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 # P016A090032 

Grants.gov Tracking#: GRANT10294298 

 

 

 

 

 

 

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

Closing Date: APR 30, 2009

PR/Award # P016A090032
**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

 Attachment - 2 e61

 Attachment - 3 e63

 Attachment - 4 e83

 Attachment - 5 e84

 Attachment - 6 e87

 Attachment - 7 e105

 4. Budget Narrative - (Budget Narrative...) e107

 Attachment - 1 e108

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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 # P016A090032
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: 

 Roger Williams 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 $ 21,678 $ 22,436 $ 0 $ 0 $ 0 $ 44,114 

2. Fringe Benefits $ 7,587 $ 7,853 $ 0 $ 0 $ 0 $ 15,440 

3. Travel $ 12,385 $ 12,385 $ 0 $ 0 $ 0 $ 24,770 

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

5. Supplies $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

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

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

8. Other $ 41,050 $ 40,050 $ 0 $ 0 $ 0 $ 81,100 

9. Total Direct Costs 

(lines 1-8) 

$ 82,700 $ 82,724 $ 0 $ 0 $ 0 $ 165,424 

10. Indirect Costs* $ 6,616 $ 6,618 $ 0 $ 0 $ 0 $ 13,234 

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

12. Total Costs (lines 9-

11) 

$ 89,316 $ 89,342 $ 0 $ 0 $ 0 $ 178,658 

 *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: 7/1/2008 To: 6/30/2011 (mm/dd/yyyy) 

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

 (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 # P016A090032 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: 

 Roger Williams 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 $ 35,677 $ 36,925 $ 0 $ 0 $ 0 $ 72,602 

2. Fringe Benefits $ 12,487 $ 12,924 $ 0 $ 0 $ 0 $ 25,411 

3. Travel $ 6,953 $ 0 $ 0 $ 0 $ 0 $ 6,953 

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

5. Supplies $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

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

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

8. Other $ 28,500 $ 36,500 $ 0 $ 0 $ 0 $ 65,000 

9. Total Direct Costs 

(lines 1-8) 

$ 83,617 $ 86,349 $ 0 $ 0 $ 0 $ 169,966 

10. Indirect Costs $ 6,689 $ 6,908 $ 0 $ 0 $ 0 $ 13,597 

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

12. Total Costs (lines 9-

11) 

$ 90,306 $ 93,257 $ 0 $ 0 $ 0 $ 183,563 

PR/Award # P016A090032 e6
Project Narrative

Abstract Narrative

Attachment 1:

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

PR/Award # P016A090032 e14
UISFL Roger Williams University East Asian Area Studies Abstract 

Roger Williams University East Asian Area Studies Project 

Roger Williams University seeks funding from the U.S. Department of Education to help support 

our plan to institute an East Asian Area Studies Program. The plan will build on our experience 

in expanding international programming and on the exciting opportunities offered by our recent 

approval of a concentration in Chinese language; our expanded interdisciplinary programs; ongoing review of our general education curriculum, and our new Global Heritage Hall, that will 

house our Spiegel Center for Global and International Programs, as well as a state-of-the-art 

language laboratory, computer and media classrooms, seminar and regular classrooms, 

department and faculty offices, and public meeting spaces. 

Our proposal, East Asian Area Studies, seeks to: 

 1) develop 12-14 new foreign language and East Asian focused courses, including 

advanced Chinese (Mandarin) language, beginning and intermediate Japanese 

language, Introduction to Asian Studies, and East Asian Literatures, East Asian Film, 

Ancient History of China and Japan, and interdisciplinary junior/senior Core 

Seminars; 

2) revise 12-16 courses to more fully reflect the East Asian region in areas of 

communications, visual arts and architecture, political science, 

anthropology/sociology, economics, and writing studies; 

3) expand study abroad and research opportunities for undergraduate students and 

faculty; 

4) increase service learning and internship opportunities in or pertaining to East 

Asia; 

5) enrich library and media resources to support the program; and, 

6) create an East Asian Center at RWU to provide academic and cultural outreach in 

the area, to be directed half-time by faculty co-coordinators. The Center will offer 

faculty workshops and seminars, to include area middle and high school teachers, to 

increase faculty expertise and expand collaborations, and will provide a central locus 

for coordination of RWU’s East Asian studies efforts here and overseas. 

The new and revised courses will support a new minor and major program in East Asian Area 

Studies. The minor will include an interdisciplinary introductory course, six credits of Chinese 

(Mandarin) or Japanese language, and three elective East Asian Courses; a study abroad or 

internship program can substitute for two of the electives. The major will include completion of 

a minor in Chinese or Japanese language, or in Asian Languages (Chinese and Japanese); the 

interdisciplinary introductory course and Modern East Asian History; study abroad in an East 

Asian country; elective credits in the humanities and social sciences; and a capstone senior 

seminar. We are creating new partnerships and expanding established partnerships with 

institutions in China (PRC), Japan, and Korea, for both short-term and semester-long study, 

internship, and service learning opportunities. 

Co-curricular programming will include concerts, art exhibits, films, and lectures, which will be 

open to the local community, and involve artists and scholars from both the U.S. and Asia. An 

annual global media symposium will focus on East Asia and a bi-annual conference on religion 

and the state will include sessions on East Asia. The program will forge partnerships within the 

local area and region and with East Asian experts at other institutions, in the U.S. and abroad. 

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Project Narrative

Project Narrative

Attachment 1:

Title: Pages: Uploaded File: 1244-UISFL_RWU_NarrativeA.pdf

PR/Award # P016A090032 e16
UISFL Roger Williams University East Asian Area Studies Narrative 

Narrative Page 0 

Narrative Table of Contents 

Selection Criteria Page Numbers

Introduction and RWU overview 1-6 

1. Plan of Operation 7-22 

2. Quality of Key Personnel 23-26 

3. Budget and Cost Effectiveness 26 

4. Adequacy of Resources 26-27 

5. Plan of Evaluation 27-32 

6. Commitment to International Studies 32-35 

7. Elements of the Proposed International Studies Program 35-37 

8. Need for and Prospective Results of the Proposed Program 37-38 

9. (Not applicable to universities) 

10. Competition Program Priorities 38-39 

Other Attachments Table of Contents 

1. RWU Letters of Support 

2. International Letters of Support 

3. CVs 

4. Proposal for East Asian Minor/Major 

5. Existing Courses 

6. Evaluation Instruments 

7. Library Resources 

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UISFL Roger Williams University East Asian Area Studies Narrative 

Narrative Page 1 

Introduction 

 For the past seven years, Roger Williams University (RWU) has purposefully expanded 

global programming and activities to promote international and multicultural awareness, 

sensitivity and knowledge. The university has committed substantial resources to increasing 

faculty and leadership with expertise in global learning, developing courses and curricula in 

international studies, supporting student and faculty study abroad, and hosting international 

conferences, speakers and symposia. More recently, the systematic, benchmarked process for 

revising our Core Curriculum has identified global knowledge as a key priority to be included in 

the revised curriculum design. 

 RWU seeks funding from the U.S. Department of Education to help support our plan to 

institute an East Asian Area Studies Program. The plan will build on our experience in 

expanding international programming and on the exciting opportunities offered by our recent 

approval of a concentration in Chinese language; our expanded interdisciplinary programs; and 

our new Global Heritage Hall, that will house our Spiegel Center for Global and International 

Programs, as well as a state-of-the-art language laboratory, computer and media classrooms, 

seminar and regular classrooms, department and faculty offices, and public meeting spaces. Our 

proposal, East Asian Area Studies, seeks to: 

 1) develop 12-14 new foreign language and East Asian focused courses, including 

advanced Chinese (Mandarin) language, beginning and intermediate Japanese language, 

Introduction to Asian Studies, and East Asian Literatures, East Asian Film, Ancient History of 

East Asia, and interdisciplinary junior/senior Core Seminars; 

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Narrative Page 2 

 2) revise 12-18 courses to more fully reflect the East Asian region in areas of 

communications, visual arts and architecture, political science, anthropology/sociology, 

economics, and writing studies; 

 3) expand study abroad and research opportunities for students and faculty; 

 4) increase service learning and internship opportunities in or pertaining to East Asia; 

 5) enrich library and media resources to support the program; and, 

 6) create an East Asian Center at RWU to provide academic and cultural outreach

in the area, to be directed half-time by faculty co-coordinators. The Center will offer faculty 

workshops and seminars, to include area middle and high school teachers, in a collaboration to 

increase faculty expertise and expand collaborations, and will provide a central locus for 

coordination of RWU’s East Asian studies efforts here and overseas. 

 The program is designed to prepare students who will graduate with the language and 

international skills, perspectives, and experience necessary to succeed in the global economic 

and cultural environment of the twenty-first century. RWU is also exploring the possibility of 

becoming a regional U. S. language proficiency certification center for U.S. students, scholars, 

and others undertaking work in the People’s Republic of China or Taiwan. 

 The institution’s commitment to global/international education is reflected in our slogan, 

Learning to Bridge the World, and by the recent appointment of an Assistant Provost for Global 

Affairs to head the Spiegel Center for Global and International Programs. The Assistant Provost 

oversees and coordinates international exchanges, faculty international development, and study 

abroad. This project will be managed through a partnership of the Feinstein College of Arts and 

Sciences and the Spiegel Center for Global and International Programs. Integral to the 

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operations of the project will be close collaboration with partner institutions in the East Asian 

region and Non-Government Organizations (NGOs) both at home and abroad. 

 Roger Williams University, established in 1956, is an independent, coeducational, private 

university offering liberal arts, graduate, and professional programs; the university is accredited 

by the New England Association of Schools and Colleges. RWU is ranked in the Top 10 

comprehensive colleges in the North by U.S. News & World Report. Located on 140 waterfront 

acres in Bristol, Rhode Island, the University enrolls more than 5,000 students, including nearly 

3,800 full-time undergraduate, 260 full-time graduate, nearly 500 continuing education and 550 

law school students from 43 states and 47 countries. RWU offers 41 majors in 7 schools and one 

college. The University’s core values include love of learning as an intrinsic value, preparation 

for careers and future study, collaboration of students and faculty in research, commitment to 

community service, appreciation of global perspectives, and promotion of civil discourse. 

Degree Programs. Roger Williams University offers five undergraduate degrees, 

Bachelors of Architecture, Arts, Fine Arts, Science, and General Studies, in forty-one major 

programs, through one college (Arts and Sciences) and six schools. 

General Education Core. This proposal builds upon the institution’s commitment both to 

interdisciplinary studies and to global studies. The review and design of our Core Curriculum—

our general education program—is currently underway. The changes are expected to strengthen 

the institution’s commitment to interdisciplinary and global approaches, reflecting the 

importance placed on those topics by the faculty, administrators and students participating in the 

review process. Last summer, a team of RWU faculty and administrators, including our Provost, 

Associate Provost, Assistant Provost, Arts and Sciences Dean, and five representative faculty 

from various schools and disciplines, participated in an intensive General Education Institute, 

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one of several curriculum revision workshops conducted by the AAC&U. Faculty participants 

from this group are leading the review process during this academic year, along with a 

committee of additional faculty, as part of a three-year process to transform the general 

education curriculum. The process is completely inclusive, consisting of a one-day faculty 

conference; a series of focus group meetings hosted by academic departments, the student senate, 

and student service units; and a number of Town Hall meetings to define key concepts and 

outcomes, including student global learning outcomes. 

 In our current Core Curriculum, students take five introductory interdisciplinary courses: 

--Core 101, Science, Technology, and Society, includes physics, chemistry, biology, environmental studies, and current key issues such as global warming and genetic engineering; 

--Core 102, History and the Modern World, includes multi-disciplinary primary source materials 

from classical Greece and Rome to the present; 

--Core 103, Human Behavior in Perspective, includes literature, psychology, sociology, 

anthropology, and biology, in a study of “the individual in society;” 

--Core 104, Literature, Philosophy, and the Ascent of Ideas, includes connections among art, 

history, and psychology, in response to philosophical and literary texts; and, 

--Core 105, The Artistic Impulse, includes relating western traditions of art, dance, music, and 

theater to historical circumstances and cultural expectations of the creative artist. 

 Students also complete two writing courses, Expository Writing and Critical Writing. 

 As a junior/senior capstone course, students select from among a range of 

interdisciplinary 400-level sections; one relevant to the Asian Studies minor is Core 444, 

Perspectives in World Culture, and a new Senior Seminar on China that enrolled twenty-two 

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students this spring. Students also complete a core concentration, five courses in a discipline 

outside their major field of study. 

Foreign Languages. Students may major in modern languages (French, German, Italian, 

Portuguese, Spanish), or classical languages (Greek and Latin). The Latin American Studies 

language major combines the study of Spanish and Portuguese. Students may also pursue a 

double major in Language and Secondary Education, which includes completion of a senior 

thesis and a written and oral exit exam in the target language. Core concentrations and minors 

are offered in all of the major languages, and in Chinese (Mandarin); Arabic courses are also 

available. The following majors require that students complete some proficiency in a foreign 

language: International Relations and International Business. Many other majors strongly 

encourage students to complete a language concentration or minor. 

Study Abroad. A key reflection of the University’s commitment to global and 

international education is an impressive number of study abroad programs, with several 

departments offering RWU programs abroad for their majors. In addition, the University has 

built active international linkages, a number of which are in East Asia. Our School of Art, 

Architecture, and Historical Preservation is now formalizing a partnership with Tsinghua 

University in Beijing, for architecture students to study abroad and complete internships with 

U.S.-based firms with offices in Beijing; the Gabelli School of Business plans to create 

opportunities abroad for its students as an extension of this agreement. A political science 

faculty member has planned a seven-week service learning program for 2010 in which our 

students would live on the Lingnan University campus in Hong Kong and work with a 

transnational NGO on projects in environmental issues, sustainability development, poverty, 

globalization, corporate accountability, and disaster relief. In preparation, the faculty member 

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will participate in the 2nd Asia-Pacific Regional Conference on Service-Learning to be held at 

Lingnan June 1-5 and solidify the service learning opportunities there for our students. 

Additionally in the 2009-2010 academic year, we are offering a senior seminar on the historical 

and cultural antecedents of modern China, culminating in a three-week trip to Xian. As we 

develop the Asian Studies program, more students will be equipped to participate in the 

exchanges, taking courses at our partner institutions in East Asia during the academic semesters. 

This project will enable us to develop further programs which would combine Asian studies with 

components of sustainability, service learning, and other areas. 

Focus of Program 

 The goals and objectives of this undergraduate international studies and foreign language 

project will establish the model for area studies curriculum development at Roger Williams 

University. We are beginning with East Asian Studies because we have a broad foundation of 

courses and faculty in place in this area. Roger Williams University recognizes the importance 

of this region as a major player in all aspects of global interactions in the 21st century and we 

wish to prepare our students, in a variety of majors, to understand the cultures, values, and 

political and economic impact of East Asian countries in world context. In Fall 2006, RWU 

hired a tenure-track faculty member in our Foreign Languages department to teach Chinese. 

After initial offerings in Beginning Chinese I and II, we added sections of Intermediate Chinese I 

and II and have run two sections (one beginning and one intermediate) each semester; two 

advanced courses were added to the curriculum this year, and two additional advanced courses 

will be designed. Over fifty students have enrolled in one or more sections of Chinese over the 

past four years. The success of these courses led to creation this year of a concentration/minor 

program in this language. All RWU students are required to elect a Core Concentration; many 

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take the additional course needed to turn this into a minor. Foreign Languages is the second 

most frequently-selected Core/Minor program University-wide, after psychology. 

Plan of Operation (See Pages 21-22 for Timeline of Activities and Audiences) 

Year One: Develop foundation courses; infuse Asian materials into established courses and 

revise courses to provide East Asian focus; develop faculty expertise on common East Asian 

cultural themes and on China; establish East Asian Center, with two faculty co-coordinators 

(each one-quarter-time) to begin area outreach programs; expand study abroad, internship, and 

service learning options; develop and enlarge partnerships with institutions in China. 

Year Two: Introduce beginning Japanese; develop Japanese language courses and upper level 

program courses; develop faculty expertise on Japan and Korea, and infuse materials on these 

areas into established courses; expand outreach programs; expand study abroad, internship, and 

service learning options; develop or enlarge partnerships with institutions in Japan and Korea; 

create a language proficiency certification center for students, scholars, and others undertaking 

work in China. 

1. a. Quality of Project Design.

The project is designed to accomplish an established set of carefully-considered goals, which are 

directly linked to the core values of the University: love of learning as an intrinsic value, 

preparation for careers and future study, collaboration of students and faculty in research, 

commitment to community service, appreciation of global perspectives, and promotion of civil 

discourse. In educating our students to become productive as citizens and in their professional 

careers, RWU has a stated goal of preparing students to understand how different cultures, 

philosophies and historical experiences affect the perspectives of others. Our program goals 

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will be carried out and supported by faculty and staff across the university, and outcomes 

assessment measures will be incorporated in the planning and implementation of the program. 

Goal 1: To increase understanding of East Asian cultures and languages, as part of an 

undergraduate program committed to global awareness and understanding. 

Goal 2: To increase understanding of the relationship of East Asian countries, historically and in 

the contemporary world, to other areas of the world, through the study of themes that cross area 

boundaries. 

Goal 3: To increase the opportunities for student study abroad, service learning, and internships 

centered on East Asia, to complement and support Goals 1 & 2. 

Goal 4: To increase the expertise of RWU faculty so they may infuse Asian Studies into current 

courses and to design and develop courses in this area, to complement and support Goals 1 & 2. 

Goal 5: To increase the expertise of local grade 8-12 school instructors and the exchange of 

ideas among RWU faculty and local school teachers, to complement and support Goals 1 & 2, 

and to increase the exposure of pre-college students to East Asia. 

Goal 6: To increase library holdings and other resources in the area of Asian Studies to support 

all of the other goals. 

1. b. Effectiveness of the plan of operation. The plan of operation is effective in that it 

includes discrete objectives that will be accomplished by teams of faculty, with administrative 

support and oversight, and methods to assess program outcomes and effectiveness. The CoDirectors are well-qualified in the area and effective in leadership roles, and many other wellqualified faculty will work on the curriculum development and outcomes assessment aspects of 

the program. Administrative oversight will be provided by an assistant provost and an assistant 

dean, both of whom have extensive experience related to East Asia. The University has in place 

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processes and procedures for hosting conferences and events, and for oversight of grants and 

expenditures. 

c. How the objectives relate to the purpose. New and revised course offerings, which will 

allow creation of an East Asian Studies minor and major, and new study abroad, service learning, 

and internship opportunities, relate to the program’s purpose of fostering student appreciation of 

global perspectives, and of understanding the culture, values, and political and economic impact 

of East Asian countries in world context. Creating an outreach center to bring area 

schoolteachers and university faculty into collaborative workshops led by East Asian scholars, 

and to provide campus lecture series and other co-curricular events, relates to the purpose of 

increasing the expertise and ability of teachers to create and teach new courses and revise 

courses and curriculum, to introduce and enhance the study of East Asia at RWU and in 

surrounding communities. 

Objective 1: Develop and expand foundation courses for the East Asian Studies minor/major. 

 Year One will focus on developing new and revised courses to provide the foundation for 

the program, and will expand faculty expertise on common East Asian cultural values and on 

China. We plan to develop five new courses (fall and spring) and infuse East Asian materials 

into ten existing courses (summer). (See Attachment 4 for our current East Asian Studies 

proposal and Attachment 5 for existing related courses.) 

Proposed New Courses: 

 ASIA 200 Introduction to East Asian Studies, a foundation course for the minor and 

major, will be developed as a team-taught course in its two-year pilot stage. The goal of this 

course is to provide an overview of the philosophical underpinnings, cultural values, historical 

and political events of the region, and relationships among these countries and with the West. 

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The Project Co-Directors will convene a group composed of faculty from various disciplines and 

schools to meet over the course of the academic year to identify and construct the specific topics 

to be covered, course modules, texts, visual and online resources, assignments, and assessment 

measures. The group will work out the team-teaching arrangements on a two-year plan, so that 

from four to eight faculty members will gain experience teaching the course, with additional 

faculty identified to provide one or two class guest lectures. The resulting syllabus will be 

piloted Spring 2010 and revised and assessed over the next year, after which experienced faculty 

will rotate the course, which would be offered at least once per year, or once per semester as 

more students select the program. 

 Because of the success of our Chinese language courses, CHIN 311, Advanced 

Conversation, has been added to the curriculum. CHIN 310, Advanced Grammar and 

Composition will be created to parallel the advanced course offerings in other languages and 

allow the students to develop these higher-level skills. Literature courses in translation are 

offered through the English Literature and Foreign Languages Departments. ENG 299, NonWestern Classics, is being offered Fall 2009 as a Special Topics course, covering key classical 

texts of China, Japan, India, and the Middle East. The instructor, who has expertise in teaching 

East Asian literature, will develop the course as a regular offering, tentatively ENG 280, and 

submit through the curriculum approval process (Fall 2009). She will also develop a course, 

tentatively ENG 285, Modern East Asian Literatures during the spring and summer, to be offered 

Fall 2010. Both courses will allow for variety of emphasis and authors. As part of a newlyproposed film studies minor, Communications faculty will work over the academic year to create 

a new course, COMM XXX, East Asian Film, with variable topic and country emphases. 

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Revised/Modified Courses: 

 Key to our general education curriculum review is a reevaluation of the freshman Core 

courses. As part of this proposal, faculty involved in the Summer Seminar will create new 

materials and revise at least three of those courses, Core 102, History and the Modern World; 

Core 104, Literature, Philosophy, and the Ascent of Ideas; and Core 105, The Artistic Impulse, 

during the first year of the proposal, to provide a global focus, including emphasis on East Asia. 

These interdisciplinary courses are ideal for this approach; since most RWU students take them 

within their first two or three semesters, we will gain the added value from this infusion of 

stimulating student interest in the area studies minors and in non-Western language choices at a 

time when they will be selecting their core concentrations/minors and majors. Each of these 

courses will allow faculty to introduce the East Asian elements within a broad context of other 

Western and non-Western cultures, thus providing a true global focus. Faculty will develop 

annotated reading lists, study and research questions, writing assignments and examination 

questions. Since we offer numerous sections of these courses each semester, one or two full-time 

faculty members who teach each of these courses (at least four to six Core faculty) will 

participate in the faculty development workshops, seminars, and other events during the first 

year of the program. During Year Two of the grant, these faculty, through workshops and 

teaching circles, will share syllabi and course materials with colleagues, so as to infuse the global 

materials into more sections of these courses. 

 During Fall 2009, faculty in the Global Communications major will revise COMM 380, 

Visual Media in Cultural Context to explore “East Meets West” cultural encounters in this area. 

Over the academic year, courses that have been developed and offered as Special Topics courses 

will be revised and submitted as regular course offerings through the curriculum approval 

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process: AAH330: Asian Art and Architectural History (China & Japan); ANTH XXX World 

Religions; CHIN/COMM XXX: Chinese Culture Through Film. 

Objective 2: Develop courses in Japanese language and upper-level East Asian courses.

 The second year of the project will focus on development of beginning and intermediate 

level courses in Japanese language; creation of two interdisciplinary junior/senior seminars on 

specific themes; and creation or revision of 200-, 300- and 400-level courses in the disciplines. 

We plan to create seven new courses and revise/infuse five to eight additional courses. 

 As of Year Two, RWU will add an instructor to teach Japanese language courses, JPN 

101, Elementary I, Fall Semester, and JPN 101 and 102, Elementary I and II, Spring semester. 

The new faculty member will also offer additional courses in Japanese culture, history, film, arts, 

or some other area (in translation), and to assist with curriculum development. Another 

advanced Chinese language course, either CHIN 430, a special topics course to be offered Fall 

2009 as Chinese Culture Through Film (cross-listed with Communications), or CHIN 450 

Advanced Topics, will also be developed during the second year of the grant. 

 During Year Two, upper level history courses will be created in Ancient China and 

Ancient Japan. We also plan a course on Asian/Southeast Asian Immigration, to focus on 

immigration to Rhode Island/New England, which we will cross-list with our American Studies 

program, and which would provide a vehicle to invite community speakers, perhaps even current 

high school students, to share their experiences with our students. English or Languages faculty 

will develop one or more courses in World Literatures (in translation), with modules placing East 

Asian materials in world context. 

 Also during this year, at least two new junior/senior seminars will be created, 

interdisciplinary seminars with focus on Asia, along the model of the current offering, CORE 

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444, Perspectives in World Culture, which examines cross-cultural connections between Western 

culture and the cultures of India and China. One proposed new seminar will be on 

Contemporary Global Issues, to cover from among such topics as human rights, women’s rights, 

health issues, terrorism, piracy, etc., and governmental, world agency, and NGO responses to 

these issues. A second proposed seminar will be on World Issues in Science and Technology, to 

cover from among such topics as global warming, environment, sustainability, world food 

supply, oceanography policies, space partnerships, space pollution, global communications and 

censorship, etc., and governmental, world agency, and NGO responses to these issues. 

 During Year Two, faculty will also revise the following courses to create special focus on 

East Asian materials: ANTH 356: World Cultures, (various sections, offered on a rotating basis, 

to focus on specific world areas); POLSC 348, Rogue States, Allies, Regional Powers (various 

sections, offered on a rotating basis, to focus on specific world regions); Writing 300, Rhetoric 

and Cultural Differences (create a section to include Asian rhetorical traditions in context). The 

Political Science Department is requesting a new faculty member in Asian politics who will 

create new courses in his or her area of expertise for both the political sciences and international 

relations majors, and for the new East Asian major. We anticipate that faculty involved in the 

first year summer seminars will identify three to six additional courses for infusion. 

Objective 3: Increase opportunities for student study abroad, service learning, and 

internships in East Asian countries.

 To date, the majority of our study abroad destinations are still in English-speaking and 

Western countries. One of the University’s global initiatives is to increase student interest in 

learning and studying non-Western languages and cultures. In 2008, we established the Faculty 

Global and International Initiative Fund, which emphasizes faculty-led programs in Asia, Africa 

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and other non-Western sites. As a result, we approved four faculty-led programs in Xi’an, Hong 

Kong, Egypt, Chile, and other sites. We plan to develop a study abroad program in tropical 

biology, environmental science, and marine biology in Southern China, in conjunction with 

Xiamen University’s College of Oceanography and Environmental Science, as a three-week 

interdisciplinary program, to provide an opportunity for students in our science and sustainability 

programs to gain experience with sub-tropical marine science. Marine biology is one of RWU’s 

strongest programs, but there are fewer opportunities for study abroad in science disciplines, 

which this program would address. 

 Our new partnership with Tsinghua University in Beijing will enable students in the 

Schools of Art, Architecture and Historic Preservation, and the Gabelli School of Business, to 

study in Beijing in their disciplines and to carry out internships with U.S.-based firms with 

offices in Beijing. We are in contact with three other institutions in China, Japan, and Korea, to 

establish partnerships that can benefit our students and faculty in similar ways, as well as giving 

us an opportunity to host visiting faculty from these institutions, who will share their knowledge 

with our students, and learn from the partnerships with our faculty. We are also working with 

the Beijing Foreign Studies University to explore setting up a Chinese language testing center for 

the Northeast Region of the United States. (See Attachment 2 for letters of support from East 

Asian universities) 

Objective 4: Increase the expertise of RWU faculty and local 8-12 school teachers in the 

area of East Asian Studies. 

 As evidenced by our ongoing curriculum review process and by the number of new and 

revised courses and programs developed each year, RWU faculty are committed to strengthening 

the interdisciplinary and global emphases of the curriculum and will actively engage in 

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professional development activities designed to add breadth to their courses and to provide them 

with opportunities to work with colleagues across disciplines and schools. RWU, in keeping 

with its commitment to teacher training, community service, and collaboration, is engaged in 

partnership activities with a variety of elementary, middle, and high schools in the region. For 

the faculty development portions of this grant, RWU will invite and select high school 

instructors from area schools with which we have intensive partnerships to collaborate in the 

expansion of expertise on East Asia and the development of teaching materials and resources. 

Schools include Shea High School (Pawtucket, RI), Durfee High School (Fall River, MA), Met 

School Peace Street Campus, an alternative high school (Providence, RI), East Bay Met, an 

alternative high school (Newport, RI), Providence Academy for International Studies, and 

Central Falls High School (Central Falls, RI). Our partnerships with these schools allow 

undergraduate teacher training candidates to develop as classroom teachers through learning 

communities in which the classroom teachers treat the RWU students as their students and the 

college faculty treat the high school students as their students, with instructors at both levels 

assuming shared responsibility for positive learning outcomes. The local teachers who 

participate in the East Asian Studies curriculum development programs with RWU faculty will 

bring this aspect of collaboration and focus on learning outcomes into the learning partnership. 

On-campus programs: Speakers’ Series, Roundtables, Events, Conferences, Summer Seminars. 

Speaker Series/Roundtables/Events/Conferences. Faculty course developers and area 

school teachers will attend speaker series (three lectures Fall 2009 and three lectures Spring 

2011) by invited East Asian specialists, and Roundtable discussions (Spring and Fall 2010) 

composed of local and regional specialists, to increase their knowledge of East Asia. The 

Spiegel Center for Global and International Programs will focus its next lecture series on East 

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Asia. Dr. Boshu Zhang, a scholar from the Philosophy Institute, the China Academy of Social 

Sciences, who studies Chinese economic and political reform and related areas, will be at RWU 

in November. Lixin Gao, an Associate Professor in the English Department of the Foreign 

Studies College, Northeastern University, China, and Lilly Fu, from the Taiyuan University of 

Technology, Linfen, Shanxi Province, have been invited to RWU as part of this series to lecture 

on Chinese culture and Chinese language pedagogy. Dr. Randall Doylle, Professor of History at 

Central Michigan University, and an expert on the East Asian region, with several books on 

China and the Pacific Rim, will speak as part of the Center’s International Education Week. 

 RWU’s arts series, Alive!Arts will include East Asian artists during this period, and 

faculty from the School of Art, Architecture and Historic Preservation are planning a gallery 

event to showcase the art of Asian and Asian-American artists. The Roving Eye Film Festival, a 

three-day event in the spring, will include Asian films, and the focus of the 2010 Global 

Communication Symposium will be on East Asia. Two RWU conferences, the Global Media 

Symposium, Fall 2010, and the Religion and the State Conference, Spring 2011, will devote all 

or part of their programming to East Asia. 

Summer Seminars. A key activity of Year One will be an intensive 12-day Summer 

Seminar held over a three-week period for a group of sixteen instructors, eight RWU faculty 

members and eight area secondary school teachers. Specialists will assign readings, provide 

lecture/discussions of the readings, and discuss bibliographies of teaching materials. The 

Summer Seminar will focus on philosophical and religious traditions of the region 

(Confucianism, Daoism, Buddhism, Shinto, Islam); other cultural transmissions (literature, arts, 

architecture, popular culture); and major historical and political events through World War II 

shaping the region and relationships with the West, including world trade. Participants will 

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make site visits, to include on-site lectures and tours, at such facilities as the Boston Museum of 

Fine Arts, the New Bedford Whaling Museum, and the Salem-Peabody Museum, which have 

outstanding East Asian collections. Visitors will be invited to demonstrate such arts as Chinese 

calligraphy and watercolor painting in the first year, and Japanese flower-arranging and the tea 

ceremony in the second year. At the end of the seminar, each participant will create unit 

materials for new or revised courses, and provide an assessment of the value of the seminar, to 

be used to plan for a similar seminar to be held the following summer. 

 During Year Two, a second seminar will focus on the historical, political and economic 

events and interactions, within the region and with the West, from the 1950s to the present, as 

well as recent cultural phenomena (Japanese popular culture, the Korean Wave, new East Asian 

cinema, etc.) and the cross-pollination of ideas West and East. Like the first seminar, eight 

RWU faculty and eight area teachers will participate and develop materials for new or revised 

courses, as well as providing an assessment of the value of the seminar. All first-year 

participants will be invited to reapply for the second year, with a goal to having a mix of new and 

repeat faculty in Year Two. Selection criteria will include performance in the first summer 

seminar, based on attendance, courses created and revised, and interest, as evidenced in a 

personal statement. Since one goal is to have faculty from as many disciplines and schools as 

possible participate over the two years, that will also be part of the selection process. 

 For the faculty development programs, we will bring in many well-known experts in their 

fields from around the country as well as from our partner institutions in Asia. RWU can also 

draw upon the expertise of a number of East Asian resources in the RWU area, including Brown 

University; the Asian Studies Development Program Regional Center at Middlesex Community 

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College, MA, the Confucius Institute at the University of Rhode Island; the University of 

Massachusetts-Boston China Program Center; and the Bryant University Chinese Film Festival. 

 Off-campus programs for RWU faculty: Faculty who develop new study abroad 

programs with partner institutions in Asia will undertake site visits to establish the arrangements 

for the program; we plan on one trip each to China, Japan, and Korea during both years of the 

grant. Another international initiative encourages faculty members who have never traveled 

abroad to follow a faculty-led group for one week through the RWU President Ambassador 

Travel Program. Faculty will also be encouraged to apply to other funding sources that provide 

professional development on the East Asian region, such as programs offered by the National 

Endowment for the Humanities (NEH), the Asian Studies Development Program (ASDP, EastWest Center/University of Hawai’i), Japan Studies Association (JSA; one RWU faculty member 

attending 2009). Faculty who participate in the summer seminars will be encouraged to present 

papers at local and national conferences of the ASDP, JSA, and the Association of Asian Studies. 

Objective 5: Enrich library and media resources to support the program. RWU 

professional librarians and media staff are committed to supporting current and new academic 

programs, and will work with the East Asian Studies Program directors and faculty to identify 

and purchase new materials, including books, journals, video resources, and access to software, 

as part of the University’s regular collection expansion program and with assistance from the 

grant. A summary of University Library holdings and recommendations is provided in 

Attachment 7. 

Objective 6: Establish an East Asian Center to provide academic and cultural outreach in 

the area. Administration of the various aspects of the project will be centralized in an office in 

which the Project Co-Directors, who will each receive one course reduction each semester of the 

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two-year grant period, will work with the assistant provost, the assistant dean, faculty, and 

support staff, to coordinate all aspects of the program. In addition to providing a locus of 

operations for on-campus activities, the Center will provide visibility in contacts with the local 

and regional communities, with our international partners, and through its website, with national 

and international accessibility. The Center will be located in the Global Heritage Hall and fall 

under the aegis of the Spiegel Center for Global and International Programs. 

d. Describe the ways resources and personnel will be used to achieve the objectives. 

 President Roy J. Nirschel and Provost Laura DeAbruna fully support the program. Dr. 

DeAbruna has assigned the project to Guilan Wang, the Assistant Provost for Global Affairs, to 

guarantee that the project gets the proper attention from the highest levels of institutional 

administration. Dr. Wang has extensive experience developing and assessing global initiatives. 

Dr. Wang’s office will work in tandem with the Feinstein College of Arts and Sciences. Dean 

Robert Cole has assigned administrative support from the College to the Assistant Dean of 

Humanities and Performing Arts, Dr. Roberta E. Adams, who has been involved with the Asian 

Studies Development Program of the East-West Center/University of Hawai’i for the past 

thirteen years, participating in their workshops and their field study programs in Asia, and who 

has extensive experience with curriculum initiatives. The administrators will meet regularly with 

the two faculty Co-Directors, Dr. Debra Mulligan and Dr. Min Zhou, both of whom have 

extensive Asian studies experience, to facilitate and oversee the program. 

 The University will ensure proper management of the program through its administrative 

and evaluation systems. The goals and objectives of the project will serve as the basis for 

program design and establishment of completion target dates. The evaluation plan will measure 

accomplishments in keeping with the university’s standards for outcomes assessment. 

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 The University will ensure proper fiscal management of the program. The Office of 

University Finance will maintain, report, and track all grant funds, employing fund accounting 

practices. The grant will be set up as a separate fund and expenditures will require signature and 

approval by the Project Director(s), Dean, Provost, and accounting office representative. These 

procedures ensure that all expenditures comply with the approved proposal, government 

regulations, and pertinent accounting standards. Title VI funds will be accounted for using the 

Educational Department General Administrative Requirements (EDGAR) guidelines. 

e. Provisions for equal access and treatment. The University holds as a core value the 

nurturing of a caring and respectful community. Its Intercultural Center provides support and 

programs to promote campus diversity, to reach out to students from traditionally 

underrepresented groups, including racial and ethnic minorities, and offers campus programs to 

increase sensitivity to diversity issues. The University is an Equal Opportunity/Affirmative 

Action Employer and does not discriminate on the basis of race, ethnicity, religion, color, 

gender, age, sexual orientation, national origin, veteran status, disability, or any other protected 

class, with regard to any persons employed, enrolled, or invited to campus as guests at events or 

programs. The University adheres to the guidelines of the Americans with Disabilities Act in 

making parking and buildings accessible to all. The President heads a blue ribbon commission 

on inclusive excellence dedicated to insuring that every aspect of the university reflects its 

commitment to inclusive values. 

 The project is also designed to attract the interest and participation of underrepresented 

populations by working with faculty from high schools serving a high percentage of those 

students. 

See Table that follows for Timeline of Activities and Audiences:

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Goals & Timeline 

RWU Faculty Development 

RWU Curriculum/ Resource Development 

RWU Undergraduate Activities 

High School Teacher Activities 

East AsUniversPartner

Goals Increase institutional 

academic capacity in the East Asian Area Studies through building a core faculty group of 20-24 to create and institute new curricular components 

1. Develop 13 new courses in foreign language and area studies 2. Revise 15-18 existing courses including 3 of 5 required introductory and interdisciplinary courses 3. Increase library collections on East Asia (books, periodicals, media) 

1. Have 80 or more student participants in the annual East Asian Speaker Series 2. Have 15-20 students study in China annually 3. Have at least 6 students study in Japan, 2011 on 4. Have 10 students study in Korea, 2011 on 5. Enroll in E. Asia courses and programs 5. Participate in Global Learning Outcome survey 

Train 16 local school teachers, in collaboration with RWU faculty, who will be the core players in the promotion of East Asian Area Studies in their own schools 

1. Build institutioin China, Korea to studies 2. Locate NGOs in and Kore

Summer 2009 

1. Project overview and planning 2. Identify core faculty group 

Add library resources, including newspapers in Chinese and Japanese 

Contact 2 local schools to invite their faculty participation 

Contact 3in East Astrengthepartnersh

Fall 2009 1. East Asia Speaker 

Series (3 speakers, from China & the U.S.) 2. Set up East Asian Center, define mission 3. Identify 4 courses to include student participation in cocurricular activities 4. Faculty group meets 

1. Develop foundation course, Intro to Asian Studies 2. Revise 4 courses 3. Submission of East Asian Studies Minor and courses for curriculum approval 

1. East Asia Speakers’ Series (3 speakers, from China & the U.S.) 2. East Asian cultural Day in the International Education Week celebration in November 

1. East Asia Speaker Series (3 speakers, from China & the U.S.) 

1. East ASeries (3 China & 

Spring 2010 

1. East Asian Area Studies Roundtable 2. Roving Eye Film Festival featuring East Asian filmmakers 3. Faculty group meets 

1. Develop 2 new courses (Advanced Chinese, Japanese) 2. Pilot Intro to Asian Studies 

1. East Asian Area Studies Roundtable 2. Roving Eye Film Festival featuring East Asian filmmakers 

1. East Asian Area Studies Roundtable 2. Roving Eye Film Festival featuring East Asian filmmakers 

1. East AStudies R2. Roving Festival fAsian film3. FacultChina, Ja

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Goals & Timeline 

RWU Faculty Development 

RWU Curriculum/ Resource Development 

RWU Undergraduate Activities 

High School Teacher Activities 

East AsUniversPartner

Summer 2010 

1. Send 2 faculty to China and 2 to Japan 2. Conduct 12-day Summer Seminar for a group (8 RWU faculty, 8 local teachers) 

1. Develop 2 new courses including one intermediate Japanese 2. Revise 10 courses, including Core 102, Core 104, and Core 105 

1. One faculty-led student group to Hong Kong for service learning 2. Faculty-led student group to Xian, China 3. Global Learning Outcome survey 

8 local teachers join the 12-day Faculty Summer Seminar 

Fall 2010 1. East Asian Studies 

Roundtable 2. Global Communication Symposium on East Asia 3. Faculty group meets 

1. Develop 3 new courses 2. Revise 4 courses 3. Offer Japanese 101 4. Submit East Asian Studies Major through curriculum process 

1. Global Communication Symposium on East Asia 2. East Asian Cultural Day during International Education Week celebration 

1. Global Comm. Symposium 2. East Asian Cultural Day, Int’l Education Week celebration

1. Global CommunSymposiu2. East ADay, Int’Week cel

Spring 2011 

1. 2 faculty to Korea 2. Int’l Colloquium on Religion & the State with an East Asian session 3. Speakers’ Series 4. Faculty group meets 

1. Develop 2 new courses 2. Offer Japanese 101-102 4. Offer Advanced Chinese 430 

1. Int’l Colloquium on Religion & the State with an East Asian session 2. Speakers’ Series 

1. Int’l Colloquium on Religion & the State with an East Asian session 2. Speakers’ Series

1. Int’l CReligion with an Esession 2. Speak3. FacultChina, Ja

Summer 2011 

1. 12-day Summer Seminar (8 RWU faculty, 8 local teachers 2. Evaluate and expand the function of the core faculty group for future development 

1. Develop 1 new course 2. Review and assess all new and revised courses 3. Review new library & media collections 4. Review East Asian Center mission and activities 

1. Two faculty-led student groups to China 2. Faculty-led student group to Japan 3. Faculty-led student group to Korea 4. Global Learning Outcome survey 

8 local school teachers join the Second Summer Seminar

Review pEast Asia areas for areas to bor improv

2011-2012: Ongoing review and support of the program, to attract majors/minors, increase numbers in language courses, add and revisnew faculty are hired, sustain and enlarge study abroad opportunities, increase number of local service learning sites, add to resources, support faculty and faculty/student research, and cement partnerships with area high schools and local community. For Spring 2012, plevent for faculty and teacher participants in the summer seminars to share with each other and members of the community the results oincluding a showcase of faculty research and University and high school student work and experiences. 

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2. Quality of Key Personnel (See Attachment 3 for CVs) 

2. a. Describe the project director(s)’ education, experience and other qualifications. Two 

faculty members with expertise and experience in East Asia and East Asian studies will serve as 

Co-Directors for the project. Each will receive one course release per semester for the two years 

(four semesters) of the grant period. 

Dr. Debra Ann Mulligan, Associate Professor of History (Project Co-Director), earned 

her B.A. at Rhode Island College and her M.A. and Ph.D. from Providence College. She served 

as Assistant Director for the RWU Honors Program (2003-2007), and is still actively engaged in 

that program, as well as in Phi Alpha Theta, the National History Honor Society, where she 

currently serves as a member of the National Advisory Board; she hosted the regional meeting in 

2004. At RWU, Debra has assisted the History/American Studies department to expand its 

curriculum to include Asian Studies courses; she teaches a variety of course in East Asian, U.S., 

and European history. In addition to numerous conference presentations and several articles on 

U.S. and Asian topics for the Twentieth Century Encyclopedia, Twentieth Century Scandals, and 

the American Immigration Encyclopedia, she has published articles on “Reading and the Second 

World War, 1941-1960” (Cultural History of Reading. Vol. 2. Westport, CT: Greenwood Press, 

2009); “Political Rivalry in Rhode Island: William H. Vanderbilt vs. J. Howard McGrath: The 

Wiretapping Case” (The Massachusetts Journal of History, Winter 2008); and “Vietnam and 

Education” (Macro Center Publication, Bristol, RI: Roger Williams University, April, 2005). 

She is currently working on manuscripts related to Rhode Island history and on an article about 

the February 26, 1936 “Incident” in Japan through the eyes of two American journalists. 

 Dr. Min Zhou, Assistant Professor of Foreign Language (Project Co-Director), received 

her B.A. and M.A. from Peking University in Beijing and her Ph.D. from the University of 

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Michigan in Ann Arbor. As a native of the People’s Republic of China, who has been trained in 

Germanic languages and literature, Min Zhou takes full advantage of her multilingual and 

multicultural background to promote understanding among peoples of different cultures. In 

addition to Chinese language courses at different levels, she also teaches about Chinese films, 

literature, and philosophy. She took students to Shanghai and helped set up a Summer Program 

in China for the University of Minnesota, Morris. Her project, “Teaching Chinese Language and 

Culture Through Chinese Commercials” was awarded a CIBER (Center of International 

Business Education and Research) grant in 2007. She is currently working on a research project 

on the image of China in contemporary German literature. 

2. b. Quality of other key personnel. Administrative project oversight will rest with the 

Assistant Provost for Global Affairs and with the Assistant Dean of Humanities and Performing 

Arts. 

Dr. Guilan Wang Assistant Provoof Global Affairs, oversees the Spiegel Center for 

Global and International Programs. Prior to joining RWU, she was the Director of International 

Education at Central Michigan University 19992008 and the Director of International Office at 

Dartmouth College (1995-1999. Her responsibilities include education abroad, global and 

international programs, global partners, and international scholars. Dr. Wang is actively 

involved in faculty international development, global learning outcomeassessment, and other 

international 	 global initiatives, including leading the development of programs in Middle 

East and North Africa Area Studies and Asia Studies. Dr. Wang received her doctoral degree in 

Higher Education Administration and Master
degrees in Student Affairs and in Teaching 

English as a Second Language from West Virginia University her B.A in English Language is 

from Shanghai Foreign Studies University, Shanghai, China. 

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 In addition to her administrative work, Dr. Wang has taught courses in Chinese culture, 

international management, and education administration theory, at Central Michigan University, 

Dartmouth College and West Virginia University, and has led student groups to China. In 

addition to her many conference presentations and journal articles, her publications include 

Modern China and the New World: The Reemergence of the Middle Kingdom in the 21st Century

(co-author; UP of America, forthcoming 2010) and The Rebuilding of Chinese Private Higher 

Education (co-author, Science and Education Press, Beijing, 2003). Dr. Wang will oversee the 

grant budget and be the primary contact for building partnerships with East Asian institutions. 

Dr. Roberta E. Adams, Assistant Dean for Humanities and Performing Arts and 

Professor of English, earned her A.B. at the University of Michigan, an M.A. in Teaching 

English as a Foreign Language from the University of Massachusetts Boston, and an M.A. and 

Ph.D. in English from Indiana University Bloomington. Dr. Adams has taught English language 

and American literature as a Foreign Expert at Hangzhou University, China, and as a Fulbright 

Professor at Sofia University, Sofia, Bulgaria. Since completing an NEH Summer Institute in 

1996 on “Teaching the Chinese Classics in Translation,” with Roger Ames and Henry Rosemont, 

Dr. Adams has been actively involved with the Asian Studies Development Program of the EastWest Center and University of Hawai’i, participating in summer field studies in China (the Silk 

Road) and in Korea, and giving papers at annual conferences. She also completed a summer 

institute on Japan with the Japan Studies Association and participated in their faculty workshop 

and conference last year in Fukuoka, Japan. She teaches courses in world literatures, with 

emphasis on Asia, and has published pedagogical materials on the Columbia University 

Expanding East Asian Studies website, as well as a scholarly article on the Chinese folk novel 

Journey to the West (Confucian Cultures of Authority, ed. Peter D. Hershock and Roger T. 

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Ames, SUNY UP, 2006). Because of her extensive involvement with ASDP and JSA, Dr. 

Adams will be able to help identify faculty experts to serve as speakers and seminar leaders, and 

will work with the Project Co-Directors to facilitate and oversee each aspect of the program, 

providing the time required to accomplish a successful program. 

3. Budget and Cost Effectiveness. As outlined in the Budget Detail and Narrative, RWU has 

designed a program that includes personnel and institutional partnerships with highly relevant credentials 

in the full scope of the activities and international sites included in the program. All costs are appropriate 

and cost effective for completing the goals, and RWU is providing funding for most of the personnel 

time, as well as for key activities. The involvement of faculty across disciplines reflects the collaboration 

of many academic divisions, as does the participation of the Assistant Provost and Assistant Dean. Study 

abroad sites and partners capitalize on RWU outreach to international sites. Involvement of high school 

teachers builds on our existing partnerships with area schools. 

The scope of faculty, students and teachers who will benefit from the project includes students 

studying abroad; all students taking courses in the East Asian Area Studies program; all RWU students 

who take the revised Core Curriculum courses; faculty and teachers participating in the professional 

development, and the students who take their courses. The community will be invited to the East Asian 

speakers and special events.

4. Adequacy of Resources 

Facilities. A new 52,000 square foot classroom and office building, the Global Heritage 

Hall, scheduled to open Fall 2009, will offer well-outfitted computer and media rooms and a 

dedicated state-of-the-art language laboratory, in addition to seminar and regular classrooms, 

faculty and department offices, and public spaces. The language laboratory includes four large 

flat-screen monitors, clustered Internet-access desks for communicative interaction, tablet PCs to 

facilitate writing in non-western scripts, and satellite broadcast reception ability; all Asian 

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language classes will be taught in this classroom. The offices of the Spiegel Center for Global 

and International Programs will be housed on the first floor, with easy campus and public access. 

The building will provide the focal point for global and international initiatives; the building 

includes Heritage classrooms, reflecting the ethnic and racial diversity of the regions, and the 

cultures that have helped to shape Bristol. Most project events will occur in this new building. 

 Resources. The University Library offers rich academic resources, with a book collection 

exceeding 200,000 volumes, growing at the rate of more than 5,000 volumes a year; 2,700 

periodical titles; and access to an array of online web-based research materials. A computer link 

provides instant access to a wide variety of specialized information databases and to more than 

ten college and university library collections in Rhode Island. The Libraries are also affiliated 

with statewide and national professional and academic groups and associations, including the 

Higher Education Library Information Network (HELIN Consortium). Students and faculty 

have access to a wide range of media and academic computing services, including wired and 

wireless networks, the global Internet2 infrastructure, and video-conferencing facilities. 

5. Plan of Evaluation (See Attachment 6 for sample instruments) 

5. a. Plan for evaluating effectiveness; b. Criteria. 

A. Assessment of student language learning

 The Department of Modern Languages will evaluate the effectiveness of the Chinese and 

Japanese language courses with the following criteria: 

1. Increasing enrollment in culture and language courses as the visibility of the program 

increases and as more courses in various subject areas become available for students. 

2. Increasing participation in study abroad opportunities to Asian countries as visibility increases. 

3. Increased number of courses in both subject areas and in language instruction that have a 

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critical mass of students registered. 

4. Measurement of students participating in the program as a Core Concentration, minor or major 

in comparison to similar programs at RWU and at other comparable academic institutions. 

5. Assessment by faculty of material presented in area and language studies courses with a view 

toward ever more rigorous programs of study. 

6. Measurement of library resources and use of those resources by students. 

7. Language placement examinations prior to each level of language instruction to ensure 

students are at the appropriate level. 

8. Exit surveys for each class and for university graduates (who participated in these courses) to 

determine the value of the courses for the student’s career goals and/or usefulness for those 

starting their careers. 

 At the end of each semester, the department will examine the metrics involved in each of 

the first seven criteria mentioned above (#8 will be examined at the end of the school year). The 

department expects that in each area, steady gains in enrollment and use of resources will suggest 

a sustainable model. Assessment will enable faculty to evaluate the curriculum delivered in the 

courses with a view to designing additional courses or more rigorous courses. 

B. Assessment of non-language courses

Ongoing assessment will be an integral feature of the project and will constitute the evidence for 

periodic evaluation of its effectiveness. Three types of assessment will be conducted routinely, 

as summarized in the following table: 

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SUMMARY OF MODES OF ASSESSMENT 

 Learning outcomes Progress reports Census data 

Levels Course Students: 1,2a,2b Course enrollments: 

1,3a 

Program Students: 3a,3b,4 Librarians: 5 Study abroad: 3a 

Administrators: 

5,6

Student research: 3b 

Student internships: 4 

Faculty research: 3c 

East Asia Center High school and 

middle school 

students 

Education faculty 

liaison to local 

schools: 6c 

Enrollment in 

workshops, seminars; 

participation in cultural 

activities: 6c 

Institution Directors: 1-6 

KEY: 

(1) language courses (4) service learning/internships 

(2a) subject courses (5) research resources 

(2b) infused courses (6a) Center: curriculum expansion 

(3a) study abroad (6b) Center: faculty development 

(3b) undergraduate research (6c) Center: community outreach 

(3c) faculty research 

 For all courses with an East Asian focus, faculty will create a common survey instrument 

to be administered at the beginning and end of each course. The questionnaire will assess a) 

general knowledge of the history and geography of East Asia; b) familiarity with contemporary 

issues affecting an East Asian society; c) interest in pursuing further study of an East Asian 

language or culture; d) interest in traveling to East Asia for study, research or an internship. 

c. Describe the methods of evaluation: the kinds of data to be collected and analyzed. 

 1. Class enrollments (objective) 

 2. Library use (objective) 

 3. Course surveys (objective) 

 4. Success of courses according to instructor (subjective) 

 5. Study abroad exit surveys (objective) 

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 6. Language placement (objective) 

 7. Student exit surveys (subjective) 

Will this provide an evaluation that is objective and quantifiable? 

Yes. Five of the evaluation methods are quantifiable; two are subjective. 

Indicate how evaluation results will be used to shape the development of the project. 

1. Evaluations will aid the instructors, departments and the university in enhancing the courses, 

adding new courses and languages, and in creating effective study-abroad experiences. 

2. Objective data collected by the Department of Modern Languages will be used to apply for 

certification through accrediting bodies in the U.S., China and Japan and through the American 

Translator’s Association (ATA), which will offer our students greater opportunities to use their 

skills after graduation. 

3. The Program Co-Directors will coordinate with the Registrar, the Spiegel Center for Global 

and International Programs, the Student Internship office, and the Foundation for Scholarship 

and Teaching, in order to remain informed of new and ongoing initiatives related to the Program 

objectives. To facilitate the collection of enrollment data, academic courses that contribute to 

Program objectives will be cross-listed with the prefix ASIA. 

5. d. Describe or provide examples (in the appendices) of evaluation tools. 

1. Class enrollments and library resource comprise data collected at the administrative level 

2. Course survey (See Attachment 6) 

3. Instructor survey includes a report submitted by the instructor of each course. The report 

includes the syllabus, goals, goals met and overall observations. These reports are kept on file in 

the appropriate department for review. 

4. Study Abroad surveySee Attachment 6) 

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5. Student exit survey will be created prior to the implementation of the program. 

6. Placement examinations. 100 point examinations (50% written, 50% oral). The department 

currently uses this tool for other languages regularly offered at the universitySee Attachment 6) 

Proposed timetable for conducting evaluations. 

 Course enrollment and library usage data is collected every semester. Course surveys 

will be administered at the completion of each course. Study abroad surveys are administered 

during the debriefing sessions with students upon their return to campus. Student exit surveys 

will be administered when students complete the minor, and to seniors in the major in the weeks 

preceding graduation, or, if the student leaves the university or withdraws from the program, at 

the time of the exit interview. 

 The Program Directors will assemble the information obtained from these assessments 

and prepare a semi-annual report early in the fall semester and midway through the spring 

semester. They will schedule meetings of key personnel involved in implementation of the 

project goals to review the evidence and develop strategies to enhance the program. 

Independent Third-Party Evaluation. As part of the institution’s regular departmental self-study 

evaluations, the Foreign Languages programs are to be evaluated by an outside evaluator during 

Fall 2009, which will include evaluation of the Chinese language program. The University will 

invite Dr. Fay Beauchamp, Director of the Center for International Understanding, Community 

College of Philadelphia, to act as an outside evaluator for the program. Dr. Beauchamp has 

served as Project Director or Co-Director for three Title VI grants at her institution and is 

currently serving as an outside evaluator for a Title VIA grant at Joliet Junior College in Illinois. 

She will visit the program once in Year One and once in Year Two to conduct interviews with 

personnel involved in the project and to examine all of the evaluation materials assembled by the 

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Co-Directors, administrators, and faculty as noted above. The Program Directors will send the 

evaluator a report during Year One and will develop a dialogue with her between her visits, to 

help make program adjustments as deemed necessary. 

 Through the implementation of this evaluation design and the integration of all project 

activity and faculty into the University’s existing evaluation structures, we are confident that a 

thorough evaluation will be conducted for all grant-related activities. 

6. Commitment to International Studies 

6. a. Show current strengths as measured by no. of international studies courses offered. 

 The University has shown its commitment to international studies and over the past 

seven years has taken major steps to internationalize the campus and the curriculum, in keeping 

with its stated mission to do so, and its slogan, “Learning to Bridge the World.” Over a five year 

period, the number of RWU who have studied abroad increased 111.25%; the 2008-2009 

academic year showed an increase of 26% in terms of student participants as compared with the 

previous period. The University offers two international studies majors. RWU Feinstein 

College of Arts and Sciences offers a B.A. in International Studies, in which students take five 

international relations foundation courses, two courses intended to promote intercultural 

negotiating skills, and eight thematically-related courses in one of four tracks, Globalization 

Studies, Culture and Identity, Area Studies/Europe, or Area Studies/Non-Western. The new East 

Asian Studies minor will become an option for the Area Studies/Non-Western track. Students in 

this major also must demonstrate minimum proficiency in a foreign language and are encouraged 

to study abroad. The Communications Department offers a new major in Global 

Communications, which requires students to complete seven global Communications courses, 

one course in Rhetoric in a Cultural Context, and elective courses with a global focus; the major 

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encourages study abroad and completion of an internship with a global focus. Global 

Communications is also available to students as a five-course concentration. 

 The RWU Gabelli School of Business offers the B.S. in International Business. Students 

complete five international foundation courses, three courses related to the European Union, two 

courses focusing on diversity or international topics, and demonstrated competency in a foreign 

language. Students are encouraged to participate in a study abroad program with a foreign 

language component. The new partnership between the RWU School of Art, Architecture and 

Historic Preservation with Tsinghua University in Beijing will provide architecture students the 

opportunity to study and conduct internships abroad. 

 In addition to these degree programs, over 200 courses with either a fully international 

focus, or with global or international components, are offered through five schools and over 

twenty departments throughout the University, and because of the global emphasis at the 

university, new courses are developed and added to the curriculum every year. For a list of 

courses currently in the Catalog, see Attachment 5. 

6. b. Faculty/administrators involvement in the planning. 

Faculty and administrators have met in committees and in Town Hall meetings, and have 

shared ideas through Blackboard discussion sites and through email exchanges, to revise the 

general education curriculum to include focus on global and international learning; to develop 

partnerships with East Asian institutions; to construct the Chinese language minor/concentration; 

and to develop area studies programs, with recent meetings focused on development of the East 

Asian Studies minor and major. 

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6. c. Institutional commitment. 

Letters of support from the Provost, Dean of Arts and Sciences and Dean of Education 

demonstrate the commitment to implementing an interdisciplinary project. (See Attachment 1) 

The institution is making a one-to-one match to this proposal. The expertise, range and 

commitment of the personnel strongly support the ability to achieve objectives. The Plan of 

Operation, Quality of Key Personnel, Adequacy of Resources, and Budget Narrative all indicate 

the institutional commitment. 

6. d. Show level of institutional commitment as demonstrated by use of institutional funds. 

RWU will fund the release time for one of the co-directors and is providing the time of the 

Assistant Provost, Assistant Dean, Global Center, as well as significant funding for professional 

development and East Asian speakers and event. The institution’s commitment to global and 

international education is part of the President’s Strategic Plan, “Roger Williams 2020,” which 

proposes that every student graduate with a portfolio of measurable global competencies, relating 

to language, living and learning abroad, course work, and understanding emerging and nonEuropean countries. Implementation of these goals has included hiring new faculty with global 

expertise in a wide range of disciplines and creation of the administrative positions of Assistant 

Provost for Global and International Affairs, and Associate Dean of Students/Director of the 

Intercultural Center. The administration has supported development of new courses, programs, 

and study abroad and has provided faculty professional development funding. The new multipurpose classroom and office building, the Global Heritage Hall, is a showcase of this 

commitment to global education. In addition, as part of the faculty development initiatives, we 

expect faculty to pursue research that will lead to delivery of papers at professional conferences, 

participation in workshops sponsored by professional organizations, and publication of research 

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results in national and international refereed journals. Presentation proposals are planned at 

conferences sponsored by organizations such as: Association of Asian Studies, Asian Studies 

Development Program, Association of International Education Administrators, and the Japan Studies 

Conference. Through our participation in AAC&U, we will share the results of our program 

development and assessment with colleagues throughout the U.S. as we participate in those 

forums. 

7. Elements of the Proposed International Studies Program 

7. a. How activities contribute to the program. Each of the six stated goals of the project is 

constructed to contribute to a program in Chinese (Mandarin) and Japanese language instruction 

and to the minor and major course of study of East Asia. The activities will contribute to 

increasing the expertise of RWU faculty and local area teachers; provide faculty with the training 

to revise and develop new courses in this area; and provide more opportunities for students and 

faculty to engage in partnerships and study with East Asian institutions of higher education. 

7. b. Adequacy of interdisciplinary aspects. The program is interdisciplinary in every aspect. 

The foundation course, Introduction to East Asian Studies, will cover philosophy, religion, arts, 

anthropology, history, politics, and economics. Students can choose one of three major capstone 

courses, with interdisciplinary elements of arts and humanities; social sciences; or science and 

technology. Faculty from the Feinstein College of Arts and Sciences; the School of Art, 

Architecture and Historical Preservation; the School of Education; and the Gabelli School of 

Business will work together to develop modules for more than twenty new and revised courses, 

of which at least half will include materials from two or more disciplines. Students in the two 

interdisciplinary majors, International Relations and International Business, will be encouraged 

to select the East Asian Studies minor to enhance the interdisciplinary aspect of their programs. 

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7. c. Adequacy of the number of new and revised courses. The introductory interdisciplinary 

course, Introduction to Asian Studies, will serve as a foundation course for both the East Asian 

Studies minor and the major. RWU currently offers a sufficient number of courses with East 

Asian content for students to complete the minor; the proposal for the minor will be formalized 

and submitted to the curriculum review process next year. The grant will enable RWU faculty to 

create 12-14 new and 12-16 revised courses (including a capstone course), study abroad, and 

internship opportunities, so that students can complete the major in East Asian Studies. 

Students will be able to select concentrations in the social sciences, arts, or humanities, because 

of the range of new and revised courses to be created. In addition to language courses in Chinese 

and Japanese, course requirements will include interdisciplinary introductory and capstone 

courses, courses in East Asian history, and elective course offerings in anthropology/sociology, 

art and architectural history, business, communications, dance, economics, environmental 

science, international relations, literature, music, philosophy, political science, theater, and 

writing. The program will also provide opportunities for study abroad, service learning and 

internships abroad. 

7. d. Adequacy of the plans for improving and expanding language instruction. RWU 

minor programs consist of six courses, normally 18 credit hours. There are currently five 

courses for the minor in Chinese (Mandarin); two more advanced courses will be created during 

the term of the grant. Japanese language will be a new offering the second year of the grant, 

with two beginning courses available; if students enter with prior Japanese language study, the 

instructor will offer independent study at the higher levels. Additional courses in intermediate 

and advanced Japanese will be added after the term of the grant for the emerging population of 

student learners, with a minor added as the numbers increase (after the term of the grant). The 

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minor and major in East Asian Studies both require language study in Chinese (Mandarin) or 

Japanese or both at a proficiency level. The major will require a study abroad component in one 

of the target countries, which will be an option (6 credits) for the minor. 

8. Need for and Prospective Results of the Proposed Program 

8. a. Explain how the proposed activities are needed. The proposed activities for students 

include study abroad, internship, and service learning programs, as well as co-curricular 

experiences (lectures, concerts, art exhibits, films, etc.). RWU is committed to having students 

in international programs gain experience in the countries under study, and to providing avenues 

for the “hands-on” experience of working with professionals possible in internships. Service 

learning is part of RWU’s educational mission, with students providing more than 48,000 hours 

of service last year. It is an important segment of the possible opportunities abroad or in local 

immigrant communities that we wish to encourage through a program that allows students to 

gain knowledge and appreciation of other cultures. Co-curricular activities will expose students, 

faculty, and the RWU community to the ideas of experts on East Asia through the Speakers’ 

Series, and arts events will provide immediate contact with the culture and cultural traditions. 

Faculty Seminar cultural demonstrations and museum tours and lectures are essential elements of 

providing contact with cultural traditions and arts without leaving the U.S. Activities that 

provide travel to the target countries are the realization of the goals of the program, where 

students and faculty can build on their learning to immerse themselves in the day-to-day realities 

of life in an East Asian culture, with some understanding of the values, traditions, and history 

that help to define the country and the people who will become their friends and colleagues. 

8. b. Explain how the proposed use of Federal funds will result in the implementation. 

RWU is committed to global and international learning and partnerships and will commit as 

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many resources as possible to work toward the academic and co-curricular goals for its students. 

With Title VI assistance for start-up and development, RWU will be able to initiate the new 

major and support its East Asian Studies program beyond the grant-funding period. In addition 

to expanding the opportunities for students to learn about one of the most important regions of 

the world in the 21st century, RWU needs to continue to offer new means for faculty 

development, to allow instructors to conduct research, learn new developments in their fields, 

broaden their horizons geographically, and disseminate their findings both informally and 

formally. The opportunity the Title VI funding will provide to include local area high school 

teachers in the program is one of the biggest long-term benefits of the program, in terms of the 

collaboration with RWU faculty, teacher training, outreach to teachers of underserved and 

underrepresented populations, and creation of an interest in East Asian studies in high school 

students, who will come to college with the desire and some preparedness to continue their 

studies in this area. 

10. Competition Program Priorities 

Invitational Priority 1 (K-12 teachers): The proposal builds on partnerships with area schools in 

which RWU students complete their teacher training. Teachers from these schools will be 

invited to apply to participate in our two Summer Seminars to develop instructor expertise in 

East Asian studies, collaborating with RWU faculty to create curriculum materials. Teacher 

training candidates will have the opportunity to work with those teachers in their practicum 

placements. 

Invitational Priority 2 (Foreign language assessment): The proposal includes a plan for assessing 

foreign language competency in Chinese (Mandarin) and Japanese. 

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Invitational Priority 3 (underrepresented minorities): The inclusion of teachers from schools 

serving a high percentage of underrepresented populations is intended to increase students’ 

knowledge of and interest in East Asian culture and languages, building a pipeline to increased 

participation at the undergraduate level. 

Invitational Priority 4 (Priority languages): The proposal focuses on two of the U.S. Department 

of Education’s list of Less Commonly Taught Languages, Chinese (Mandarin) and Japanese. 

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Project Narrative

Other Narrative

Attachment 1:

Title: Pages: Uploaded File: 1237-UISFL_RWU_Support_Letters.pdf 

Attachment 2:

Title: Pages: Uploaded File: 1238-UISFL_RWU_Asian_Univ_Letters.pdf 

Attachment 3:

Title: Pages: Uploaded File: 1239-UISFL_RWU_Other_Attach_CVs.pdf 

Attachment 4:

Title: Pages: Uploaded File: 1240-UISFL_RWU_Attachment4_Proposed_Courses.pdf 

Attachment 5:

Title: Pages: Uploaded File: 1241-UISFL_RWU_Attachment5_Existing_Courses.pdf 

Attachment 6:

Title: Pages: Uploaded File: 1242-UISFL_RWU_Evaluation_Samples.pdf 

Attachment 7:

Title: Pages: Uploaded File: 1243-UISFL_RWU_Attachment7_Library_Resources.pdf

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UISFL Roger Williams University East Asian Area Studies Other Narrative Attachment 3 CVs 

 CVs Page 1 

DEBRA A. MULLIGAN 

EDUCATION: 

Ph.D. Providence College, Providence, RI 1997 

M.A. Providence College, Providence, RI 1986 

B.A. Rhode Island College, Providence, RI 1982 

(Areas of Concentration: American/East Asian Relations, State and Local History, 

Twentieth Century American History, Modern Europe, Renaissance/Reformation 

Europe) 

TEACHING/RELATED EXPERIENCE: 

(College/University Level) 

Associate Professor of History, Roger Williams University, Bristol, RI 2007- 

Assistant Professor of History, Roger Williams University, Bristol, RI 2001-2007 

Assistant Director of Honors Program, Roger Williams University, Bristol, RI 2003- 

2007 

Visiting Lecturer, Bridgewater State College , Bridgewater, MA 1996 

Adjunct Instructor, Community College of Rhode Island, Warwick, RI 1995-1997 

Adjunct Instructor, Roger Williams University, Bristol, RI 1994 

Adjunct Instructor, Bristol Community College, Fall River, MA 1993 

Adjunct Instructor, Bryant College, Smithfield, MA 1991-1997 

FACULTY COMMITTEES: 

Roger Williams University: 

Search Committee Chairperson (History/American Studies), 2007-2008 

Search Committees (History/American Studies), 2005-2006, 2006-2007, 2008-2009 

Lecture Committee (Social Sciences), 2001-2002 

Academic Dialogue (Education Department), 2001-2002 

Curriculum Committee, 2002- 2003 

Ad Hoc Committee on Academic Integrity- 2002-2003 

Honors Council, 2003- 

Ad Hoc Committee on Elizabethan Exhibit, 2004- 2006 

Macro Center Committee, 2005 

RITER Grant (Education Department), 2005- 2006 

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 CVs Page 2 

Task Force, Center for Teaching and Advising, 2006 

Task Force #3, Strategic Plan: Academic Programs, 2007 

(High School Level) 

Teacher, Coyle and Cassidy High School, Taunton, MA 1997-2001 

PUBLICATIONS: 

“Little Italies,” American Immigration. Salem Press (forthcoming). 

World War I and Immigration,” American Immigration. Salem Press, (forthcoming). 

“T. Lamar Caudle is Asked to Resign as Head of the U.S. Department of Justice Tax 

Division,” Twentieth Century Scandals. Salem Press, (forthcoming). 

“J. Michael Curley is Imprisoned,” Twentieth Century Scandals. Salem Press, 

(forthcoming) 

“Famine in North Korea, 1995-1998,” Twentieth Century Encyclopedia, Salem Press. 

April, 2008. 

“The Tangshan Earthquake, 1976,” Twentieth Century Encyclopedia, Salem Press. April, 

2008. 

“Political Rivalry in Rhode Island: William H. Vanderbilt vs. J. Howard McGrath: The 

Wiretapping Case,” The Massachusetts Journal of History. Winter, 2007. 

Chapter 8, “A Nation Goes to and Comes Home From War,” in The Cultural History of 

Reading: America Westport, CT: Greenwood Publishing Group, November, 2008. 

“Vietnam and Education,” in Macro Center Publication, Bristol, RI: Roger Williams 

University, April, 2005. 

“Awashonka, Sachem of the Sakonnet in Rhode Island” and “Cape Horn Widows: 

Women of Whaling Communities,” in Encyclopedia of State and Local Women’s 

History, 2003. (Grolier’s Encyclopedia- CD-Rom) 

“James McClain, A Modern History of Japan,” (book review) in Literature and 

Psychology and Cultural Criticism, 2002. 

PAPERS AND CONFERENCE PANELS: 

 

 Papers Presented: 

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 CVs Page 3 

“With Howard, Howard Comes First,” Northern Great Plains History Conference, 

Manitoba, Canada, September, 2008. 

“J. Howard McGrath as Chief Executive, 1940-1941,” Northern Great Plains History 

Conference, Duluth, Minnesota, October, 2007. 

“An Issue of Space and Place: Irish-Italian Rivalry in Rhode Island,” National Popular 

Culture Association Conference, Boston, Massachusetts, April, 2007. 

“J. Howard McGrath and Quonset Point: ‘With Howard, Howard Comes First,’” 

Northern Great Plains History Conference, Sioux Falls, South Dakota, October, 2006. 

“William Henry Chamberlin and Hugh Byas, The February 26, 1936 Incident in Japan,” 

Northern Great Plains History Conference, Eau Claire, Wisconsin, Sept., 2005. 

“Irish-Italian Tensions in Rhode Island: J. Howard McGrath as State Chairman, 1928-

1934,” Rhode Island Irish Cultural Association, Providence College, Providence, RI 

April, 2005. 

“Prohibition, the Police Commission, and the Rise of the Democratic Party in Rhode 

Island, 1928-1932,” Northern Great Plains History Conference, Bismarck, ND Oct., 

2004. 

“Why History is Important,” Alpha Kappa Omega Chapter of Phi Alpha Theta, Salve 

Regina University, Newport, RI Oct., 2004. 

“J. Howard McGrath and the Wiretapping Case,” Northern Great Plains History 

Conference, Fargo, ND Oct, 2003. 

“William Henry Chamberlin: From Manchuria to the Sino-Japanese Conflict,” Northern 

Great Plains History Conference, Minneapolis, MN Oct., 2002. 

“Rhode Island and World War II,” Barrington Rotary Club, Barrington, RI April, 2003. 

“Hands Off Japan”: William Henry Chamberlin and U.S./Japanese Relations 1931-

1937,” Northeast Regional Meeting of Phi Alpha Theta Westfield, MA April, 1995. 

“William Henry Chamberlin on Japan: The Struggle between the Lions and the Foxes,” 

Eastern Regional Conference of Phi Alpha Theta Bridgewater, MA April, 1993. 

CONFERENCES AND PANELS: 

Commentator/Chairperson: 

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 CVs Page 4 

Phi Alpha Theta National Conference, Student Panel on Asian History, Albuquerque, 

New Mexico, January, 2008. (Commentator/Judge) 

Phi Alpha Theta Regional Conference, United States Military Academy, West Point, NY 

April, 2007. (Commentator/Judge) 

Phi Alpha Theta Regional Conference, Yale University, East Haven, CT April, 2006 

(Commentator/Judge) 

 “Threat Perception and Responses,” The Northern Great Plains History Conference, Eau 

Claire, WI, Sept., 2005. (Panel Chairperson) 

Phi Alpha Theta Regional Conference, Quinnipiac University, Hamden, CT April, 2005 

(National Representative/Commentator/Judge) 

“Popular Culture,” The Northern Great Plains History Conference, Bismarck, ND Oct., 

2004 (Commentator/Chairperson) 

“Abraham Lincoln, The Lincoln Symposium: Abraham Lincoln and the KansasNebraska Act: A Sesquicentennial Anniversary Symposium Roger Williams University, 

Bristol, RI June, 2004. (Commentator) 

Phi Alpha Theta Regional Meeting, April, 2004 (Host) 

OTHER TEACHING AND RELATED EXPERIENCE: 

Instructor, NACEL Program, Roger Williams University, Bristol, RI Summer, 1994 

Circulation Assistant, Phillips Memorial Library, Providence, RI 1995-1997 

Graduate Assistant, Providence College, Providence, RI 1984-1986 

HONORS AND AWARDS: 

Elected, National Council, Phi Alpha Theta, January, 2006- January, 2008 

Elected, Advisory Board, Phi Alpha Theta, January 2008- January, 2010 

Graduate Oral Boards, Passed with Distinction, Providence College, Providence, RI 

1990 

Robert A. Taft Fellow, Rhode Island College, Providence, RI Summer, 1990 

Member, Phi Alpha Theta, 1981- 

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Min Zhou, PH.D. 

 

EDUCATION 

University of Michigan, Ann Arbor 

Department of Germanic Languages and Literatures 

Ph.D. : August 2004 

Dissertation: Journeys to an Unattainable Destination: East 

German Travel Narratives and DEFA Documentaries about the 

Soviet Union. 

The dissertation explores East German travel narratives and 

documentary films about the Soviet Union against the background 

of German division and unification. It covers three generations of 

East German authors and filmmakers, and examines how changes 

of their image of the Soviet Union reflect a process in which East 

German intellectuals became disillusioned in their search for 

alternatives to the existing society. 

 

Dissertation Advisors: Prof. Julia Hell and Prof. Johannes von 

Moltke 

 

Humboldt University, Berlin, Germany, 

 DAAD Dissertation Research Fellowship 2001-2002 

 Dissertation research including archival work and interviews with 

several relevant authors and filmmakers. 

Beijing University, Beijing, P.R. China, 

Department of Western Languages and Literatures 

M.A. : January 1996, B.A. : July 1991 

Thesis: Dichter Tambour. Heinrich Heines “Ideen. Das Buch Le 

Grand” 

Thesis Advisor: Prof. Yushu Zhang 

TEACHING EXPERIENCE 

Roger William University, Bristol, RI (May 2006 – present) 

Assistant Professor of Language

University of Minnesota, Morris 

Visiting Assistant Professor of German (August 2004 – May 2006) 

Developed courses and syllabi; selected and evaluated texts. Carried 

complete responsibility for teaching German language and literature. 

Courses taught include: 

Beginning German 1001-1002 

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Intermediate German 2001 

Advanced German Composition and Conversation 3021 

Survey of German Literature and Culture II 3102 

 New German Cinema 3041 

 Beginning Chinese 1001-1002 

 

 

University of Michigan, Ann Arbor 

Graduate Student Instructor in German (1997-2004) 

Taught first- and second-year German (including intensive), with 

20-25 undergraduates per class. Courses covered all four skills in 

a communicative context. Arranged role playing, film screenings, 

graded homework, quizzes, tests and writing assignments. 

Taught Scientific German to students who were pursuing sciencebased work in German – practical or academic. Selected various 

scientific articles, went on excursions to the local museums, had 

students present some fun experiments and projects in groups. 

Beijing University, Beijing, P. R. China 

 Lecturer in German (1991-1997) 

 Taught German language and literature to Chinese undergraduate 

students, most of whom were majoring in Germanic languages 

and literatures. 

Taught German to Chinese graduate students who were learning 

German as their second foreign language. 

PRESENTATIONS 

“A Comparative View on China and East Germany: Anna Seghers and Her 

Travel Reports about China,” American Comparative Literature Association 

Conference, Boston, MA, March 26-29, 2009. 

“Using Commercials to Teach Chinese Language and Culture (Sharing My 

Research Results),“ CIBER (Center For International Business Education and 

Research) Business Language Conference, Petersburg, FL, April 9-11, 2008. 

“Remembering, Repeating, Working Through – Post-89 Travel Literature by 

East German Authors,” German Studies Association October 4-7, 2007. 

“Teaching Chinese Language and Culture through Chinese Commercials,” 

CIBER (Center For International Business Education and Research) Business 

Language Conference, Columbus, OH, March 28-30, 2007. 

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“Sorcerer’s Apprentice: From Lucian through Goethe to Walt Disney,” 48th 

Annual M/MLA Convention, November 9-12, 2006.

“Between Polyphony and Monologue: a Study of Anna Seghers’ 

Sowjetmenschen.” 29th Annual conference of German Studies Association 

(GSA), September, 2005. 

“Literature and Politics: Travel Literature from the Immediate Postwar 

Period.” 58th Annual Kentucky Foreign Language Conference, April, 2005. 

“A Sentimental Journey to an Imaginary Home. Brigitte Reimann’s Das 

grüne Licht der Steppen.” 57th Annual Kentucky Foreign Language 

Conference, April, 2004. 

 

“Travel to the Past – Post-89 Travel Literature about the Soviet Union by 

East German Authors.” University of Michigan, Department of Germanic 

Languages and Literatures, April 2003. 

PUBLICATION 

 

Book Translation: Carl Schmitt, Land and Sea, (translated by) Guoji Lin 

and Min Zhou, Shanghai: East China Normal University Press, 

2006 

Articles: “Teaching Chinese Language and Culture through Chinese 

Commercials,” 

 Global Business Language 2008 (13). 

- “Poet Tambour: Heinrich Heine ́s ‘Ideen. Das Buch Le Grand’” Beijing 

 University Journal, 1997 (12). Beijing: Peking University Press. 

Review: “Rita Chin. The Guest Worker Question in Postwar Germany.” 

German Studies Review 2008 (2). 

 

FELLOWSHIPS AND GRANTS 

CIBER (Center of International Business Education and Research) Business 

Language Research Grant for a proposal on teaching Chinese language and 

culture through Chinese commercials (2007) 

Roger Williams University’s Provost’s Teaching Colloquium Fund (2007) 

 Roger Williams University’s Foundation to Promote Scholarship and Teaching 

(2006) 

Bush Grant on “Innovative Teaching & Technology Strategies”, University 

of Minnesota, Morris (2005) 

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Rackham Dissertation-Writing Fellowship, University of Michigan (2003) 

DAAD Dissertation Research Fellowship, Berlin, Germany (2001-2002) 

 

Goethe-Institute Fellowship for Interpretation training, Berlin and Beijing (1992-1993) 

TEACHING INTERESTS RESEARCH INTERESTS 

 

German/ Chinese Languages and Culture Post-89 German Literature 

and Film 

20th Century German Literature & Film GDR Literature and Film 

GDR Literature and Film German Travel Literature 

Minority German Literature German Language 

Pedagogy 

Chinese Literature and Film 

CO-CURRICULAR ACTIVITIES 

- Established and supervising RWU’s German Club and Chinese Club 

 

- Led 12 UMM students to participate in a pilot exchange program with 

China. I assisted students to teach English at a high school and stay 

with host families, led walking tours and out-of-town excursions, and 

helped them gain some valuable insights into Chinese culture and 

daily life. 

- Supervised the German Club and German Table, and led the 2005 

Spring German Film Series. 

- Organized a trip to an “Oktoberfest” in a nearby German Town in Fall 

2004, assisted a Carnival German dinner in Spring 2005, as well as 

other curricular and co-curricular activities. 

- Participated in the recruitment of high school students. Wrote to their 

German instructors, met with prospective student visitors and 

accommodated them in my classes. 

LANGUAGES 

 

Chinese (native language) 

 German (near-native fluency) 

 English (near-native fluency) 

 French (reading ability) 

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GUILAN WANG 

______________________________

•

gwang@rwu.edu

EDUCATION 

Post-Doctoral: MDP, Harvard University (June 16-28, 02) 

Ed.D. Department of Education Administration, West Virginia University (Jan. 91-Dec. 93) 

M.A. Department of Education Administration, West Virginia University (Jan. 89-Dec. 91) 

 

M.A. Department of Foreign Languages, West Virginia University (May 87-Dec. 88) 

MBA Courses: Took most Courses Required for MBA (as a Visiting Scholar) at Graduate 

School of Business Administration, Clark University (May 86 – May 87) 

 

B.A. Department of English, Shanghai Foreign Studies University (April 72 – Aug. 75) 

PROFESSIONAL EXPERIENCE 

Roger Williams University (RWU) April 2008 – Present 

A private, liberal arts institution, with an enrollment of more than 5,000 students from 50 

states and over 20 countries, RWU, since 2000, has created “Learning to bridge the 

world” as its guiding principle of the University. 

Assistant Provost of Global Affairs & Director of Spiegel Center for Global and 

International Programs 

Provide institutional leadership in global and international programs. Major 

responsibilities are - 

1. Develop strategic and institutional partners abroad; 

2. Assist the Provost to globalize the curriculum through infusion, area studies, 

foreign languages, study abroad programs and faculty/staff global development; 

3. Develop and administer global and international programs that support the 

University’s mission; 

4. Oversee area of study abroad; 

5. Seek external funds to for global initiatives; and 

6. Work closely with the University President and support the strategic plan’s 

initiatives related to potential global and international programs and partnerships. 

Central Michigan University (CMU) September 1999 – April 2008 

A public, doctorate/research-intensive institution, with an enrollment of more than 20,000 

on campus and more than 8,000 off-campus students, has 7 colleges, offering students 

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their choices of 24 degrees and more than 200 programs of study, including 10 doctoral, 

45 MA, and 11 Graduate Certificate programs. 

	
		


	
	

Provide leadership in the planning, development, coordination, and financing of interdisciplinary international programs, serving the University with policy-level 

responsibility for international programs, activities, and services. Reports to the Provost. 

Major responsibilities include 

1) Promoting international education through involving faculty members across 

disciplines, students, and community members; 

2) Facilitating areas of a) Internationalizing the curriculum; and b) International 

Linkages; 

3) Overseeing areas of a) International Student/Scholar Services, b) Study 

Abroad, and c) International Student Recruitment and Undergraduate/English 

Language Institute Student Admissions; 

4) Taking on international and interdisciplinary initiatives through collaborations with 

colleges and other offices; 

5) Monitoring the International Education Informational Clearinghouse; and 

6) Overall office administration including the office budget, scholarships. 

Dartmouth College, Hanover, NH August 1995 - August 1999 

Dartmouth, a member of the Ivy League, is a private, four-year, coeducational 

undergraduate college with graduate schools of business, engineering and medicine and 

16 graduate programs in the arts and sciences. Dartmouth is the nation's ninth-oldest 

college, founded in 1769. 

 

Director, International Office: Responsibilities and new initiatives include 

1) Promoting international education through programs involving faculty, students, 

community members, and organization on and beyond campus; 

2) Overseeing services to more than 500 international students and about 200 international 

scholars; 

3) Administering International House and International Friendship Program; 

4) Chairing the International Programs Advisory Committee; 

5) Overall office administration: managing the office budget; supervising staff and a 

student administrative intern; and 

6) Providing guidelines and assistance in setting up a Community English as a Second 

Language Program in a local church as a volunteer. Involvements included setting up 

program guidelines, selection and training of instructors, selection of textbooks, 

organization of related events for participants, designing ESL completion certificate, 

and program evaluation. 

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One of 151 institutions nationally that the Carnegie 

Foundation for the Advancement of Teaching classifies as 

Doctoral/Research University-Extensive. 

Director, Eisenhower International Leadership Program, Office of International Programs 

It’s a program funded by U.S. Department of Education to train a selected group (104) of 

University students. Responsibilities included 

1) Overall program administration 

2) Student and faculty recruitment; 

3) Curriculum development; 

4) Budget planning and monitoring; 

5) Program evaluation; 

6) Designing and scheduling workshops; 

7) Chairing regular Program Board meetings; 

8) Working with state, federal agencies, and international businesses; and 

9) Participating in regional and national meetings. 

	












Responsibilities included: 

1) Developing and coordinating international exchange programs and activities 

especially with foreign institutions of higher education; 

2) Negotiating training contracts with foreign organizations and managing those 

training projects; 

3) Conducting research in the field of internationalization of higher education; 

4) Managing International Training Programs, such as the development and 

administration of a contract between WVU and the China National Coal 

Industry Import & Export Corporation. This long-term training for executives 

in the coal and coal equipment industry of China at WVU; 

5) Supervising graduate assistants in different research projects and activities; 

6) Facilitating the founding of WVU’s Center for the Study of Chinese Higher 

Education in March 1992, including participation of the Center’s program 

development and program implementation; 

7) Coordinated the founding of the WVU Study Abroad Office and continued to 

work with that office in identifying and working with foreign institutions, 

which might host WVU students. Initiated strategies to encourage students to 

take part in study-abroad programs; and 

8) Organizing university international seminars. 

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TEACHING EXPERIENCE 

Central Michigan University 

 IPS 397, A Survey of Culture in Contemporary China (Summer 2006) 

 Team-taught: MGT 667, "International Management" (Spring 2004) 

 Team-taught: EDU 495, “Comparative Education in International Context” in 

Foundations of Education (Fall 2003) 

Dartmouth College 

 “A Survey of Culture in Contemporary China” Dartmouth Foreign Study 

Program in China, Beijing Normal University (June 16 - August 31, 1997) 

West Virginia University 

 Delivery Team Member and organizer, USIA-funded Workshop in Beijing, 

PR China (July 25 - Aug. 12, 1994); 

 Presentations on “Responding to the Market and Enhancing the Quality of 

Universities” to 25 provincial-level university presidents in China (Subjects 

include “Strategic Planning,” “Total Quality Management,” “Management of 

Information System,” “Critical Issues,” “Societal and Market Needs,” etc.); 

 ECON 200, College of Business & Economics, West Virginia University 

(March 1994 — May 1995); 

 A seminar course in applied international leadership, business, and trade, TriState Leadership Academy (December 1993); and 

 Education Adm. 369, Education Administration Theory and other graduate 

courses as Teaching Assistant (fall 1990, Spring 1991 and Summer 1991) 

Beijing Coal Mining Management Institute, Beijing, China (1975-1986) 

 “Management and Leadership for Executives in Coal Industry” 

 Taught English language at beginning, intermediate, and advanced level in 

listening, speaking, reading, writing, and translation. 

 

HONORS 

International Who’s Who of Professionals: An Honored Member of the Who’s Who Historical 

Society for the Year 2003, with Exemplary Achievement and Distinguished Contributions. 

NFEAS Journal National Alumni Honor Roll of Published Writer, 1995-96 

 

Swiger Doctoral Teaching Fellowship, WVU, 1989-92 

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1991 Women in Education Administration Conference Award 

Visiting Scholar at Graduate School of Business Administration, Clark University, Worcester, 

MA 1986-87 

PUBLICATIONS 

Books and Journal Articles: 

Modern China and the New World: The Reemergence of the Middle Kingdom in the 21st

Century, University Press of America, forthcoming 2010 (Co-Author) 

The Reflection of China’s Private Higher Education Institutions: Concept, Reality, and 

Outlook, Science and Education Press, Beijing, China, May 2003 (Co-author) 

“The Rebuilding of Government Policy of Chinese Private Higher Education,” 

Afterwards, University of Hong Kong Press, No. 1, Volume 1, 2004 (Co-author) 

“Using the Socio-Economic Equation to Stimulate the Global Economy,” Journal of 

Academy of Business and Economics, Volume 1, No. 2, Oct. 2003, p. 18-33 (Co-author) 

“Building Sustainable Networks: An Action Research Strategy for Management 

Consultants,” Enhancing Inter-Firm Networks and Inter-Organizational Strategies, 

Research in Management Consulting Series, Volume 3, 2003 (Co-author) 

“Concept and Types of Private Institutions: A Preeminent Model,” Informational of NonGovernment Education Journal, Vol. 3, 2001 (Co-author) 

 “Training of Chinese School Administrators,” National Forum of Educational 

Administration and Supervision Journal, Vol. 12, No. 2, 1995-96 (Co-author) 

“The Problem of Culture: The Clash Between Gerontocrats and Paedocrats in the 1989 

Spring Uprising in China,” Asian Profile, Vol. 20, No. 2, April, 1992, p. 97-108 

(Co-author) 

 

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ROBERTA E. ADAMS

e-mail: radams@rwu.edu 

EDUCATION: 

 

Ph.D. English, Indiana University, Bloomington 

M. A. ESL Studies, University of Massachusetts, Boston 

M. A. English, Indiana University, Bloomington 

B. A. With Distinction and Honors in English, University of Michigan, Ann Arbor 

EXPERIENCE:

Assistant Dean of Humanities and Performing Arts & Professor of English, July 2008-Present 

Roger Williams University, Bristol, Rhode Island 

Oversee one of three divisions of the Feinstein College of Arts and Sciences, consisting of 

six departments. Work collaboratively with other administrators, department chairs and 

faculty to facilitate new program development and curricular development and assessment, 

and to identify and promote student learning opportunities. Mentor faculty; facilitate 

department, faculty, and student problem resolution. Teach one literature course per 

semester; advise students on course and graduation requirements. Conduct faculty class 

evaluations; serve on faculty hiring committees. 

Professor of English, 2003-2008; Faculty Mentor, 2006-2007; Chair, Department of English, 

July 2001-June 2004; Associate Professor, 1994-2003; Assistant Professor, Sept. 1988-1994 

Fitchburg State College, Fitchburg, Massachusetts 

Teach undergraduate and graduate courses in writing and literature; direct independent 

study projects; advise students; serve on department and college committees. Chaired 

department of nineteen full-time faculty, from five to eleven adjunct faculty and two support 

staff. Oversaw department budget and operations, evaluated faculty, oversaw faculty hiring 

process, hired adjunct faculty, worked with faculty and department committees to effect 

curricular change, long-range planning, program review and assessment, and represented 

department to campus and community constituencies. 

Interim Dean of Undergraduate Studies, 

Fitchburg State College, Fitchburg, Massachusetts, August 1999-August 2001 

Worked collaboratively with department chairs and other administrators to facilitate the 

development, promotion, and evaluation of undergraduate academic programs, 

accreditation, and outcomes assessment. Implemented college academic policies for 

undergraduate students (appeals, probation, suspension, dismissal, readmission, etc.). 

Exercised oversight of the College’s honors program, the Leadership Academy; the 

Freshman Foundation Year program; and the Summer Bridge Program. Coordinated Spring 

Honors Convocation; coordinated program for new faculty orientation and promoted faculty 

professional development and undergraduate research opportunities. Served on 

administrative hiring committees, the all-college curriculum committee, and other committees 

as required. Administrative advisor for FSC chapter of the national freshman honor society, 

Alpha Lambda Delta. 

Fulbright Lecturer, English Philology, Faculty of Modern Languages and Literatures, 

Sofia University, Sofia, Bulgaria, Sept. 1992-June 1993. 

 Taught English language, writing, and American Studies. Served as consultant on 

curriculum for Applied Linguistics. Evaluated English proficiency of Bulgarian candidates for 

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research and study programs in the U.S. and advised students and faculty on U.S. higher 

education opportunities. Conducted teacher-training workshops for the University of 

Delaware-Bulgaria Coalition. 

Visiting Faculty, Extension School, English as a Second Language, 

Harvard University, Cambridge, Massachusetts, June 1988-May 1992. 

 Taught intermediate to advanced level integrated skills and reading/writing courses; assisted 

with placement and testing. 

Registrar, Mount Holyoke College, South Hadley, Massachusetts, August 1984-August 1987. 

 Managed department responsible for student records, classrooms, course catalogues, and 

statistical analyses and reports. Developed computer record applications for IBM38 

computer. Advised students; evaluated transfer credit; served on faculty committees; 

secretary of the faculty. 

Lecturer (Foreign Expert), Foreign Languages Department, Hangzhou University, 

People's Republic of China, Feb.-July 1984. Indiana University Exchange Program. 

 Taught courses in British and American Literature and Composition; directed three faculty 

assistants. 

Office of the Registrar, Indiana University, Bloomington, Indiana, July 1978-July 1984. 

 Held positions of increasing responsibility, from Records Officer to Acting Associate

Registrar. Managed section operations; supervised administrative and clerical staff; served 

on campus committees; helped develop and implement computer record applications; 

served as campus resource on academic policies. 

PUBLICATIONS: 

“Lu Xun’s ‘My Old Home’ and Beijing Bicycle.” Expanding East Asian Studies Teaching 

Collaborative, 

 Weatherhead East Asian Institute, Columbia University. www.exeas.org. August 2007. 

“Aspects of Authority in Wu Cheng-en’s Journey to the West.” Chapter in Confucian Cultures of 

Authority: Chinese Practice. Ed. Roger T. Ames and Peter Hershock. Syracuse: SUNY Press, 

2006. 

“Buddhism in the Classic Chinese Novel Journey to the West.” Expanding East Asian 

Studies Teaching Collaborative, Weatherhead East Asian Institute, Columbia University. 

www.exeas.org. November 2005. 

“Riding Lessons: Enchanting the Ordinary,” Tablature, Newsletter of the Florida Institute of 

Technology Department of Humanities and Communication, 1:2, Nov. 1999. 

 Contributor, "Storied Places: Excerpts from A Silk Road Journal," ed. Peter Hershock, Asian 

Studies in America, Newsletter of the Asian Studies Development Program, Fall 1997. 

 "On the Way at St. Mary's," with Linda S. Pickle, Asian Studies in America, Newsletter of the 

Asian Studies Development Program, Spring 1997. 

PRESENTATIONS / GUEST LECTURES:

“Reincarnation and Transformation in Mo Yan’s Life and Death Are Wearing Me Out,” 15th Annual 

Asian 

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 Studies Development Program National Conference, Philadelphia, PA, March 6, 2009. 

Roundtable Presenter and Facilitator, Kazuo Ishiguro’s When We Were Orphans, “History, 

Literature and the Construction of Memory in East Asia,” International Crossroads at Fukuoka, 

Japan: East Asian and Western Connections Past and Present, Japan Studies Association 

Workshop, June 9-15, 2008. 

“Class and Gender in the Work of Sata Ineko,” Japan Studies Association Annual Conference, 

Honolulu, HI, January 5, 2008. 

“Embedded Classic Japanese Theater/Literature in Modern Japanese Works: The Task of 

Decoding,” Asian Studies Development Program National Conference, Nashville, TN, March 18, 

2006. 

“Journey to the East: From Chaucer to Wu Cheng’en and Bunraku,” FSC Graduate Colloquium, 

March 1, 2006. 

“Japanese Film and Literature: Kitano’s ‘Dolls’ and Chikamatsu’s ‘Love Suicides,’” Japan Studies 

Association Annual Conference, Tokai University, Honolulu, January 5-7, 2006. 

“Teaching Buddhist Elements in Journey to the West,” Panelist with participants in the Expanding 

East Asian Studies Teaching Collaborative, Weatherhead East Asian Institute, Columbia 

University; Asian Studies Development Program/ASIANet Annual Conference, Whittier College, 

Whittier, CA, April 22, 2005. 

“Teaching Chikamatsu’s Love Suicides at Amijima in a World Literature Course,” Roundtable, 

Japan Studies Association Annual Conference, San Francisco, CA, January 6-8, 2005. 

Reading from Frenchtown Summer, “Celebrating Robert Cormier: Readings From His Works,” 

Annual Tributes, Fitchburg State College, November 2007, November 2004. 

“Monkeying Around: Teaching Wu Cheng’en’s Journey to the West,” Panel, “Teaching Asian 

Literature in Translation;” Chair, Panel on Women and Literature; Asian Studies Development 

Program Annual Conference, Kansas City, MO, April 15-17, 2004. 

“Aspects of Authority in Wu Cheng’en’s Journey to the West,” On-line Conference, “Cultures of 

Authority in Asian Practice,” Asian Studies Development Program, Sept. 2-6, 2003. 

“Leaving the Chinese Countryside, Past and Present: Lu Xun and ‘Beijing Bicycle’,” Panel, 

“Teaching Asian Film and Literature,” Asian Studies Development Program National Conference, 

Phoenix, AZ, March 7, 2003. 

“The Aesthetics of Asian Gardens,” Freshman Foundation Year Slide Lecture, Fitchburg State 

College, March 21, 2002. Presented to Summer Bridge Students, August 6, 2002. 

“Nature, Aesthetics, and Memory in Gail Tsukiyama’s The Samurai’s Garden,” Panel, 

“Constructing Nature: Asian Gardens as Art & Idea,” Asian Studies Development Program 

Conference, College of DuPage, Glen Ellyn, IL, March 22, 2001. 

“Weaving Wives and Spinning Sisters: Women’s Economic Value and Sexuality in Chaucer’s 

Wife of Bath’s Prologue and Gail Tsukiyama’s Women of the Silk,” Panel, “Analogs and 

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Intersections: Asian Tales in Cross-Cultural Perspectives,” Asian Studies Development Program 

National Conference, East-West Center and University of Hawai’i at Manoa, July 3, 2000. 

“Embodying China: Biracial Characters’ Search for Identity in Novels of Diana Chang and Aimee 

Liu,” Asian Studies Development Program, Middlesex Community College, Lowell, 

Massachusetts, March 10-11, 1999. 

"The Silk Road: Xi'an to Hetian," Slide Presentation, Concord-Carlisle Adult & Community 

Education Armchair Travels Series, February 9, 1998; Fitchburg State College International 

Education Office Lecture Series, February 19, 1998. Televised on Judith Lindstedt's "Uncommon 

Ground," (Fitchburg Public Access TV), April 3-5, 1998 & January 16-18, 1999. 

 

 "Pedagogical Initiatives in Infusing Asian Content into the Undergraduate Core Courses," 

Roundtable, Asian Studies Development Conference, College of DuPage, Glen Ellyn, Illinois, 

March 12, 1997. 

 "Teaching American Studies in Post-Cold War Europe," Panel, American Studies Association 

Annual Meeting, October 28, 1994. 

 "Women in Bulgaria Today," European Women's History, Fitchburg State College, May 5, 1994. 

 "A Year in Sofia: One Teacher's Experiences in Bulgaria," Massachusetts Association of 

Teachers of English to Speakers of Other Languages Fall Conference, October 23, 1993. 

 Speaker, Orientation for Fulbright Grantees to Bulgaria 1993-94, USIA, Washington, D. C., July 

22-23, 1993. 

 Writing Workshops for Teachers, University of Delaware-Bulgaria Coalition for Management 

Training, Economics and English Language Education, Sofia, Bulgaria, December 12, 1992; April 

22, 1993. 

 "Teaching Maxine Hong Kingston's The Woman Warrior," Panel, FIPSE/MLA Faculty Seminar 

Series, 

 Department of English, Fitchburg State College, March 26, 1992. 

 "Travel and Literature," Honors Core Course, Fitchburg State College, November 25, 1991. 

"Using the Peer Review Process in ESL Writing Classes," with Suzanne M. Koons, 

Massachusetts Association of Teachers of English to Speakers of Other Languages Fall 

Conference, October 26, 1991. 

 "Reading and Writing Across the Curriculum," Faculty Seminar Series, English as a Second 

Language, Harvard University, July 30, 1991. 

 "Points of Departure: Using Travel Writings in ESL Integrated Skills and Reading/Writing 

Courses," Massachusetts Association of Teachers of English to Speakers of Other Languages 

(MATSOL) Spring Conference, May 3, 1991. 

 "Making the Curriculum More Multicultural: How Are We Doing It?," Panel, All College 

Development Day: "Diversity and Community," Fitchburg State College, April 18, 1991. 

 "The Oral Tradition in Classical and Medieval Literature," Honors Core, Fitchburg State College, 

March 4, 1991. 

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 "Women in the Middle Ages," Introduction to Women's Studies, Fitchburg State College, Feb. 7, 

1991. 

REVIEWS:

 Pre-publication reviewer for Longman Anthology of World Literature, Part I, Spring 2003. 

FACULTY WORKSHOPS: 

International Crossroads at Fukuoka, Japan: East Asian and Western Connections Past and 

Present, Japan Studies Association Workshop, Fukuoka, Japan, June 9-15, 2008. 

Korean Culture and Society 2007 Summer Institute; East West Center, Honolulu, Hawaii; 

included two weeks of travel in Korea. Interdisciplinary workshop on history, politics, economics, 

literature, art, music, religion, education, sociology, and current international relations. 

Sponsored by the Freeman Foundation and the Korea Foundation. May 28-June 16, 2007. 

Expanding East Asian Studies Workshop, 2004-2005 Teaching Collaborative, Columbia 

University, New York. Project to create web-accessible teaching materials and resources for 

secondary and higher education instructors. http://www.exeas.org 

Japan Studies Association/Freeman Foundation 2004 Summer Institute on Japan, Tokai 

University, Honolulu, Hawai’i, May 23-June 12, 2004. Workshops on Japanese language, 

history, religion, politics, Japan/US relations, social issues, theater, business and economy, 

literature, and art. 

“Authoring Community and State: Political Culture in Asian Contexts,” Faculty Workshop, 

NEH/Asian Studies Development Program, Eckerd College, St. Petersburg, FL, Oct. 23-27, 2002. 

“Riding the Chinese Dragon: Culture, Nature and Technology,” Florida Institute of Technology, 

Melbourne, Florida, Nov. 5-6, 1999. 

China Summer Field Study Program, "Along The Silk Road," Asian Studies Development 

Program, June 30-July 27, 1997. Major themes: Chinese art and Buddhism, history of the Silk 

Road, cultures and peoples of Central China. The ASDP is a joint program of the University of 

Hawai'i and the East-West Center. 

 "Integrating Japan into the Undergraduate Curriculum," Workshop for College Faculty, Slippery 

Rock University, Slippery Rock, Pennsylvania, September 26-28, 1996. 

 "Teaching the Chinese Classics in Translation," NEH Summer Institute for College and University 

Professors, St. Mary's College of Maryland, June 17-July 19, 1996. 

FACULTY AND ADMINISTRATIVE SEMINARS:

Association of Departments of English Summer Seminar North, Workshop for New Chairs, 

Cooperstown, New York, June 13-16, 2002. 

First International Symposium on Classical Chinese Gardens, The New York Chinese Scholar’s 

Garden, April 27-28, 2002. 

American Association of Higher Education (AAHE) Faculty Roles and Rewards, Tampa, Florida, 

January 31-February 3, 2001. 

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“Understanding Teaching,” Professional Development Workshop by Dr. Greg Ciardi, Fitchburg 

State College and Research for Better Teaching, June 5, 2001. 

Council of Colleges of Arts and Sciences (CCAS) Seminar for New Deans, Williamsburg, VA, 

June 14-17, 2000. 

American Association of Higher Education (AAHE), Faculty Roles and Rewards, New Orleans, 

Feb 3-7, 2000. 

NEASC Workshop on Assessment, Boston, December 1-2, 1999. 

ACT Workshop on Outcomes Assessment, Natick, Mass., October 26, 1999. 

“Rethinking the Purposes and Practices of Foreign Language Education,” AAC&U, Des Moines, 

Iowa, October 21-23, 1999. 

“Teaching Writing in a CALL Lab” and “Understanding the Internet,” Workshops, Multimedia 

Language Lab, Center for English Language and Orientation Programs, Boston University, 

October 17, 1998. 

Introduction to East Asian Civilization (China and Japan), History 80a, Prof. John Schrecker, 

Course Audited at Brandeis University, Fall Semester 1996. 

 "Germany in the New Europe," Fulbright Berlin Seminar, Germany, March 26-April 1, 1993. 

“Politics, Culture and Technology: Global Problems and the Search for Solutions,” JFK Library 

Summer Institute for Teachers, Boston, Massachusetts, July 6-17, 1992. 

"Exploring Dimensions of Diversity in Writing Classrooms," CCCC Winter Workshop on Teaching 

Composition to Undergraduates, January 4-7, 1992. 

 

 Mount Holyoke College Mellon Faculty Seminar in the Humanities,1985-1986; Five-College 

Seminar on the Humanities Professions, 1984-1986. 

DISSERTATION: 

 "Chaucer's Wife of Bath and Marriage in Fourteenth-Century England" 

 Committee: David Bleich (Director), E. Talbot Donaldson, Eugene Kintgen, Paul Strohm 

HONORS:

Undergraduate Faculty Research Associate, Fitchburg State College, 2005-2006 

Who’s Who Among America’s Teachers, 9th Edition, 2004-2005 

Fitchburg State College Leadership Award, May 3, 2001 

Founding Member, Alpha Lambda Delta, Fitchburg State College Chapter, November 2000 

Keynote Speaker and Honorary Member, Kappa Delta Pi, Fitchburg State Chapter, April 2000 

Creative Research Faculty Award, Spring 1998 

Nominated for Vincent J. Mara Award for Teaching Excellence, 1992, 1995, 1997, 1998, and 2004 

Nominated for Student Government Association Teacher of the Year Award, 1991, 1994, 1998 

Fulbright Lectureship, Sofia University, 1992-1993 

Graduate Faculty Research Fellow, Fitchburg State College, 1991-1992 

COMMUNITY: 

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Cellist, Fitchburg State College Community Chamber Orchestra, Conducted by Susan Kirchhausen, 

 Fall 2003-Spring 2008. 

PROFESSIONAL MEMBERSHIPS:

Asian Studies Development Program Association 

Association for Asian Studies 

East West Center, Honolulu, Hawai’i 

Fulbright Association 

Japan Studies Association 

Massachusetts Association of Teachers to Speakers of Other 

 Languages (MATSOL); Executive Board, 1993-1995. 

New Chaucer Society 

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Attachment 4: Proposed East Asian Studies Minor and Major (Draft) 

East Asian Studies Minor (18 credits, 6 courses): 

Required Courses: 

3 cr.: ASIAN 200: Introduction to East Asian Studies 

6 cr: Two semesters of Chinese or Japanese Language 

3 cr: HIST 281: Modern East Asian History 

Elective Courses: 6 cr.; one course must be at the 300-400 level 

Choose one course from Area I and one course from Area II or III: 

I. Social Sciences: 

 ANTH 356: World Cultures: Asia 

 ANTH XXX: World Religions 

 ECON XXX: International Trade: Asia and the West 

 HIST 381 Critical Periods and Topics in Asian History 

 POLSC 3XX: Comparative Politics: Asia and the West 

 POLSC 346: Foreign Policies of the Major Powers 

 SOC XXX: Family and Society in Asia 

 ASIAN 430: Special Topics 

II. Humanities/Arts: 

 AAH XXX Asian Art and Architectural History (China & Japan) 

 COMM 380: Visual Media in Cultural Context: East Meets West 

 COMM XXX: East Asian Film 

 ENG XXX: Non-Western Classics 

 ENG XXX: Modern East Asian Literature 

 MUSIC 312: World Culture Through Music/China & Japan 

 PHIL 212: Eastern Philosophy 

 THEAT 333: Asian Drama and Dance 

 ASIAN 430: Special Topics 

III. Sciences/Professions: 

 TBD 

IV. Study Abroad/Internship/Service Learning may be approved for 3-6 credits of Electives 

Major in East Asian Studies (36 credits): 

I. Complete requirements for Language Minor in Chinese, Japanese, or Asian Languages 

(Chinese & Japanese) (12-15 credits); 3 credits must be at the advanced level in one language. 

II. Required Courses: (12-15 credits): 

 ASIAN 200: Introduction to East Asian Studies 

 HIST 281: Modern East Asian History 

 Study Abroad/Internship/Service Learning (3-6 elective credits) 

 400-level Interdisciplinary Capstone Course 

III. Elective Courses: (6-12 credits; minimum of two courses at the 300- or 400-level) 

 Choose 2-4 elective courses from the lists for the minor above 

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 Attachment 5: International Courses 

The following courses, currently listed in the RWU Catalog, are international in focus or 

have an international/non–U.S. component. Every department also has one or more course 

numbers reserved for Special Topics courses, often used to pilot potential new courses or to offer 

topics on an infrequent basis. Many courses with international content are first offered as 

Special Topics courses. 

 Feinstein College of Arts and Sciences: Core Courses in History and the Modern World; 

Literature, Philosophy, and the Ascent of Ideas; The Artistic Impulse; Course Seminars: The 

Proper Order of Things, Perspectives in World Culture, Visions of Utopia, Cultural 

Creations/Women Across Time; It’s All Greek to Us; Forbidden Ideas; Anthropology: World 

Cultures, World Religions; Communications: Intercultural Communication, Introduction to 

Visual Communication, International Communication, Visual Media in Cultural Context, Special 

Topics in Global Communication; Creative Writing: Introduction to Playwriting, Writers 

Reading Poetry Seminar, Writers Reading Fiction Seminar, The Use of Style in Writing Fiction; 

P.E.N. Seminar; Criminal Justice: Terrorism, Securing the Homeland; Dance/Performance: 

Dance History, British Dance and Performance Art/London; Economics: Economics in 

Developing Countries, Monetary Economics, International Trade, International Macroeconomics; English: Serpents, Swords, and Symbols; Art and Life Through Story; Myth, Fantasy 

and the Imagination; Literary Analysis; British Poetry; British Epic Through Novel; Continental 

Literature; Eliot, Joyce, Woolf and Co.; Vice and Virtue; Shakespeare; Race, Gender and Class 

in Literature; Non-Western Classics; Environmental Science: Principles of Oceanography; 

Humans, Environmental Change and Sustainability; Marine Resource Management; Marine 

Geology; Meteorology and Climatology; Foreign Languages: Intermediate through Advanced 

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courses in French, Italian, German, Spanish, Portuguese, Latin, Greek, Chinese, and Arabic; 

literature and culture classes in translation: Actors, Authors and Audiences; Perspectives on 

Culture, offered for various culture/language groups; History: History of Western Civilization I 

and II, Modern East Asian History, Survey of Modern African History, Studies in European 

History, Studies in National History, Ancient History, Medieval History, Age of Renaissance and 

Reformation, Age of Absolutism, Age of French Revolution and Napoleon, 19th C. Europe, 20th

C. Europe, Problems in War and Diplomacy, Critical Periods and Topics in Asian History, 

Critical Periods and Topics in African History, Critical Periods and Topics in Latin American 

History, Great Cities in History, Special Topics; Mathematics: History of Mathematics; Music: 

Evolution of Jazz, Evolution of Musical Style, World Culture Through Music/Latin America, 

World Culture Through Music/China & Japan, World Culture Through Music/India & Middle 

East, World Culture Through Music/Indigenous Peoples; Philosophy: Eastern Philosophy, 

Ancient Philosophy, Medieval Philosophy, Modern Philosophy, Contemporary Philosophy; 

Political Science: The United States in World Affairs, Comparative Politics, International 

Relations, Model United Nations, Comparative Politics in the Third World, Politics and Ethnic 

Conflict, Modern European Politics, Post-Communist World, Revolution and Social Change, 

International Negotiation, International Political Economy, Foreign Policies of the Major 

Powers; Rogue States, Allies, Regional Powers; International Law and Organization, Mexican 

Politics, Cultures in Contact: Mexico Today; Sociology: Globalization and Identity, 

Comparative Social Movements and Social Change; Theatre: Theatre History I and II; Theatre of 

Shakespeare; Modern Theatre and Drama; British Theatre and Performing Arts; Asian Drama 

and Dance; Contemporary Drama; Drama Theory and Criticism; Cultures in Contact: British 

Heritage and Its Impact on Modern Man; Writing Studies: Rhetoric and Cultural Differences. 

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Gabelli School of Business: International Finance, International Business/European 

Union, COOP: International Business, International Management, International Marketing. 

 School of Architecture, Art, and Historic Preservation: History of Art and Architecture I 

and II, History of Modern Architecture I and II, History of Landscape Architecture, History of 

Modern Art, History of African Art, History of Italian Renaissance Art, Art and Architecture in 

the Classical World, Art and Architecture in the Medieval World, Art and Architecture in the 

Islamic World, Issues in Contemporary Art, Modern Urban Design Theory, Architecture in 

Context/Cities Abroad, Dutch Architecture, Cultures in Contact/Study Abroad Seminar, 

Modernism in the Non-Western World, Theoretical Origins of Modernism, Special Topics 

(China and Japan, other world areas); History and Philosophy of Historic Preservation; 

Architecture and Preservation Abroad. 

 School of Continuing Studies: Industrial Technology: World Class Manufacturing, 

International Environmental Standards, International Quality Standards; Public Administration: 

Comparative Public Administration. 

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UISFL Roger Williams University East Asian Area Studies Other Attachment 7. Library Resources 

Current library collections in East Asian Studies 

Below is an assessment of existing library collections including books, journals and 

databases to support East Asian Studies. Additionally, students and faculty would have 

access to the HELIN collection for additional resources. 

Book and other media holdings

China 4,639 titles 

Japan 3,961 titles 

Korea 932 titles 

Mongolia 38 titles 

Taiwan 268 titles 

Hong Kong 220 titles 

TOTAL 10, 058 titles 

Journal holdings

2 journal titles relate to East Asian in the library collection. 

Database subscriptions

Depending on the program’s area of focus, the following databases may be useful in 

support of the program: 

Academic Search Premier 

ABI Inform 

Proquest Central 

Bibliography of the History of Art 

Project Muse 

JSTOR 

PAIS international 

International Bibliography of Theater and Dance 

Europa World Yearbook 

 

Future collections to support East Asian Studies and the cost 

Books 

Below is listed the number of titles identified by Christine Fagan on China, Korea and 

Japan available through the Blackwell’s Area Studies Lists for 2008 which would be 

valuable for expanding our collection. Also included is the value based on the average 

price for a book according to Blackwell’s North American Approval Program Coverage 

& Cost Study. 

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China 54 titles 

Japan 27 titles 

Korea 27 titles 

TOTAL 108 titles x $77.60 = $8,380 

Since we are already collecting in these areas to support our current curriculum, a 

reasonable estimate to build the collection would be about $8,380. 

Collection of Videos 

Faculty recommended that the Library should add a collection of videos on East Asian 

studies related to cultures, religions, history ... A total of 46 videos at $35 each for a 

total of $1,640 can be a useful source for the East Asian Area Studies. 

Total cost for books and videos to support a new East Asian Studies program is: 

$8,360 + $1,620 = $10,000. 

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Budget Narrative

Budget Narrative

Attachment 1:

Title: Pages: Uploaded File: 1234-UISFL_RWU_Budget_Narrative.pdf

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UISFL Roger Williams University East Asian Area Studies 

Roger Williams University UISFL Project: East Asian Area Studies Category Federal RWU Total Federal RWU Total Federal RWU 

Year 1 Year 2 Year 1 Year 2 Year 2 Year 2 

Years 

1+2 

Years 

1+2 

Personnel 1.1 Project Co-Director Debra 

Mulligan, Assoc. Professor $21,678 $0 $21,678 $22,436 $0 $22,436 $44,114 $

1.2 Project Co-Director Min 

Zhou, Asst. Professor $0 $16,137 $16,137 $0 $16,702 $16,702 $0 $32,83

1.3 Asst. Provost Guilan Wang $0 $7,931 $7,931 $0 $8,209 $8,209 $0 $16,141.4 Asst. Dean Roberta Adams $0 $7,066 $7,066 $0 $7,313 $7,313 $0 $14,371.5 Asst. Dir. of Global & 

Internatl Programs Kate Greene $0 $1,356 $1,356 $0 $1,403 $1,403 $0 $2,75

1.6 Study Abroad Coordinator 

Kevin Hayden $0 $1,498 $1,498 $0 $1,551 $1,551 $0 $3,04

1.7 Global Program Coordinator 

Marcy Farrell $0 $1,380 $1,380 $0 $1,428 $1,428 $0 $2,80

1.8 Global Center Administrative 

Asst. $0 $309 $309 $0 $319 $319 $0 $62

Total Personnel $21,678 $35,677 $57,354 $22,436 $36,925 $59,362 $44,114 $72,60Fringe 2.1 Project Co-Director Debra 

Mulligan, Assoc. Professor $7,587 $0 $7,587 $7,853 $0 $7,853 $15,440 $

2.2 Project Co-Director Min 

ZHou, Asst. Professor $0 $5,648 $5,648 $0 $5,846 $5,846 $0 $11,49

2.3 Asst. Provost Guilan Wang $0 $2,776 $0 $0 $2,873 $0 $0 $5,642.4 Asst. Dean Roberta Adams $0 $2,473 $2,473 $0 $2,560 $2,560 $0 $5,032.5 Asst. Dir. of Global & 

Internatl Programs Kate Greene $0 $475 $475 $0 $491 $491 $0 $96

2.6 Study Abroad Coordinator 

Kevin Hayden $0 $524 $524 $0 $543 $543 $0 $1,06

2.7 Global Program Coordinator 

Marcy Farrell $0 $483 $483 $0 $500 $500 $0 $98

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2.8 Global Center Administrative Asst. $0 $108 $108 $0 $112 $112 $0 $22Total Fringe $7,587 $12,487 $17,190 $7,853 $12,924 $17,792 $15,440 $25,41Travel Airfare 3.1 Roundtrip PVD-Beijing $2,500 $2,500 $5,000 $2,500 $0 $2,500 $5,000 $2,503.2 Roundtrip PVD-Tokyo $1,800 $1,800 $3,600 $1,800 $0 $1,800 $3,600 $1,803.3 Roundtrip PVD-Korea $1,300 $0 $1,300 $1,300 $0 $1,300 $2,600 $3.4 Roundtrip PVD-DC $800 $0 $800 $800 $0 $800 $1,600 $Ground Travel 3.5 Airport transfer PVD for all trips by Project Director & faculty coordinator $360 $0 $360 $360 $0 $360 $720 $3.6 Ground transportation Beijing $75 $75 $150 $75 $0 $75 $150 $73.7 Ground transportation Japan $100 $100 $200 $100 $0 $100 $200 $103.8 Ground transportation Korea $75 $0 $75 $75 $0 $75 $150 $Per Diem Lodging & M&E 3.9 Beijing $1,050 $1,050 $2,100 $1,050 $0 $1,050 $2,100 $1,053.10 Tokyo, Japan $1,428 $1,428 $2,856 $1,428 $0 $1,428 $2,856 $1,423. 11 Korea $1,225 $0 $1,225 $1,225 $0 $1,225 $2,450 $3.12 Washington DC $1,672 $0 $1,672 $1,672 $0 $1,672 $3,344 $Total Travel $12,385 $6,953 $19,338 $12,385 $0 $12,385 $24,770 $6,95

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Equipment Supplies Contractual Construction Other 8.1 Evaluator $2,000 $0 $2,000 $3,000 $0 $3,000 $5,000 $8.2 East Asian Speaker Series Program $5,000 $10,000 $15,000 $5,000 $9,000 $14,000 $10,000 $19,008.3 Faculty East Asian Professional Development Stipend $17,000 $7,000 $24,000 $14,000 $10,000 $24,000 $31,000 $17,008.4 Faculty East Asian Professional Development Presenters + meeting meals $4,100 $7,500 $11,600 $4,100 $7,500 $11,600 $8,200 $15,008.5 Books & materials for Professional Development summer sessions $5,400 $0 $5,400 $5,400 $0 $5,400 $10,800 $8.6 Summer Seminar site visits (MFA, Salem-Peabody museum; 2 vans + driver + admissions $1,550 $0 $1,550 $1,550 $0 $1,550 $3,100 $8.7 East Asian related Books & resources for library/university $5,000 $4,000 $9,000 $1,000 $0 $1,000 $6,000 $4,008.8 Recruitment of instructor for Japanese Language $0 $0 $0 $5,000 $10,000 $15,000 $5,000 $10,008.9 Publication $1,000 $0 $1,000 $1,000 $0 $1,000 $2,000 $Total Other $41,050 $28,500 $69,550 $40,050 $36,500 $76,550 $81,100 $65,00Total Direct Cost $82,700 $83,616 $163,433 $82,724 $86,349 $166,089 $165,424 $169,96Indirect Cost $6,616 $6,689 $13,075 $6,618 $6,908 $13,287 $13,234 $13,59Total Costs $89,316 $90,306 $176,507 $89,342 $93,257 $179,376 $178,658 $183,56

Budget Narrative/Justification 

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Personnel All salaries are reported as a percentage of their salaries, with are calculated with an increase of 3.5% for year 2. 1.1 Co-Project Director Debra Mulligan will receive a 25% course release for the four semesters during the two y

One course release per semester (two per year) is calculated at 25%. .25 x $86,711. 

1.2 Co-Project Director Min Zhou will receive a 25% course release for the four semesters during the two years o

course release per semester (two per year) is calculated at 25%. .25 x $64,549. Inkind RWU contribution. 

1.3 Asst. Provost for Global Affairs for Administrative oversight of project and to arrange speakers and partners

Inkind RWU contribution. 

1.4 Asst. Dean for Humanities & Performing Arts for Administrative oversight, assist in identifying seminar spea

activities. 7% x $100,940 Inkind RWU contribution. 

1.5 Asst. Dir. of Global & International Programs Kate Greene for marketing and logistics for Speaker series and 

$67,794 x 2% effort. Inkind RWU contribution. 

1.6 Study Abroad coordinator to brief students, advise on study and service learning abroad. $49,937 x 3% effort 

contribution. 

1.7 3% time for Program Coordinator to market & process East Asian short-term faculty-led programs. .03 x $4

contribution. 

1.8 Administrative Assistant time for scheduling speaker series & managing logistics of series; 1% x $30,853. In

Fringe University policy is for 35% fringe on all year round employees and on faculty academic year salaries. Travel

Airfare—all will be booked through American carriers unless they are not available for a segment. Trips are for partnerships, evaluating sites and for faculty-led study abroad sessions. 3.1 China- 3 trips @ $2,500/trip. 

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3.2 Japan – 3 trips @$1,800/trip 3.3 Korea – 2 trips @$1,300/trip 3.4 Washington DC – 2 trips for the 2 PDs to attend the Project Directors meeting in DC Ground travel 3.5 Airport trips for RWU faculty/administrators traveling abroad or to the Project Director’s meeting. @ $45/tri3.6 China ground transportation @$75/person 3.7 Japan ground transportation @ $100/person 3.8 Korea ground transportation@ $75 per person Per diem 3.9 China- 3 people @ $300/day x 3.5 days 3.10 Japan 3 people @ $480/day x 3.5 days 3.11 Korea 2 people @$350/day x 3.5 days 3.12 Washington DC for the project directors’ meeting 2 people @ $409/day x 4 days Other 8.1 Evaluator. RWU is already having an outside assessment of the foreign language program in fall 2009. UISoutside expert in international and area studies to visit at the end of year 1 and to do a final visit and report in yeatravel, preparation work, review of materials, on-campus meetings, and drafting of interim and final report. 8.2 East Asian Speaker Series – UISFL funds are for travel expenses of speakers, and RWU is providing approxthat amount to assist in honoraria, facilities, marketing, and other expenses. 8.3 Faculty East Asian Professional Development Stipend for summer workshops – Each of 8 RWU faculty and would receive a stipend of $1500 for participating and working on subsequent curriculum development. 16 x $1year. 8.4 Faculty Development Presenters and working meal sessions for summer workshops – two presenters from thDevelopment Program will participate each year. And additional two experts will participate from the new Englcover travel and honoraria. The summer sessions will also include working meals. $13/day x 20 (participants + sdirectors). 

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8.5 Books and materials for participants is $300 x 16 participants. 8.6 Summer seminar site visits include museum admission/tour fees ($17/person for MFA; $19/person for Salemcosts are $750 for two vans. 8.7 East Asian related books and resources. 108 titles x $77.60 = $8,380 and 46 videos @ $35. 8.8 Funds in support of instructor of Japanese @ $5,000 per course. 8.9 Publications – for the development, printing and dissemination of brochures on the East Asian Area Studies include current students, prospective students, parents, guidance counselors, high schools, and university faculty. Indirect Costs. RWU used the US Department of Education’s rate of 8% of direct costs (and there were no equip

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