village”, review of an interactive educational website, Asian Educational Media 

Service, University of Illinois at Champaign-Urbana, 

2007. http://www.aems.uiuc.edu/publications/webreviews/virtualvillage.html

3. “Religious Sites in Maharashtra: Buddhist, Hindu, Jain, and Muslim”, academic 

photography collection with accompanying metadata, published on the IDEAS (Image 

Database to Enhance Asian Studies) website, 2005. http://ideas.midwest-itc.org/coll_lfc.htm

4. “History of the ASIANetwork Development Team: 2000-2005,” ASIANetwork Exchange, 

Vol. XII, No. 3, Spring 2005. 

5. Review of The Buddha by John Strong for Education About Asia, Volume 9, Number 2, Fall 

2004. 

6. Web Article: “Treasures of Ellora and Khuldabad: Hindu, Muslim, Buddhist, and Jain 

Shrines”, photographs, commentary, and music recorded in India, January 2003. 

http://www.lib.lfc.edu/collections/benton/index.html 

7. Film Reviews for Asian Educational Media Service: “Salaam Shalom: the Jews of India”, 

Fall 2001; “Doing Time, Doing Vipassana”, Winter 2002. 

8. Articles for the Encyclopedia of Women and World Religion, "Boundaries" and "Egg", New 

York: Macmillan Publishing, 1999 

9. "Bangladeshi Business Culture: Doing Business Internationally and Regionally," Motorola 

University, 1997. 

10. "Teaching Indian Buddhism with Hermann Hesse's Siddhartha -- or Not?," Education About 

Asia, Winter 1997. 

11. Review of Family, Gender, and Population in the Middle East: Policies in Context for the 

winter 1997 issue of The American Journal of Islamic Social Sciences. 

12. "Many Contradictions: Women and Islamists in Turkey," The Muslim World, April 1996, 

vol 86:2, pp. 106-129. 

13. "Potential Effects of Implementing Motorola's Corporate Culture in Turkey," Motorola 

University, January 1995. 

14. "The Impact of Turkish Business Culture on Technology Transfer", Motorola University, 

February 1996. 

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Budget Narrative

Budget Narrative

Attachment 1:

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Budget Narrative 

The total federal budget request is $162,939 for Illinois Wesleyan University’s proposed 

project for two years starting Spring 2010 until Fall 2011. The matching amount from Illinois 

Wesleyan is $180,392 creating a total project cost of $343,331. 

U.S. Department of Education Funds

In year one of the grant we request a total of $31,000 for personnel, of which $20,000 for 

salary and $8,500 for fringe benefits is calculated for the visiting lecturer/instructor in Chinese 

in Fall 2010. IWU fringe benefits equal 42.5 % of salaries, which includes excellent medical 

benefits as well as retirement, disability, and FICA. The Visiting Lecturer position will be filled 

by a person with native or near-native fluency in both English and Chinese, who, at a minimum, 

holds an M.A. degree in Chinese. Preference will be given to candidates who hold or are 

completing a doctoral degree, and who have experience teaching Chinese at the college level. 

The successful candidate will be a generalist who can teach a four-semester language sequence, 

as well as two to three courses in the area of Chinese literature, film, and/or culture. 

Each year the Project Director will be compensated with $6,000 for her general oversight 

of the grant activities. In addition, she will specifically be in charge of the second activity: the 

development and revision of courses and the awarding of faculty travel grants. She will work 

with the University’s Faculty Development Committee in making awards for course 

development and travels, and with the Curriculum Council to shepherd the newly developed 

courses through the approval process. Periodically she will organize meetings of all 12 faculty 

members involved in this grant. She will also organize the evaluation visits by an external 

evaluator. Compensation at a rate of $2,500 each for each year of the grant is requested for the 

work of the Associate Co-Directors Sonja Fritzsche and Tom Lutze. Professor Fritzsche, who is 

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the Co-Chair of Illinois Wesleyan’s Modern and Classical Languages and Literatures 

Department (MCLL), will be in charge of the first activity, guiding the Chinese language 

program. She will work with the Asian Studies team in recruiting and hiring the visiting lecturer 

who will continue the Chinese language program, piloted in 2008 with Illinois Wesleyan funds, 

which will be funded in part under the grant and in part by Illinois Wesleyan. She will shepherd 

the Chinese courses through Curriculum Council, visit the classes and evaluate the teaching 

pedagogy, and coordinate with the Asian Studies Team. Professor Lutze will be in charge of the 

third activity: establishing linkages with Asian institutions. He will initiate contact with potential 

visiting scholars, arrange for their visits and organize the activities for the visits of these Asian 

scholars. For those IWU faculty members who will be conducting research in Asia, he will assist 

them in the dissemination of their findings. He will also facilitate the faculty on-site visits to 

potential Asian partner institutions. 

 During the second year of the grant, we again request federal funds in the amount of 

$31,000 for personnel, of which $20,000 for salary and $8,500 for fringe benefits is calculated 

for the visiting lecturer in Chinese in Spring 2011. 

 During the second year of the grant we also request funds in the amount of $6,000 to 

support the project director who will continue to oversee and coordinate the different activities of 

the grant; and compensation at a rate of $2,500 for the continuing work of the Associate CoDirectors Sonja Fritzsche and Tom Lutze. Professor Fritzsche will continue her oversight of the 

visiting lecturer and Professor Lutze will continue his work on establishing linkages with Asian 

institutions and supporting IWU faculty in their research work in Asia. 

 Over the two-year project period we request a total of $17,080 for travel. These funds 

cover the travel costs for the external evaluator for two visits to campus for a total of $330 

(round trip from Lake Forest, IL at 300 miles at 55 cents per mile); travel costs of $1,800 per 

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year for the Project Director to travel to Title VI project directors meetings; a $500 travel 

allowance in year one of the grant for the Visiting Lecturer to attend professional meetings; two 

Asian professors roundtrip expenses to IWU as Visiting Scholars during year two of the grant at 

$2,000 each for a total of $4,000, and four IWU faculty roundtrip expenses to Asia at $2,000 

each to collect primary data for research and course development for a total of $8,000. (When 

federal monies are used for travel, IWU abides by the “Fly America Act,” which dictates a U.S. 

flag air carrier service.) Finally, during year two of the grant, we request $650 for travel to Lake 

Forest, IL for four Asian Studies faculty members to share information regarding this project at 

the 2011 ASIANetwork Conference as part of a panel presentation. 

 We request a conference allowance for our visiting lecturer/instructor (hotel and per diem 

costs) in the amount of $750 during the first year of the grant. During the second year of the 

grant we request $2,440 to cover conference hotel/per diem for four Asian Studies faculty to 

attend the 2011 ASIANetwork Conference in Lake Forest, IL as part of a panel presentation. 

 We request a total of $6,000 to cover the cost of acquisitions for books and films to 

support this project. 

 Over the two-year project, we request support for course development in the amount of 

$19,500 in year one and $8,500 in year two for a total of $28,000. This will cover the cost of 

faculty developing 8 new courses and revising 8 existing courses over the two-year grant period. 

 Funds are requested for the external evaluator in the amount of $3,600 to cover the costs 

of her honoraria and hotel (travel expenses appear under the travel costs)—one visit in the 

middle of the first year ($1,800), a second visit at the end of the grant period ($1,800). A post 

grant period visit will be supported with University funds. A $500 allowance is requested for 

each of our four faculty members who will conduct site visits at potential partner institutions 

during the grant for a total of $2000. Air travel to Asia as well as hotel expenses in Asia for 

these faculty members will be supported by the University. 

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Illinois Wesleyan University 4 

 During the second year of the grant, stipends in the amount of $1,500 each for a total of 

$3,000 are requested to support two Asian Visiting Scholars during their three-week visit at 

IWU. Another $1,500 each is requested for their hotel and per diem for a total of $3,000. Funds 

in the amount of $1,500 each are requested for per diem support of four IWU faculty members 

who will be traveling to Asia to continue work on developing courses and evaluating linkages. 

(This totals $6,000 over the two-year grant period.) 

 Indirect costs have been charged against the grant at 8% of the total direct cost base for 

the institutional request in the amount of $6,081 in year one and $5,988 in year two for a total of 

$12,069. 

Non-Federal Funds

 The cost to the applicant for this program is $92,334 for the first year and $88,058 for the 

second year for a total of $180,392. This matching amount will be provided in the following 

manner: 1) Personnel costs: Secretarial support for International Studies is calculated at 1/6 time 

for a total of $14,000 over two years. Project Director at 1/6 time for a total of $37,150; 

Associate Co-Director at 1/8 time for a total of $21,910 and Associate Co-Director at 1/8 time 

for a total of $18,640; Salary and benefits of Visiting Lecturer over two years at $20,205. 2) 

Asian Studies share in International Studies operating budget each year at $2,000 for a total of 

$4,000. 3) Library support for Asian Studies in the amount of $300 each year for a total of $600. 

4) Share of Asian Studies in the International Studies program budget for student assistants for a 

total of $1,724. 5) Faculty travel to Asia in the amount of $7,000 during the first year and $7,000 

in the second year of the grant for a total of $14,000. 6) Professional development allowance of 

12 faculty members involved in the grant over the two-year period to attend professional 

conferences (12 x $1450 = $17,400 per year) for a total of $34,800. 

 Indirect costs have been charged against the grant at 8% of the total direct cost base for 

the match, or non-federal funds, in the amount of $6,840 in year one and $6,523 in year two for a 

total of $13,363. 

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