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 # P016A090029 

Grants.gov Tracking#: GRANT10294109 

 

 

 

 

 

 

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

Closing Date: APR 30, 2009

PR/Award # P016A090029
**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

 Attachment - 2 e57

 3. Project Narrative - (Other Narrative...) e60

 Attachment - 1 e62

 Attachment - 2 e64

 Attachment - 3 e66

 Attachment - 4 e68

 Attachment - 5 e70

 Attachment - 6 e72

 Attachment - 7 e74

 Attachment - 8 e76

 Attachment - 9 e78

 Attachment - 10 e79

 Attachment - 11 e81

 Attachment - 12 e83

 Attachment - 13 e85

 Attachment - 14 e87

 Attachment - 15 e90

 Attachment - 16 e92

PR/Award # P016A090029
 Attachment - 17 e94

 Attachment - 18 e96

 Attachment - 19 e98

 Attachment - 20 e99

 Attachment - 21 e101

 Attachment - 22 e103

 Attachment - 23 e105

 Attachment - 24 e107

 Attachment - 25 e109

 Attachment - 26 e111

 Attachment - 27 e113

 Attachment - 28 e114

 4. Budget Narrative - (Budget Narrative...) e116

 Attachment - 1 e117

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PR/Award # P016A090029
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: 

 Oakton Community College Distric...

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 $ 7,200 $ 14,400 $ 0 $ 0 $ 0 $ 21,600 

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

3. Travel $ 24,276 $ 21,000 $ 0 $ 0 $ 0 $ 45,276 

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

5. Supplies $ 3,500 $ 500 $ 0 $ 0 $ 0 $ 4,000 

6. Contractual $ 23,620 $ 14,300 $ 0 $ 0 $ 0 $ 37,920 

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

8. Other $ 500 $ 15,775 $ 0 $ 0 $ 0 $ 16,275 

9. Total Direct Costs 

(lines 1-8) 

$ 59,096 $ 65,975 $ 0 $ 0 $ 0 $ 125,071 

10. Indirect Costs* $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

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

12. Total Costs (lines 9-

11) 

$ 59,096 $ 65,975 $ 0 $ 0 $ 0 $ 125,071 

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

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

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

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

 Period Covered by the Indirect Cost Rate Agreement: From: __/__/____ To: __/__/____ (mm/dd/yyyy) 

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

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

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

PR/Award # P016A090029 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: 

 Oakton Community College Distric...

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 $ 33,501 $ 45,769 $ 0 $ 0 $ 0 $ 79,270 

2. Fringe Benefits $ 4,480 $ 4,554 $ 0 $ 0 $ 0 $ 9,034 

3. Travel $ 13,040 $ 1,742 $ 0 $ 0 $ 0 $ 14,782 

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

5. Supplies $ 300 $ 300 $ 0 $ 0 $ 0 $ 600 

6. Contractual $ 9,852 $ 1,000 $ 0 $ 0 $ 0 $ 10,852 

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

8. Other $ 2,250 $ 10,685 $ 0 $ 0 $ 0 $ 12,935 

9. Total Direct Costs 

(lines 1-8) 

$ 63,423 $ 64,050 $ 0 $ 0 $ 0 $ 127,473 

10. Indirect Costs $ 4,727 $ 5,278 $ 0 $ 0 $ 0 $ 10,005 

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

12. Total Costs (lines 9-

11) 

$ 68,150 $ 69,328 $ 0 $ 0 $ 0 $ 137,478 

PR/Award # P016A090029 e6
Project Narrative

Abstract Narrative

Attachment 1:

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

PR/Award # P016A090029 e14
PATHWAYS TO SOUTH ASIA: BUILDING GLOBAL STUDIES CAPACITIES AND 

OPPORTUNITIES RELATED TO SOUTH ASIA AND THE HINDI AND URDU 

LANGUAGES AT OAKTON COMMUNITY COLLEGE

Abstract 

A multi-year intensive examination, expansion and revision of curriculum, faculty and staff 

professional development, and student study abroad opportunities to reflect the importance of 

South Asian content within global competency initiatives at Oakton Community College. 

Oakton Community College proposes a multi-faceted project that will involve all constituencies 

of the College community, as well as residents of Oakton’s district, local high school teachers, 

and colleagues from community colleges across Illinois, in gaining a greater understanding of the 

fascinatingly complex societies of South Asia. There will be a range of opportunities, or 

pathways, for learning. South Asia content will be infused in humanities, philosophy, history, 

women’s studies, literature, anthropology, business, macroeconomics, English composition, 

science and technology, health careers and others. Individuals will have the opportunity to learn 

the Hindi and Urdu languages, and heritage speakers will become more aware of the legacy of 

their South Asian roots. A special topical “Pathways” series open to all Oakton employees is 

designed to generate interest in and celebrate Oakton’s new South Asia curriculum. 

Grant objectives are to: 

1. Develop beginning, intermediate and conversational Hindi/Urdu language curriculum; 

2. Increase faculty, administrator and staff knowledge of South Asian societies and cultures 

through various professional development opportunities; 

3. Develop at least four new courses on South Asia, as well as enhance 20 existing courses 

by infusing them with South Asian content, through recruitment, support and 

development of selected curriculum development faculty members; 

4. Establish opportunities for students and faculty members to study in India and participate 

in exchanges; and 

5. Increase awareness of Oakton’s global studies programming, specifically new courses or 

sections on Hindi, Urdu and South Asia, and study abroad opportunities in India. 

The objectives are ambitious but nonetheless attainable. Oakton already has an established 

Global Studies Program, so there is significant institutional commitment for the enhancement 

and expansion of the existing program. The College currently offers coursework in 11 modern 

languages, including some priority languages, thus ensuring the successful delivery of Hindi and 

Urdu instruction. Oakton is privileged to receive strong support in implementing this project 

from the Center for South Asia at the University of Wisconsin-Madison. As a Department of 

Education-funded National Resource Center, CSA brings area and language expertise to the 

project and passion for the educational initiatives that Oakton envisions. The University of 

Hyderabad also will play an integral part in the planning and performance of project activities. 

Their Study in India Program will be the model for in-country student and faculty learning 

opportunities. The cross-disciplinary involvement in the project will foster a vibrant and 

sustainable learning community. 

PR/Award # P016A090029 e0
Project Narrative

Project Narrative

Attachment 1:

Title: Pages: Uploaded File: 1265-FinalNarrative.pdf 

Attachment 2:

Title: Pages: Uploaded File: 1266-NarrativeTOC.pdf

PR/Award # P016A090029 e16
PATHWAYS TO SOUTH ASIA: BUILDING GLOBAL STUDIES CAPACITIES AND 

OPPORTUNITIES RELATED TO SOUTH ASIA AND THE HINDI AND URDU 

LANGUAGES AT OAKTON COMMUNITY COLLEGE

A multi-year intensive examination, expansion and revision of curriculum, faculty and staff 

professional development, and student study abroad opportunities to reflect the importance of 

South Asian content within global competency initiatives at Oakton Community College. 

INTRODUCTION 

Oakton Community College (“Oakton”), an open-access public community college 

serving 18 diverse communities in northern Cook County, Illinois, maintains a profound 

commitment to global studies, reflected in its Mission, Vision and Values statement, developed 

in 1998: “We challenge our students to be capable global citizens, guided by knowledge and 

ethical principles, who will shape the future.” This commitment also can be seen in the 

College’s strategic goals, “Change Matters,” which state: 

Figure 1: Change Matters: 2007-2012 Oakton Community College Strategic Goals 

Innovative learning for local and global citizenship. We will evaluate and change our 

academic programs and learning opportunities foster local and global citizenship and to 

meet clearly identified student and community needs. 

Oakton offers a comprehensive Global Studies (GS) Program, including an academic 

concentration in GS, on-campus GS special programming, various study abroad opportunities, 

two-year course of study in 11 modern languages, and a commitment to on-going international 

professional development for faculty, administrators and staff. The GS academic concentration 

allows for broad-based, interdisciplinary teaching and infusion of content across the spectrum of 

general education courses, thereby reaching students outside the GS concentration. GS students 

also may tailor their own program to focus on a particular area of the world or a particular issue, 

such as sustainable development. Early on, South Asian Studies arose as a viable sub-field due to 

the predominance of Oakton students of South Asian heritage; however, the GS Advisory 

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OAKTON COMMUNITY COLLEGE, PATHWAYS TO SOUTH ASIA

Committee noted that course offerings in that area were insufficient to merit an area study 

designation. 

Working with its cooperating institutions, Oakton has initiated a project to encourage the 

formation and sustainability of South Asian-focused courses and modules, including four 

semesters of Hindi and Urdu languages, faculty development opportunities, and a study abroad 

offering that will help build institutional capacity related to this increasingly important region of 

the world. As part of this multi-year project, Oakton, as fiscal agent, is seeking $125,071 from 

the Undergraduate International Studies and Foreign Language Program, to partially fund 

curriculum development, faculty professional development, and student study abroad program 

development. 

PLAN OF OPERATION 

a. Quality of Project. The multi-year project will contribute to Oakton’s ongoing efforts to 

develop, strengthen and expand GS programs and offerings by opening an interdisciplinary 

dialogue among community college faculty members, South Asian Studies scholars at American 

universities, and Indian scholars and educators. Because this goal can only be pursued by 

globally competent educators, a major focus of this project is to provide challenging and 

inspiring professional development opportunities, experiences and resources for educators. The 

benefits of this project will impact not only the participating educators, but also the students they 

teach and the institutions and communities they serve in distinctly concrete ways. These benefits 

will extend beyond Oakton to all of the nearly 40 member institutions of the Illinois Consortium 

for International Studies and Programs (ICISP), of which Oakton is a founding member. This 

project will help meet the goal of community colleges in Illinois to increase the global 

competency of students through: a summer study abroad opportunity in India; on-line Hindi and 

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Urdu language offerings open to students at all ICISP member schools; professional 

development opportunities open to faculty and administrators from all ICISP member schools; 

and dissemination of South Asian course and module curriculum in workshops, at conferences 

and on the Internet. The table below presents a broad outline of the proposed project. 

Table 1: Proposed Schedule of Major Grant-Funded Activities 

Year One (2009/2010) Year Two (2010/2011) 

Sept. Symposium / Retreat for Year One 

Curriculum Developers and Area 

Experts hosted at the South Asia 

Center at University of Wisconsin 

– Madison 

Symposium / Retreat for 

Year Two Curriculum 

Developers and Area Experts 

hosted at the South Asia 

Center at University of 

Wisconsin - Madison 

Hindi / Urdu 

101 Master 

Class for 

faculty, 

administrators 

Oct. Speaker for all Oakton employees & staff 

and students 

Speaker for all Oakton 

employees and students 

Nov. Workshop for Year One 

Curriculum Developers and other 

interested administrators, staff and 

faculty 

Workshop for Year Two 

Curriculum Developers and 

other interested faculty, 

administrators and staff 

Jan. Oakton 

delegation goes 

to India 

Conduct four 

sessions of 

“Pathways to 

South Asia” for 

Oakton 

employee 

learning cohort 

to generate 

interest in South 

Asia and 

celebrate the 

advent of the 

South Asia 

curriculum at 

Oakton. 

Hindi / Urdu 

102 Master 

Class for 

faculty, 

administrators 

& staff 

Feb. Speaker for all 

Oakton students 

and employees 

Speaker for all Oakton 

employees and students 

Mar. Workshop for 

Year One 

Curriculum 

Developers and 

other interested 

administrators, 

staff and faculty 

Workshop for Year Two 

Curriculum Developers and 

other interested 

administrators, staff and 

faculty 

April Campus 

Presentation by 

Year One 

Curriculum 

Developers 

Two-day academic 

conference hosted by Oakton 

Campus Presentation by Year 

Two Curriculum Developers 

Summer Hindi / Urdu Immersion Program 

at Oakton for Heritage Speakers 

and Other Interested Students 

Hindi / Urdu Immersion Program at Oakton 

for Heritage Speakers and Other Students 

One-Month Study Abroad Program in India 

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 Oakton’s proposed program is the result of extensive planning over the course of 18 

months by members of the GS Advisory Committee. The need for additional course material on 

South Asia was identified three years ago, and the committee set forth on a path to foster 

increasing interest in South Asia through meetings, exhibits, a successful Fulbright-Hays Group 

Projects Abroad summer seminar in India, relationships with local South Asian community 

organizations, development of a Peace Studies program based on the teachings of Mahatma 

Gandhi, and now, the effort to obtain a Title VI-A UISFL Program grant. The team has received 

guidance from Oakton President Margaret B. Lee and Dean Linda Korbel, who are national 

leaders in the community college international studies arena, both having held positions with 

American Council on International Intercultural Education (ACIIE), and having demonstrated 

keen knowledge of the needs of community colleges with regard to international studies. In 

addition, Oakton has consulted the respected Center for South Asia at the University of 

Wisconsin-Madison, the University of Hyderabad’s Study in India Program, and numerous other 

experts on South Asia in designing and planning this project. 

 In addition, the proposed program includes a wide array of professional development 

activity designed to reach across the spectrum of faculty to include representatives of multiple 

disciplines on campus. The proposal offers sufficient time and resources to develop quality South 

Asia curriculum for new courses and to enhance current courses. Every opportunity has been 

provided to create diverse offerings to reach not only Oakton faculty, but staff and administrative 

personnel on campus, residents of the Oakton district, feeder high schools, and other community 

colleges throughout Illinois. 

b. Effectiveness of plan of operation and extent to which it will ensure proper and efficient 

administration. The plan of operation has been carefully developed to ensure the progressive 

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development of faculty as they create new curriculum for both general education and global 

studies courses. The GS Advisory Council already has commitments from 18 instructors to 

develop South Asia curriculum, and has identified courses to be restructured. This early effort 

will enable the project to be implemented promptly upon receipt of the grant award, and 

guarantees ample time to develop quality supplemental classroom materials. 

 The grant administrative team has worked together since 2005 on Global Studies 

programming and is already a functioning, efficient team. Members are: Project Director Dr. 

Katherine Schuster; Dr. Madhuri Deshmukh, who will be Associate Director for Curriculum 

Development and India-Based Initiatives; Dr. Mohamed Mehdi, who will act as Hyderabad 

Consultant, Guide and Student Study Abroad Supervisor; and supervising administrator Linda 

Korbel, Dean of Languages, Arts and the Humanities. The team will meet every two weeks 

throughout the grant period to monitor progress. The project director will meet with the associate 

director every two weeks, and the team will meet with curriculum development faculty as a 

group at least twice a semester, as well as communicating on a one-on-one level as needed. The 

grant administrative team will meet monthly with the GS Advisory Committee, which includes 

17 faculty, staff and administrators from different academic disciplines and student support 

offices, and with the South Asian Center at UW-Madison once a semester. 

Key personnel will receive release time (detailed in the budget narrative) to manage or 

participate in the grant project. In addition, various personnel throughout the college, including 

administrators and staff in accounting services, grants office, Oakton Program for Assessment 

and Learning (OPAL), information technology, Center for Professional Development, library 

services, tutoring center, college advancement and institutional research will assist the project 

managers as needed. Time commitment is adequate for successful management of the project. 

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Evidence of extensive planning prior to submitting application. Planning for this project began 

in the fall of 2007. The primary planning body, the GS Advisory Committee, developed a set of 

strategic goals in 2005-2006 that included this proposed project. Members also polled students in 

the GS Program, as well as members of their respective departments, in order to ascertain 

interest in the planned initiatives. 

Drs. Schuster, Deshmukh and Mehdi traveled to the University of Wisconsin – Madison 

for a day-long meeting with J. Mark Kenoyer, PhD, Professor and Chair of Anthropology and 

Director of Center for South Asia; Lalita du Perron, PhD, Associate Director, Center for South 

Asia; and Rachel Weiss, Assistant Director, Center for South Asia, to finalize plans of a 

partnership that had been laid out in various previous communications. As a National Resource 

Center for South Asia, UW – Madison is willing and able to provide significant assistance and 

support to Oakton in its curriculum development and faculty professional development 

components. 

Phone and email contact has been made with the following individuals at the 

International Office at the University of Hyderabad in India: Mr. P. Krishna Ram, Senior 

Personal Assistant, Study in India Program (SIP); Dr. Aparna Rayaprol, Professor of Sociology 

and Coordinator, SIP; and Dr. Prakash C. Sarangi, Professor of Political Science, and Director, 

International Affairs. This dialogue has resulted in a partnership that will facilitate the 

development of (1) a summer study abroad program for Oakton and other Illinois community 

college students in Hyderabad, India, (2) a two-week professional development seminar to India 

for faculty and administrators from Oakton, and (3) a member of the University of Hyderabad 

faculty serving as a visiting scholar at Oakton for one semester. A small delegation will travel to 

Hyderabad in the summer of 2009 to finalize details regarding these activities. 

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c. Project Objectives Linked to Program Purpose. The goal of Oakton’s proposed project is to 

plan, develop, and carry out programs to strengthen and improve undergraduate instruction in 

international studies and foreign languages, specifically increasing our capacity to infuse content 

on South Asia, and Hindi and Urdu languages. Oakton’s project includes initiatives that (1) 

provide classroom and web-based instruction in Hindi and Urdu, (2) create new and revised 

courses focused on South Asia, (3) provide US and in-India faculty professional development, 

and (4) offer student study abroad opportunities in India. 

d. Use of Resources and Personnel to Achieve Project Objectives. The goal to plan, develop, 

and carry out programs and incentives at Oakton to strengthen and improve undergraduate 

instruction in international studies, specifically increasing our capacity to infuse content on 

South Asia and Hindi and Urdu languages, served as a guiding principle in the development of 

all project objectives and implementation plans. The major objectives are shown in the 

following table, which illustrates the direct linkages between the project objectives and the 

variety of activities planned during the project grant period. 

Table 2: Grant Objectives and Activities Timeline 

OBJECTIVE ONE: DEVELOP BEGINNING, INTERMEDIATE AND CONVERSATIONAL HINDI &

URDU LANGUAGE OFFERINGS. THE FIRST YEAR HINDI/URDU WILL BE OFFERED (YEAR 2 OF 

GRANT) APPROXIMATELY 40 STUDENTS WILL TAKE ONE SEMESTER OF THE LANGUAGE. 

Activity Timeline 

Hire consultant to create the curriculum for beginning, 

intermediate and conversational Hindi and Urdu 

Summer/Fall 2009 

Secure faculty member to teach Hindi and Urdu Spring 2010 

Hindi/Urdu summer immersion program for heritage speakers and 

other interested students (conversational Hindi / Urdu) 

Summers 2010 & 2011 

Develop on-line Hindi and Urdu classes Summer & Fall 2010 

Purchase language lab materials 2009/2010 

Provide professional development opportunities for Hindi/Urdu 

instructor (esp. in the teaching of heritage speakers and evaluating 

acquisition of less commonly-taught languages) 

2010/2011 

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OAKTON COMMUNITY COLLEGE, PATHWAYS TO SOUTH ASIA

Offer 4-course sequence instruction in Hindi and Urdu. Beginning Fall 2010 

Grant funding will support a language consultant to develop the Hindi/Urdu curriculum and 

purchase materials for the language labs. An instructor will be paid by Oakton to teach the 

courses, and will receive professional development support through both the grant and Oakton. 

The College’s IT department will assist in the online delivery of the languages statewide. 

OBJECTIVE TWO: INCREASE FACULTY, ADMINISTRATOR AND STAFF KNOWLEDGE OF SOUTH 

ASIAN SOCIETIES AND CULTURES THROUGH VARIOUS PROFESSIONAL DEVELOPMENT 

OPPORTUNITIES. AT LEAST 95 OAKTON EMPOLOYEES WILL PARTICIPATE IN PROFESSIONAL 

DEVELOPMENT ACTIVITIES DURING THE GRANT PERIOD.

Activity Timeline 

Conduct four 4-hour “Pathways to South Asia” sessions for 

Oakton faculty, staff and administrators to generate interest and 

celebrate South Asia project. Topics may include Arts & Culture, 

Languages, Gender, Islam in South Asia 

Spring 2010 

Present a professional development speakers series on South Asia 

(also open to greater Oakton community, including students) 

October and February 

2009- 2011 

Offer faculty, administrator, staff Master Class in Hindi/Urdu Fall (101) & Spring 

(102) 2010/2011 

Organize campus-wide presentation and dissemination of the work 

of the curriculum development faculty members 

April 2010 & 2011 

Host culminating conference on South Asia April 2011 

Award professional development grants to faculty to attend 

conferences and workshops on South Asia. (priority given to 

individuals attending annual South Asian conference at the 

University of Wisconsin – Madison) 

Call for proposals due 

September of 2009 & 

2010 

Grant funding will support the culminating conference which will attract participants across 

Illinois and the instructors for the Pathways sessions, while Oakton will fund the speakers 

series, the master class, and the workshop in Madison, WI. 

OBJECTIVE THREE: DEVELOP AT LEAST SIX NEW COURSES ON SOUTH ASIA, AND 24

MODIFIED COURSES BY INFUSING SOUTH ASIAN CONTENT THROUGH RECRUITMENT,

SUPPORT AND DEVELOPMENT OF SELECTED CURRICULUM DEVELOPMENT FACULTY 

MEMBERS. NEW AND ENHANCED COURSES WILL REACH AT LEAST 500 STUDENTS.

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OAKTON COMMUNITY COLLEGE, PATHWAYS TO SOUTH ASIA

Activity Timeline 

Provide faculty members with stipends to develop appropriate new 

curriculum. Year One faculty have been selected and will receive a 

stipend for the Fall and Spring semesters 2009/2010. Year Two 

faculty will be selected in February 2010 and receive a stipend for 

the Fall and Spring semesters 2010/2011 

Summer 2009, February 

2010 

Actively recruit and give priority to faculty for Year Two from 

academic areas not represented in the Year One pool. 

Summer and Fall 2009 

Connect faculty members with area experts who will consult on 

curriculum development 

September 2009 and 

continuing till grant end 

Organize symposium for curriculum developers and area experts 

(hosted by the Center for South Asia, UW-Madison) 

September 2009 & 2010 

Offer topical workshops for curriculum developers (open to other 

interested administrators, staff and faculty) 

November and March 

2009 - 2011 

Increase library and video holdings related to South Asia 2009/2010 

Curriculum development will be supported through grant funding and be assisted by personnel 

at the Center for South Asia and the Associate Director for Curriculum Development and 

India-based Initiatives. They will have access to increased holdings in the Oakton library, and 

advice from faculty consultants with the Center. Oakton will provide funding for travel to the 

Center, and for topical workshops on curriculum development. Success of the courses will be 

tracked in part with assistance from the College’s Institutional Research department. 

OBJECTIVE FOUR: ESTABLISH OPPORTUNITIES FOR STUDENTS AND FACULTY MEMBERS TO 

STUDY IN INDIA AND PARTICIPATE IN EXCHANGES. 

Activity Timeline 

Establish month-long student study abroad program at the 

University of Hyderabad, India 

Summer 2011 

Offer two-week seminar in India for faculty members and 

administrators (also open to local high school teachers) 

December / January 

2009-2010 

Host visiting scholar from India for semester-long program Spring 2011 

Support Lead Organizational Team work for one week in India, in 

order to finalize student and faculty opportunities 

Summer 2009 

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OAKTON COMMUNITY COLLEGE, PATHWAYS TO SOUTH ASIA

The Associate Director and the Hyderabad consultant and guide will develop, organize and 

execute the in-country programs for faculty and students. Funding for faculty visit will be paid 

through grant funds, individual contributions and Oakton contributions; the grant also will pay 

for the students’ academic program in Hyderabad. Students will pay for travel and room and 

board. Funds will be sought for the visiting scholar from area organizations and collaborating 

community colleges. 

OBJECTIVE FIVE: INCREASE AWARENESS OF THE GLOBAL STUDIES PROGRAMS,

SPECIFICALLY NEW COURSES OR SECTIONS ON HINDI, URDU AND SOUTH ASIA, AND STUDY 

ABROAD OPPORTUNITIES IN INDIA

Activity Timeline 

Publicize the new offerings, initiatives, and events to the 

community, Oakton employees and students 

Throughout grant period. 

Enhance Global Studies Program website 2009/2010 

Produce informational DVD for students that also will stream on 

Global Studies Program website 

2009/2010 

Offer scholarships to students who take part in the pilot summer 

study abroad opportunity in India 

2011 

Outreach to underrepresented student groups Throughout grant period. 

Actively recruit students from career programs, sciences, 

technology, and math 

Throughout grant period. 

Actively recruit students majoring in Education Throughout grant period. 

Increased awareness of Oakton’s Global Studies programs will be a collaborative effort of 

numerous Oakton departments, including college advancement, marketing, admissions, 

information technology, financial aid, Center for Promoting STEM, and Education program. 

Most funding for these initiatives will be provided as in-kind match from Oakton for 

personnel, supplies, and materials. 

Additional resources to achieve project objective. The Center for South Asia at the University 

of Wisconsin-Madison, whose mission is to define and promote greater understanding of South 

Asian history, language, religion, and culture, will be an important resource for Oakton. The 

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Center, a Department of Education-funded National Resource Center, supports extensive 

research, academic study and outreach relating to the countries of Afghanistan, Bangladesh, 

India, Nepal, Pakistan, Sri Lanka and Tibet, and provides access to resources for teaching about 

South Asia at the K-12, secondary, and post-secondary levels, and to the community at large. 

More than 20 faculty work full-time in research and teach over 50 courses each semester on 

South Asian studies. The Center also offers a summer language institute, annual conference, 

student organizations and outreach programs, and supports linkages to other relevant area studies 

and global studies programs. Three of the Center’s leaders will work closely with Oakton on 

development of this project. 

The University of Hyderabad’s Study in India Program (SIP) will work with Oakton to 

develop and host faculty and student study abroad opportunities in India. A premier institution of 

post-graduate teaching and research in India, the University began SIP in 1998 with only 8 

students. The success of the program has led to its expansion, with 167 international students in 

2006-2007, and 146 participants during the 2007-2008 academic years. SIP offers summer 

programs for both students and faculty, and is willing to alter its usual seven-week student 

program to accommodate the four-week program Oakton envisions. 

 SIP is an interdisciplinary initiative, emphasizing heritage, continuity and change in 

India. Students' interests are given primary attention, through one-on-one counseling via email 

prior to arrival, and in person after arrival, by SIP faculty and program assistants. SIP student 

courses have included Indian Diaspora, Women's Studies, Folk Culture Studies, Religious 

Studies, Indian Philosophy, Indian Dance, Indian Music, Indian Cinema, Art, Literature, Indian 

Politics and Foreign Policy, and more. Basic and advanced language courses in Hindi, Telugu, 

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Urdu, Sanskrit, and other Indian languages also are offered. In some cases, independent studies 

are devised for SIP students. 

The student summer program typically runs from the second week of June through the 

third week of July. The courses are specially designed for the SIP students, who normally take 

from 6 to 9 credits (2-3 courses). SIP has been offering faculty development seminars during the 

first two weeks of August since 2000. The seminars include several site visits as well as a series 

of lectures on Indian society, history and culture by prominent academics. There also is scope for 

discussions between visiting faculty and University faculty. This program is intended in part to 

assist foreign universities to expand the Indian components of their own academic programs. 

The faculty seminar typically enrolls 10-15 college/university teachers. 

Illinois Consortium for International Studies and Programs (ICISP): Organized in 

1986 as a non-profit organization, ICISP provides member institutions study abroad programs 

for students, short-term cultural exchange opportunities for faculty members, opportunities for 

faculty to teach abroad for a semester in England, Ireland, or Spain, curriculum development 

opportunities for faculty, J-1 visa services, and more. ICISP has grown into one of the premier 

state community college consortia for international education. At this time, though, the 

consortium is in a state of transition. The “next generation” of international education leaders has 

proposed an expansion of ICISP activities into non-Western countries and an inclusion of 

opportunities focused on social justice, peace, environmental sustainability and service learning. 

This represents a significant addition to the current ICISP culture and language offerings in 

Canterbury, England, Seville, Spain and Salzburg, Austria. Oakton’s project will help ICISP in 

this necessary transition to remain relevant and vibrant. As Oakton is a leader within ICISP, and 

ICISP is a leader among community college international education organizations nationally, the 

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positive outcomes of this project will spread beyond Illinois to the broader community college 

global education community. 

e. Plan for Equal Access and Treatment. Project participants will be admitted without regard 

to race, sex, sexual orientation, gender identity, religion, color, national or ethnic origin, age, 

disability, or veteran status. The project director will work with individuals participating in any 

facet of the project taking place in South Asia to determine if any special services or 

accommodations will be necessary to ensure that each project participant enjoys equal access to 

the planned activities. 

2. QUALITY OF KEY PERSONNEL 

Project Director: Katherine Schuster is Oakton’s GS Coordinator. She holds a PhD in 

Comparative Education, Educational Leadership and Policy Studies from Loyola University of 

Chicago. Her master’s degree is in Counseling and Student Personnel, and her bachelor’s degree 

is in International Relations. Dr. Schuster is a professor of education and Coordinator of the 

Education Program at Oakton. She has taught as an adjunct or visiting lecturer at Loyola, 

Northeastern Illinois, and Roosevelt universities, Chicago. She was: project director for a 

Fulbright-Hays Group Projects Abroad grant, and co-facilitator of the GPA-funded 5 1⁄2 week 

seminar in India, during the 2008-09 academic year; project director for a NAFSA: Association 

of International Educators Collaborative Training Grant during the 2005-06 academic year; and 

previously served as project director for two state grants involving paraprofessional education 

programs. During her career she has published and presented extensively on global studies, adult 

education, and adult and folk education in Finland and Sweden, where she studied. Dr. Schuster 

most recently presented on “Global Education at Community Colleges: Ethics of Knowledge, 

Questions of Purpose,” before the World Congress of Comparative Education Societies in 

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Sarajevo, Bosnia-Herzegovina, September 3-9, 2007; and co-presented on “In Search of 

Gandhi's India: Development and Impact of Oakton Community College's Fulbright-Hays Group 

Projects Abroad Grant,” at the CCID Annual Conference, Orlando, FL, March 2009. 

Other Key Personnel 

Associate Director for Curriculum Development and India-Based Initiatives: Madhuri 

Deshmukh, Professor of English at Oakton, holds a PhD in English, with distinction, from 

Loyola University, Chicago, where she also earned her master’s and bachelor’s degrees. She 

studied the Marathi language at the American Institute of Indian Studies summer language 

program in Pune, India, in 2003, and spent the 2005-2006 and 2007-2008 academic years in 

India, researching the works of the 14th-century devotional poet Janabai. She is writing a book 

titled “Janabai and the God of Orphans and Outcastes: The Life-Worlds of Work and Worship in 

Maharashtra.” Her other research interests are African-American literature and South Asian 

English literature. She received a senior fellowship from the American Institute of Indian 

Studies, a professional development grant for International Language Studies in India from 

Oakton in 2003, and coordinated the faculty development seminar, “India: Legacies and 

Futures,” at Oakton in 2005. Dr. Deshmukh presented at the Tenth International Conference on 

the Forum of Contemporary Theory, Baroda, in Goa, India in December 2007, and has 

previously lectured on subjects including India, Women and Religious Fundamentalism, and the 

South Asian Women’s Movement. 

Supervising Dean: Linda Korbel is Dean of the Division of Languages, Humanities, and 

the Arts at Oakton. Prior to her appointment as Dean, Korbel served as Professor of French, 

Chair of the Department of Modern Languages, and Coordinator of International Programs at 

Oakton. She holds BA and MA degrees in French from Rosary College (now Dominican 

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University). Korbel served as Executive Director of the American Council on International 

Intercultural Education (ACIIE) from 1993 to 2006. She also represented Oakton in ICISP, 

serving as the consortium’s executive chair from 1993 to 2000. During her faculty years, Korbel 

was involved in global education activities in the classroom, as well as curriculum development, 

the expansion of Oakton's modern language program to eleven languages, advising students 

about international education and study abroad opportunities, organizing events for the 

community, and keeping faculty and staff informed of international opportunities. As Dean, she 

has oversight responsibility for the GS Program and works with the program’s advisory 

committee to support its efforts. In her leadership role for ACIIE, Korbel worked to organize 

annual conferences and other events for community colleges across the nation, including six 

retreats at Airlie Center, which focused national attention on global education in community 

colleges. 

Hyderabad Consultant and Guide & Year One Curriculum Developer: Mohamed 

Mehdi earned his PhD in Philosophy from McGill University in 2008. He wrote his dissertation 

on conceptualizations of the contemplative life as a form of political action in Ancient and 

Modern political thought. Recently, his work has focused on Gandhian political philosophy and, 

more broadly, on the tension between ideals of personal moral transformation and participatory 

democracy. He currently is Professor of Humanities and Philosophy at Oakton and previously 

taught humanities at Montreal’s John Abbott College. Dr. Mehdi also has explored, through his 

involvement with the Kalmunity Collective in Montreal until 2008, different avenues for using 

music and the arts as vehicles for social change. In the last two years, Dr. Mehdi has developed 

close ties with Indian academic institutions, including the Forum on Contemporary Theory, 

based in Baroda, and the Alam Khundmiri Foundation and the English and Foreign Languages 

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University based in Hyderabad. He has been engaged in ongoing projects with these 

organizations which have included seminar series, publications of volumes, and conference 

presentations, collaborations which have involved academics and administrators from across 

India. Aside from his research in Indian political theory, Dr. Mehdi has personal ties to India, in 

particular in the city of Hyderabad. Fluent in Urdu and Hindi, he has traveled extensively in 

India, combining personal and family visits with academic work, and also gaining experience 

with non-governmental organizations, including Sahmat, the Safdar Hashmi Memorial Trust. 

Chief Executive Officer: Margaret B. Lee has been Oakton’s president since 1995. She 

also holds the rank of professor of English at Oakton, where she served as Academic Vice 

President from 1985 to 1995. President Lee received a Bachelor of Arts degree summa cum 

laude in English literature and intellectual history from Regis College in Massachusetts, and 

Master of Arts and doctoral degrees in English Language and Literature from the University of 

Chicago. She also earned certificates from Harvard University’s Institute for Educational 

Management in 1992 and the Seminar for New Presidents in 1996. The recipient of many awards 

and honors, Dr. Lee received a four-year Ford Foundation Fellowship in the Humanities and a 

Woodrow Wilson Dissertation Fellowship in Women’s Studies at the University of Chicago. She 

was a guest of the Republic of China’s Ministry of Education on a study-tour of that country’s 

postsecondary education system. Dr. Lee was invited to serve as a visiting lecturer for several 

institutions of higher education in the Netherlands and also has served as an advisor on 

community college development to the Ministry of Education in Thailand. Most recently, Dr. 

Lee was part of a diplomatic delegation to India, traveling with Under Secretary of State Karen 

Hughes and five other college and university presidents for the purpose of building bridges to 

American higher education through meetings with government, university and business leaders. 

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Dr. Lee has been involved with the North Central Association/Commission on Institutions of 

Higher Education, now the Higher Learning Commission, since 1982, serving as a 

consultant/evaluator; member of the Accreditation Review Council; member, vice-chair, and 

chair of the Board of Trustees of the Commission on Institutions of Higher Education. She also 

has served as president of the North Central Association of Colleges and Schools. Dr. Lee was 

awarded Honorary Membership in 2003 in recognition of her long and dedicated service to the 

North Central Association. She also has been a member of the Board of Directors of the 

American Association of Community Colleges and continues to serve on a number of 

educational and civic boards and commissions. Dr. Lee has taught throughout her career - even 

while a graduate student and administrator, including during her tenure as Oakton’s president. 

External Evaluator: J. Mark Kenoyer is Professor and Chair of Anthropology and 

Director of Center for South Asia at University of Wisconsin - Madison since 1985. Dr. Kenoyer 

received his PhD from the University of California, Berkeley in 1983. Dr. Kenoyer’s research 

interests include the archaeology of early urbanism and state level society, ethnoarchaeology, 

experimental archaeology, ancient technology and quantitative methods. Dr. Kenoyer has been 

excavating at Harappa, Pakistan since 1986. His main focus is on the Indus Valley civilization, 

and he has worked in both Pakistan and India since 1974. He has a special interest in ancient 

technologies and crafts, socio-economic and political organization, and religion. These interests 

have led him to study a broad range of cultural periods in South Asia as well as other regions of 

the world. His publications include monographs on the Indus civilization as well as numerous 

articles, a grade school book on ancient South Asia, and even a children’s coloring book on the 

Indus cities. He was Guest Curator with the Asia Society for the exhibition on the Ancient Cities 

of the Indus Valley Civilization, which toured the U.S. in 1998-1999. He was a special 

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consultant for Art of the First Cities: The Third Millennium B.C. from the Mediterranean to the 

Indus exhibition at the Metropolitan Museum of Art, New York in 2002. 

Hindi/Urdu Language Development Consultant: Lalita du Perron is Associate Director, 

Center for South Asia, University of Wisconsin – Madison since the beginning of the Spring 

2009 semester. She also has taught Hindi at SOAS in London for many years. She specializes in 

the study of South Asian vocal music called thumri. Her PhD dissertation focused on Indian 

vocal music, and she has published her research in the form of a book, "Hindi Poetry in a 

Musical Genre: Thumri Lyrics." She also has served as an Assistant Librarian at the Royal 

Asiatic Society and more recently has been working as a consultant for the UK business 

community in their efforts to develop contacts and establish branches in India. She also is 

experienced in writing proposals for external funding and administering major grants. 

Professional Development/Area Expert Consultant: Rachel Weiss, Assistant Director, 

Center for South Asia, University of Wisconsin – Madison, earned a BA in Art History and an 

MA in South Asian Studies, with primary focus on Religions of India, from the University of 

Wisconsin-Madison. Weiss also studied in Nepal for 6 months; and in South India for 4 years. 

Her work in support of the project will include coordinating the Center faculty who will act as 

area experts and advisers, and she will be available to consult with the Oakton curriculum 

developers on course content and sequence and strategies of pedagogy, and provide feedback to 

the Project Director and the External Evaluator on the curriculum development process and preand post-development syllabi evaluation tools. 

Non-Discriminatory Employment Practices. Oakton is an affirmative action, equal 

opportunity employer. Oakton’s hiring policy forbids discrimination on the basis of race, sex, 

sexual orientation, gender identity, religion, color, national or ethnic origin, age, disability, or 

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veteran status. Two of Oakton’s strategic goals specifically address the inclusive culture Oakton 

strives to achieve: (1) “Model Work Environment. We will develop a model work environment 

to attract and retain a diverse work force that is best able to serve students and the community;” 

and (2) “Anti-Bias College. We will continue to transform our College’s practices, curricula and 

ways of engaging with one another in order to overcome racism and other forms of bias (and) 

expand outreach to underserved populations, and strengthen networking and support systems for 

Oakton students and employees.” Searches for faculty and administrators are conducted 

nationally, and ads are placed with organizations that promote minority employment and diverse 

workforces, in addition to the typical higher education sources. Speakers, presenters, area experts 

and other project consultants will be retained on the basis of their expertise and ability to 

contribute toward the integrity and success of the project. 

3. BUDGET AND COST EFFECTIVENESS 

Adequate support of project activities per year. The budget and budget narrative that are 

integral to this proposal reflect a sound, collaborative approach to the development of topical 

curricula and activities that will empower Oakton faculty to teach, with authority and zeal, on 

issues and themes related to South Asia, as well as two major Indic languages. Students will 

benefit from the professional development opportunities available to faculty, and will have 

enriching learning opportunities in the classroom and in India. 

Cost effectiveness and relationship to project objectives. Because there is an established 

Global Studies Program at Oakton, project funds can be devoted entirely to specific 

programmatic enhancements and build on the existing GS infrastructure. Dollars – and rupees – 

expended on the proposed project will be directly aligned with the project objectives, as 

described throughout this narrative and in the budget and budget narrative. 

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4. ADEQUACY OF RESOURCES 

Facilities, equipment, supplies and other resources that will support proposed project.

The College will provide assistance for administrative services, such as information technology, 

financial management of the grant, assessment design and institutional research as needed 

throughout the project. Oakton advisors and counselors will be available to assist students in 

course selection, transfer questions and career exploration. Students enrolled in Hindi/Urdu 

classes will be able to utilize the fully equipped and staffed language labs on either Oakton 

campus. All students have access to libraries on both campuses, staffed by research librarians 

available to assist students, as well as open computer labs, and tutoring services through the 

Oakton Learning Center. The project director is assigned a single office, ensuring privacy as 

necessary, and receives clerical and administrative assistance from the division office support 

staff. All other key personnel also have office space and access to support services. 

5. PLAN OF EVALUATION 

Oakton’s evaluation plan will adequately and effectively measure the project’s activities 

and impact. The methods are appropriate and include both quantitative and qualitative measures. 

Formative data will allow for program improvements in the course of the grant, and summative 

data will provide concrete measures of success that will also be invaluable for future initiatives. 

External Evaluator. J. Mark Kenoyer, PhD, Professor and Chair of Anthropology and 

Director of Center for South Asia at University of Wisconsin -Madison, will serve as external 

evaluator. His responsibilities will include: annual site visits to meet with the grant 

administrative team, curriculum development faculty members, students and others; creation of 

written evaluation tools for students and faculty to supplement his interviews of program 

participants; review of all assessment materials created and results gleaned by the grant 

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administrative team; review of all pre- and post-development syllabi produced by faculty 

members funded by the grant; and review of impact data, such as number of participants in 

professional development activities, number of students in new or modified courses, and number 

of outreach activities. 

Internal Ongoing Evaluation Plan. Katherine Schuster, PhD, Project Director, will 

work with the Grant Administrative Team to create, administer and respond to formative and 

summative evaluation tools associated with each grant initiative and activity. Assessment will be 

on-going and results will be used immediately to improve the grant project and the Global 

Studies Program at Oakton, as applicable. In curriculum-related assessment, Dr. Schuster also 

will collaborate with OPAL, which includes six faculty members from diverse fields, the 

Associate Dean for Student Learning, the Vice President of Academic Affairs, and the Executive 

Director for Institutional Research, Curriculum and Strategic Planning.1

Table 3: Evaluation Methods, Tools & Timeline 

OBJECTIVE ONE: DEVELOP BEGINNING, INTERMEDIATE AND CONVERSATIONAL HINDI & URDU 

LANGUAGE OFFERINGS. THE FIRST YEAR HINDI/URDU WILL BE OFFERED (YEAR 2 OF GRANT)

APPROXIMATELY 40 STUDENTS WILL TAKE ONE SEMESTER OF THE LANGUAGE. 

Activity Evaluation Methods, Tools, Timeline 

Hire consultant to create curriculum for 

beginning, intermediate and 

conversational Hindi and Urdu 

Fall 2009-Spring 2010 

Curriculum will be reviewed by Oakton Curriculum 

Committee, Academic Council, and President’s 

Council prior to approval. External evaluator will 

review all curricula. Offer first level course within 

one year of development. Track enrollment data and 

student demographics. 

Recruit and hire Hindi/Urdu instructor Fall 2010-Spring 2011 and beyond 

All students will complete course evaluation forms. 

Hindi/Urdu summer immersion program 

at Oakton for heritage speakers and other 

interested students (Conversational 

Hindi/Urdu) 

Summer 2010 and Summer 2011 

Track enrollment data and student demographics. 

All students will complete course evaluation forms. 

At least 20 students will take this course. 

Develop on-line Hindi/Urdu classes Fall 2010-Spring 2011 

 

1

 OPAL Mission: OPAL is committed to improving student learning through support and guidance of the Oakton 

community in creating and sustaining a dynamic culture of assessment. 

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Curriculum will be reviewed by Oakton Curriculum 

Committee, Academic Council, and President’s 

Council prior to approval. External evaluator will 

review all curricula. Offer courses within one year of 

development. Number of students enrolled and 

successfully completing courses will be tracked. 

Purchase Hindi and Urdu instructional 

materials and media resources for the 

language labs 

Fall 2009-Spring 2010 

Language consultant & faculty identify materials for 

purchase. Available to faculty and students by Fall 

2010. 

Language lab tracks usage of materials. 

Provide professional development 

opportunities for Hindi / Urdu instructor 

(esp. in the teaching of heritage speakers 

and evaluating less commonly-taught 

languages) 

Spring and/or Summer 2010 

Instructor enrolls in appropriate seminar/workshop. 

Offer 4-course sequence instruction in 

Hindi and Urdu. At least 30 students will 

take one semester of Hindi/Urdu during 

Year 2 of the grant. 

Track number of enrollments, number of courses 

actually offered, successful completions, 

comparisons to other modern language course 

enrollments. 

OBJECTIVE TWO: INCREASE FACULTY, ADMINISTRATOR AND STAFF KNOWLEDGE OF SOUTH 

ASIAN SOCIETIES AND CULTURES THROUGH VARIOUS PROFESSIONAL DEVELOPMENT 

OPPORTUNITIES. AT LEAST 75 FACULTY MEMBERS WILL PARTICIPATE IN PROFESSIONAL 

DEVELOPMENT ACTIVITIES DURING THE GRANT PERIOD.

Activity Evaluation Methods, Tools, Timeline 

Conduct four 4-hour “Pathways to South 

Asia” seminars open to all Oakton 

employees. Topics will be varied and 

will include cultural experiences, 

discussions and other learning. 

Spring 2010 

Seminar evaluation forms will be collected from all 

participants, which will assess quality of content and 

usefulness of information. Number of participants 

and their disciplines will be tracked. 

Present professional development 

speakers series on South Asia (which 

also will be open to larger Oakton 

community, including students) 

October 2009 & 2010; February 2010 & 2011 

Workshop evaluation forms will be collected from all 

attendees to assess the speaker’s quality of content 

and usefulness of information. Number of attendees, 

home institutions and their discipline will be tracked. 

Offer faculty, administrator, staff Master 

Class in Hindi/Urdu 

Fall 2010-Spring 2011 

Course evaluation forms will be administered to all 

participants. Enrollment data and participants’ 

disciplines/positions will be tracked. 

Organize campus-wide presentation and 

dissemination of curriculum 

development faculty’s work 

April 2010 and 2011 

Evaluation forms from presenters and participants. 

Host culminating conference on South 

Asia 

Spring 2011 

Document attendance. Evaluation forms will be 

collected from all attendees to assess speakers’ 

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preparedness, quality of content, and usefulness of 

information. 

Award professional development grants 

to faculty to attend conferences and 

workshops on South Asia. 

Fall 2009-Spring 2010 

Identify appropriate conferences and enroll 6 faculty. 

Awardees report on their experiences to grant 

participants. 

OBJECTIVE THREE: DEVELOP AT LEAST SIX NEW COURSES ON SOUTH ASIA, AND MODIFY 24

EXISTING COURSES BY INFUSING SOUTH ASIAN CONTENT THROUGH RECRUITMENT, SUPPORT 

AND DEVELOPMENT OF SELECTED CURRICULUM DEVELOPMENT FACULTY MEMBERS. NEW AND 

ENHANCED COURSES WILL REACH AT LEAST 500 STUDENTS.

Activity Evaluation Methods, Tools, Timeline 

Provide faculty members with stipends 

to develop appropriate new curriculum 

Projects completed for review in Summer 2010 for 

Year One curriculum, Summer 2011 for Year Two 

curriculum. 

Recruit 25-30 faculty members to develop new 

courses and revise existing courses. New curricula 

reviewed by external evaluator and GS Advisory 

Committee based on an agreed-upon rubric 

developed with area experts. 

Actively recruit and give priority to 

faculty in targeted disciplines for Year 

Two from academic areas not previously 

represented. 

Summer 2010 

Number of faculty and their disciplines who commit 

to curriculum development. 

Connect faculty members with area 

experts who will consult on curriculum 

development 

Summer 2010 for Year One curriculum, summer 

2011 for Year Two curriculum 

Post-completion survey of participating faculty 

members to assess effectiveness of consultancies. 

Organize symposium for curriculum 

developers and area experts (hosted by 

Center for South Asia at University of 

Wisconsin – Madison) 

September 2009 & 2010 

Survey of participants to assess effectiveness of 

symposium and impact on their curriculum 

development work. 

Offer topical workshops for curriculum 

developers (open to other interested 

administrators, staff and faculty) 

November 2009 & 2010, March 2010 & 2011 

Survey participating faculty members to assess 

effectiveness of workshop and impact on their 

curriculum development work. 

Increase library and video holdings 

related to South Asia 

Ongoing 

Manifests of purchases, usage records 

Offer the 14 modified & 4 new courses 

within one year of development. 

Ongoing 

Track enrollments in South Asia infused courses, 

language courses, new courses; compare to prior year 

as possible, track increases in Global Studies 

enrollments. 

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OBJECTIVE FOUR: ESTABLISH OPPORTUNITIES FOR STUDENTS AND FACULTY MEMBERS TO 

STUDY IN INDIA AND PARTICIPATE IN EXCHANGES. 

Activity Evaluation Methods, Tools, Timeline 

Advance team works for one week in 

India to finalize student and faculty 

opportunities 

Summer 2009 

Finalized plans for study and exchange opportunities. 

Host visiting scholar from India for a 

semester-long program 

Spring 2011 

Identify appropriate scholar to visit Oakton. 

Document programs and activities offered, survey 

participants. 

Establish four-week study abroad 

opportunity with University of 

Hyderabad 

Summer 2011 

Track enrollment, assess quality and effectiveness of 

program and degree of student learning. 

Offer two-week seminar in India for 

faculty members and administrators 

(also open to local high school teachers) 

Summer 2011 

Identify participating Oakton personnel. Survey 

faculty participants to assess impact of seminar on 

their curriculum projects. 

OBJECTIVE FIVE: INCREASE AWARENESS OF THE GLOBAL STUDIES PROGRAMS, SPECIFICALLY 

NEW COURSES OR SECTIONS ON HINDI, URDU AND SOUTH ASIA, AND STUDY ABROAD 

OPPORTUNITIES IN INDIA

Activity Evaluation Methods, Tools, Timeline 

Publicize new offerings, initiatives, and 

events to the community, Oakton 

employees and students 

Fall 2009-Spring 2011 

Develop print and electronic materials to inform and 

promote project activities. Distribute materials to 

students in at least 3 high school districts. Count 

number of students who receive materials. 

Enhance Global Studies Program 

website 

Fall 2009-Spring 2011 

Post grant-related materials on the Global Studies 

Program website: curriculum project reports, 

participating faculty profiles, resource materials, 

special events. Track hits. 

Produce informational DVD for 

students; stream on Global Studies 

Program website 

Spring 2011 

# of DVDs distributed and shown in classes. 

Distribute to at least 3 high school districts. 

Offer scholarships to students in pilot 

summer study abroad opportunity in 

India. 

Spring 2010 

Develop procedures and criteria for scholarship. 

Select 6-12 students to receive funding to subsidize 

tuition. 

Outreach to underrepresented student 

groups 

Track number of underrepresented students who 

enroll in programs. 

Actively recruit students from career 

programs, sciences, technology, and 

math, Education. 

Track number of career, STEM and Education 

students who enroll in programs 

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6. COMMITMENT TO INTERNATIONAL STUDIES 

Current Strengths. In addition to the courses listed below that deliver specific global studies 

content, other general education courses, or sections of general education courses, have been 

infused with global studies content, ranging from English Composition II to Contemporary 

Culture and the Arts, to Effective Speech. This approach to teaching global studies demonstrates 

Oakton’s understanding of transfer students’ need to take courses that will articulate to a fouryear institution, and that career students’ acquisition of cultural competencies will be valuable to 

them in the world of work. In academic year 2008-2009, more than 3,900 students were enrolled 

in the GS-infused general education courses. 

Table 4: Enrollment in Global Studies Courses, Fall 2008 and Spring 2009 

Discipline Course Title 

Enrollment 

Fall 

2008 

Spring 

2009 

Anthropology 

ANT202 Intro. to Social & Cultural Anthropology* 526 447 

ANT210 Archaeology and the Peoples of Latin America 0 0 

Art ART114 Art History: Art of the Non-Western World* 0 47 

Business GBS101 Intro. to Global Business 39 30 

English EGL230 Non-Western Literature in English* 0 0 

Modern 

Languages 

Arabic 54 57 

Chinese 17 0 

French 27 25 

German 19 13 

Hebrew 14 17 

Italian 22 25 

Japanese 65 51 

Korean 19 24 

Polish 30 31 

Russian 13 10 

Spanish 264 276 

Geography GEG120 World Regional Geography 150 154 

GEG130 Cultural Geography* 19 9 

History 

HIS140 History of Contemporary Non-Western 

Civilizations* 

88 76 

HIS211 History of Modern Africa 26 14 

HIS216 History of Modern China* 0 10 

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HIS226 History of the Islamic Middle East in Modern 

Times* 

0 27 

HIS228 History of the Holocaust 26 59 

HIS260 History of Soviet Russia 0 0 

Humanities HUM165 Intro. to World Music* 47 54 

HUM220 Asian Humanities* 26 29 

Philosophy PHL205 World Religions* 389 361 

PHL215 Asian Philosophy* 29 0 

Political 

Science 

PSC201 Comparative Government* 0 14 

PSC202 International Relations* 33 44 

Social 

Science 

SSC201 Intro. to Global Studies 40 35 

SSC205 Latin American Civilization and Culture 0 0 

SSC206 Contemporary China and Japan 0 0 

Speech SPE115 Interpersonal Communications Across Cultures 0 0 

Totals 1982 1939 

*Course also fulfills a general education requirement for the Social and Behavioral Sciences or 

Humanities/ Fine Arts categories. 

Institutional commitment to the establishment, operation and continuation of the 

project. Oakton has been involved in global education initiatives since the mid-1980s, when the 

commitment to transform its curriculum was formalized with the support of Title VI funds. The 

College has held leadership roles at both the national and state levels in the ensuing years. From 

1993-2006, Oakton served as the Executive Secretariat for The American Council on 

International Intercultural Education (ACIIE), with Oakton’s Dean Linda Korbel serving as 

Executive Director, and two Oakton presidents, Thomas TenHoeve and Margaret Lee, elected to 

terms as chair of the organization. Following the merger of ACIIE with Community Colleges for 

International Development, a sixth Airlie conference was convened in 2008 on the theme of a 

position paper written by Dr. Lee, “Thinking Again, and Anew, about Global Education in the 

21st Century.” Both Dr. Lee and Dean Korbel have been recognized for their work in the global 

arena; Dr. Lee was selected to participate in the Presidential Summit and Undersecretary of State 

Karen Hughes’ higher education delegation to India in 2007; Korbel was honored in 2007 with 

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CCID’s Werner Kubsch Award for her achievements in global education for community 

colleges. 

As a founding member of the Illinois Consortium for International Studies and Programs 

(ICISP), Oakton has actively worked to develop opportunities for faculty development and study 

abroad for students that have benefited community colleges across Illinois and in neighboring 

states. Oakton has been involved in the governance of ICISP and the supervision of several of its 

initiatives, and over the past two decades many Oakton faculty, students, staff and administrators 

have participated in those programs. In response to world events as well as to the needs of an 

increasingly culturally diverse student body, Oakton has taken important steps to expand and 

more fully develop its global education objectives, including the launching of the Global Studies 

Academic Concentration in 2006 and a Peace Studies academic concentration in 2009. 

7. ELEMENTS OF THE PROPOSED INTERNATIONAL STUDIES PROGRAM 

How proposed activities will contribute to the improvement of a program in international 

studies and foreign languages. The proposed new coursework will enhance Oakton’s existing 

GS Program and provide opportunities for study that are not available at any other community 

college in Illinois. The opportunity for community college students to study in India will provide 

unique insights into coursework, and may even accelerate and consolidate learning objectives. 

The participation of full- and part-time faculty from a variety of disciplines in the development 

of global studies curriculum will foster lively exchanges of ideas at the College and excitement 

in bringing additional international programming to the campus. This project will be a model for 

Oakton and other ICISP members to implement global studies and foreign language instruction 

in the two-year college community. 

Linking Hindi and Urdu Language Instruction 

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Although Hindi and Urdu are separate languages, they developed from 

the same “khari boli” dialect spoken in North India and share the same 

grammar and much basic vocabulary. Mahatma Gandhi wanted the two 

languages to merge as a subcontinent-wide “Hindustani”, but with the 

partition of India in 1947, Urdu became the national language of 

Pakistan and Hindi the national language of India. The basic spoken languages remain the same, 

but in formal contexts, Hindi uses vocabulary from Sanskrit, while Urdu uses vocabulary from 

Arabic and Persian. In the movies, on cable TV, and on the street, though, there is very little 

difference between Hindi and Urdu. Hindi usually is ranked second among the world’s languages 

in terms of number of speakers; 40% of the population of India speaks Hindi natively with a 

considerable number using it as a second language, so that the total number of Hindi speakers is 

well over half a billion. Urdu has approximately 50 million native speakers in India; Pakistan has 

fewer native speakers, but almost the entire population of 175 million speaks Urdu as a second 

language. At the introductory level Hindi and Urdu can be taught together because basic 

vocabulary and grammar are virtually interchangeable.2

Language Instructor Professional Development. The instructor hired to teach Hindi/Urdu will 

be able to participate in a continuing education program offered by one of the major 

organizations for teachers of modern languages, including the American Council on the 

Teaching of Foreign Languages, the Center for Advanced Research on Language Acquisition 

(University of Minnesota), or the Center for Language Education and Research (Michigan State 

University). Depending on this instructor’s expertise and interest, professional development 

would focus on topics such as oral proficiency testing, immersion teaching, developing materials 

 

2

 Applicant acknowledges the resources of the Hindi Urdu Flagship at the University of Texas at Austin for this 

succinct explanation. 

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for teaching the less commonly taught languages, or assessment techniques. Some of these 

providers also offer on-site workshops, giving Oakton the option of bringing a presenter to 

campus to enable a larger number of modern language faculty to participate in a workshop. 

Faculty Commitment. Applications were solicited among part- and full-time faculty at 

Oakton to participate in the grant project as Year One curriculum developers (CDs). A subcommittee of the GS Advisory Committee selected 18 participants for Year One (their 

biographical profiles appear in the Appendix); the same application process will be repeated in 

early Fall 2009 to identify Year Two CDs. All CDs have the support of their Chairs and Deans 

and signed a formal agreement committing to develop specific course content and attend 

required professional development activities. The CDs will meet as a group in the fall with area 

experts at the Center for South Asia at UW-Madison, and with the Project Director and other 

grant team administrators again in the fall and twice in the spring semesters. They also will 

attend at least one professional development workshop or seminar each semester and present the 

products of their work to the broader Oakton community in April. Year Two CDs will be 

recruited from academic areas not represented in the Year One pool. 

Table 5: Year One Curriculum Developers 

Field / Course Year One Curriculum Developer* 

ANT 202: Intro. to Social and Cultural Anthropology Megan Klein 

ECO 201: Principles of Macroeconomics Elena Ermolenko-Fein 

EGL 102: English Composition II Brenna Stuart 

EGL 102: English Composition II Lynn Woodbury 

EGL 230: Non-Western Literature in English Donovan Braud 

GBS 101: Introduction to Global Business Sid Siddharth 

HIS 2XX: History of South Asia I* Kirsty Montgomery 

HIS2XX: History of South Asia II* Michael Mundt 

HUM 122: Contemporary Culture and the Arts Peter Hudis 

HUM 140: Introduction to Women’s Studies Holly Graff 

HUM 220: Asian Humanities Madhuri Deshmukh 

HUM 260: Perspectives on Film Laurence Knapp 

HUM 290: South Asian Culture and the Arts Anil Lal 

LIB 201: South Asia: Research and Resources* Swarna Wickremeratne 

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PHL 205: World Religions Mohamed Mehdi 

PHL 290: Gandhi’s Relevance Today* Mohamed Mehdi 

PSC 201: Comparative Government Michael Madill 

SPE 103: Effective Speech Paige Tracy 

SSC 201: Introduction to Global Studies Richard Stacewicz 

*Indicates new curriculum; others are modified courses. 

Professional Development Activities. One professional development presentation and one 

curriculum development workshop will be offered each semester. The professional development 

presentation will be open to all faculty, staff and administrators at Oakton, as well as to 

interested students, community members, and local high school teachers. The curriculum 

development workshops will be open to all Oakton faculty and administrators. Curriculum 

development faculty are required to attend at least one of these events each semester. 

The topics for Year One of the grant are: 

• October: Professional Development Speaker – Modern Politics in India 

• November: Curriculum Development Workshop – Pakistani / Bangladeshi Studies 

• February: Professional Development Speaker – Buddhism in South Asia 

• March: Curriculum Development Workshop – Sri Lankan Studies 

The grant administrative team will work with the Curriculum Development faculty members to 

plan the topics for the speakers and workshops for Year Two of the grant. Oakton also will offer 

four “Pathways to South Asia” seminars in Spring 2010 open to all Oakton employees. Each 4-

hour session will focus on a different topic, such as Islam in South Asia, Contemporary Arts and 

Culture of South Asia, Gender in South Asia, and Languages of South Asia. 

Delegation to and Professional Development Seminar in India. In summer 2009, a 

two-person team will travel to Hyderabad, India, for one week to meet with University of 

Hyderabad officials and finalize details of the collaboration between the two institutions. In 

December 2009, a group of 6-8 faculty members and administrators from Oakton will travel to 

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Hyderabad, India in order to participate in a two-week professional development seminar at the 

University of Hyderabad, collect curriculum development materials, interview academic 

counterparts, and observe both an Indian university and Indian culture firsthand. Oakton’s 

December 2009 team will include Oakton President, Margaret B. Lee or her designee, 

Hyderabad Consultant and Guide Dr. Mohamed Mehdi, and 4-6 faculty members chosen from 

the Year One curriculum developers. The tentative two-week program is shown below: 

Table 6: Professional Development Seminar in India Tentative Schedule 

Morning activities Afternoon/Evening activities 

Day One Arrive in Hyderabad campus tour 

Day Two Morning: Formal 

program at University of 

Hyderabad. 

Afternoon-Evening: Visit the “Old City” Charminar, 

Mecca Masjid and Laad Bazaar: The Muslim heritage 

of Hyderabad. 

Day 

Three 

Morning: Formal 

program at University of 

Hyderabad. 

Afternoon: visit Tank Bund, Buddha Statue. Evening: 

Cultural evening at Necklace Road. 

Day Four Morning: Formal 

program at University of 

Hyderabad. 

Afternoon: visit “Hi-Tech” city, the hub of 

Hyderabad’s new “cyber” economy; Geological tour 

of unique (and disappearing) Deccan rock formations. 

Late afternoon/evening: visit Qutb Shahi Tombs and 

Sound and Light show at Golconda Fort (the founding 

of Hyderabad in the 16th century 

Day Five Morning: Formal 

program at University of 

Hyderabad. 

Tour of commercial center of Hyderabad - Abid’s, 

Nampalli, Visit the annual Industrial Exhibition at the 

Exhibition Grounds – one of the largest such 

exhibitions in Asia, with garments, handicrafts and 

modern products and merchants and producers from 

all over India, and a vibrant fair. 

Day Six Morning: Formal 

program at University of 

Hyderabad. 

Tour of Osmania University. Evening: dinner 

symposium – question and answer with Hyderabadi 

artists, writers, academics and activists 

Day 

Seven 

Free farewell lunch; meeting with Uzramma and activists 

from Andhra Dastkar, organization dedicated to 

preserving handloom traditions and economy in rural 

Andhra Pradesh 

Day 

Eight 

Departure to Delhi Tour of New Delhi commercial center – Connaught 

Place, Jan Path. 

Day Nine Muslim history of New 

Delhi 

Visits to Old Delhi, Red fort, Chandni Chowk, 

Humayun’s Tomb and Nizamuddin Durgah 

Day 10 Tour and panel 

discussion at Delhi 

National Museum; Cultural program (classical music 

concert). 

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University 

Day 11 Tour and panel 

discussion at Jawaharlal 

Nehru University 

Watch film at popular cinema 

Day 12 Optional one-day trips to Agra or Jaipur 

Day 13 Visit Rejghat, Nehru Center, Parliament, India Gate. 

Day 14 Return to the United States 

 

 The formal program at University of Hyderabad will include speakers, group discussions, 

meetings with University administrators, and interactions between faculty members in their 

respective areas of study. Details of these activities will be finalized during the planning 

meetings in July 2009 in Hyderabad; however, the program will be modeled on the successful 

professional development seminar conducted for American professors at the University last 

August. Topics and speakers within the model program included: Higher Education in India, 

Prof. B. P. Sanjay; Perspectives on the Making of Modern India, Dr. V. Rajagopal, Dept. of 

History; Indian Economy, Dr. Vamsi Charan, Dept. of Economics; World Food Crisis and Indian 

Scenario, Dr. Purendra Prasad, Dept of Sociology; Indian Political Scenario, Prof. Prakash 

Sarangi, Dept of Pol. Science; Urbanization and High-tech Spaces in India, Prof. Sheela Prasad, 

Center for Regional Studies; Gender Issues in India, Dr. Aparna Rayaprol, Dept of Sociology, 

Socio-Cultural Diversity in India: A Folklorist Perspective, Prof. Sudhakar Reddy, Center for 

Folk Culture Studies. 

Table 7: Cost of two-week faculty development program in India 

International Flight $2000 

Flight from Hyderabad to Delhi $250 

Speaker honoraria in Hyderabad $80 (shared cost based on 8 participants, 

$100/speaker for 8 speakers) 

Housing at University’s International House $180/week (double occupancy) 

Meals in Hyderabad $100/week 

Housing (inc. breakfast) in Hans Hotel, Delhi $600/week (double room) 

Meals in Delhi $200/week 

Tours, fees and tips in Hyderabad & Delhi $300 

Total $3710 (+ optional day trip $125) 

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Student Study Abroad Plan Oakton will offer students one month of classes at the University 

of Hyderabad with an optional one-week cultural field trip. The city of Hyderabad is the fifth 

largest city in India with a history dating from the 14th century. From the 17th through the 19th 

centuries it was one of the most opulent cities in Asia. Today it is pluralistic, with four official 

languages (Telugu, Hindi, Urdu, and English), and a microcosm of Indian religious and ethnic 

diversity. The city has a moderate climate and is home to five major universities and several 

research and cultural institutes. 

Oakton will use the established Study in India Program (SIP) at the University of 

Hyderabad, which currently partners with: University of Pittsburgh; University of California's 

Education Abroad Program; Council on International Educational Exchange; University of 

Illinois, Urbana Champaign; South Dakota State University; University of North Carolina at 

Greensboro; Missouri Southern State University; American Institute for Foreign Study; 

International Student Exchange Program; and Miami University, Ohio. Dr. Aparna Rayaprol, an 

alumna of the University of Pittsburgh, is the SIP co-founder and coordinator. Housed on the 

University of Hyderabad’s campus, SIP hosts students from around the world. Oakton’s students 

will stay at the SIP guest house. Our four- week program will be modeled on the successful 

University of Pittsburgh program which offers two 3-credit courses, as follows: 

• Contemporary India. An interdisciplinary course which introduces India in its multi-faceted 

dimensions. Part A presents an overview of the diversity that exists in India; part B focuses 

on selected issues of concern to India today. 

• Environmental Movements in India. This course examines the ways in which humans 

interact with their myriad environments, exploring the relationship between human behavior 

(culture) and the environment. Students study two famous environmental movements in 

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India: the Chipko Movement in Uttarakhand, and the Narmada Andolan in Madhya 

Pradesh. They also consider the environmental dilemmas facing burgeoning urban centers 

such as Hyderabad, and the steps local residents may be taking to address safe water 

supplies, health, waste, etc. 

Students will have the option to take a Hindi or Urdu language course in lieu of the 

environmental class. The estimated cost for the study abroad opportunity will be: 

Table 8: Cost of Student Study Abroad in Hyderabad 

University of Hyderabad Tuition (6 credits) $800 

Housing and meals (4 weeks, double occupancy) $350 

Field Trips / Entrance Fees $320 

Airport transfer $100 

Insurance $100 

Shared cost of faculty (travel, room & board, field trips, fees, based on 10 participants) $810 

Oakton Administrative Fee (Oakton charges no tuition for study abroad) $50 

Total $2,530 

Not included: Airfare approx. $2000, personal expenses $400, Visa fee $50, optional one-week 

field trip to Delhi approx. $800 

Adequacy and Appropriateness of Interdisciplinary Aspects of the Program. Oakton’s existing 

GS Program is inherently interdisciplinary. The core course, Introduction to Global Studies, 

addresses interdisciplinary themes and issues, and the GS Advisory Committee is made up of 

faculty, administrators and staff across disciplines and areas of service to students. The various 

viewpoints, interests, and passions of the advisory body foster an interdisciplinary approach to 

global studies. Because of the existing cross-curricular coursework, new programming naturally 

follows suit. The project team is actively recruiting faculty curriculum developers throughout the 

entire college, and year two of the grant will include special incentives for faculty from the two 

divisions that house STEM disciplines, seeking those who “think outside the box” about 

integrating South Asian content into their courses. 

 Table 9. Year One Discipline Representation 

Division1 Science and Health Careers 0 

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Division 2 Mathematics and Technology 0 

Division 3 Languages, Humanities and the Arts 11 

Division 4 Social Sciences and Business 7 

Over 25% of Year One developers are faculty of color 

50% are women, 50% are men 

1 of 19 courses is in career area 

Year Two Curriculum Development. Based on the courses that will be developed in 

Year One of the grant, the call for proposals for Year Two curriculum development will be 

focused on filling subject area gaps. In addition to broadening the impact of the grant within the 

curriculum across the college, attempts will be made to attain a better balance among the four 

academic divisions, and between career and transfer programs. Twelve faculty members will be 

recruited to develop proposals for courses out of the following areas: 

Table 10: Year Two Target Disciplines 

Division One Division Two Division Three Division Four 

Nursing 

Physical Therapy 

Natural Sciences 

Yoga / Meditation 

(PE) 

Environmental 

Science 

Engineering 

Information 

Technology 

Math 

Green Technologies 

Art / Graphic 

Design 

Music 

Theater 

Early Childhood 

Education 

Geography 

K-12 Education 

Management 

Marketing 

Psychology 

Sociology 

How new and revised courses will be adequate to meet the programmatic needs. Because 

Oakton’s Global Studies Program already is firmly established, this project is able to focus on 

the development of quality curriculum in the identified region and languages. Courses on South 

Asia will supplement existing GS curricula, but also will be sufficient in credit hours and 

requisites to allow interested students to earn an AA degree concentration in Global Studies with 

a South Asia emphasis. Refer to the listing of new and revised courses in Table 5. 

Adequacy of plans for improving and expanding language instruction. Oakton’s experience in 

developing and delivering modern language curriculum is well-demonstrated. The college offers 

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complete two-year sequences of instruction in eleven languages. Dean Korbel’s prior tenure as 

chair of Oakton’s modern languages department ensures administrative understanding and 

support for implementing a sequence of Hindi/Urdu language instruction. The plan for adoption 

of Hindi and Urdu curriculum reflects best practices used by Oakton in the successful recent 

introduction of Arabic language instruction. 

 Lalita du Perron, Ph.D., Associate Director of the Center for South Asia at University of 

Wisconsin-Madison, will serve as consultant for the Hindi and Urdu language components of 

Oakton’s project. The Center also will share its online curriculum with Oakton. The expertise 

and experience of Dr. du Perron and the Center staff will be invaluable to the success of the 

Oakton’s Hindi/Urdu language curriculum. 

 Oakton anticipates that Hindi and Urdu language instruction will be popular among the 

student body and the significant South Asian population of heritage speakers residing in 

Oakton’s district. 

8. NEED FOR AND PROSPECTIVE RESULTS OF THE PROPOSED PROGRAM 

Why the proposed activities are needed. During the development of Oakton’s Global 

Studies Program, the Advisory Committee noted that, although Oakton enrolls a significant 

number of students of South-Asian heritage, the College’s course offerings in that area were 

meager. In fact, a survey of ICISP member colleges revealed that few community colleges offer 

courses focusing on South Asia. None offers the Hindi language; none has South Asia-specific 

courses in the humanities, philosophy, history or related disciplines. Only one offers a two-week 

field study opportunity in India. Oakton committed to take the lead in correcting this gap. 

A survey of 201 Oakton students in Global Studies courses conducted in fall 2008 asked about 

interest in courses and other opportunities related to South Asia. 

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Table 11: Student Interest Survey Results 

% responding – 5 pt. Likert scale 

Item 

“Extremely 

Interested” or 

“Very Interested” 

“Somewhat 

Interested” 

“I would be interested in taking a general 

education course that focused on South Asia...” 

20.9% 33.8% 

“I would be interested in taking a special topics 

course that focused on South Asia...” 

19.9% 33.9% 

“I think it would be valuable to have information 

about South Asia included in various courses at 

Oakton.” 

35.0% 40.1% 

“I would be interested in taking Hindi language 

courses.” 

8.1% 11.9% 

“I would be interested in a short-term (2 week) 

international field study course in India.” 

27.9% 31.1% 

“I would be interested in a month-long 

international field study course in India.” 

23.3% 22.2% 

“I would be interested in a semester-long 

international field study course in India.” 

15.3% 19% 

The importance of the South Asian region in the global economy is indisputable. In addition, 

immigration from South Asia continues to grow, as borne out by the demographics of Oakton’s 

district. Nine Indic languages are represented among the 47% of respondents to Oakton’s fall 

2008 student survey who said that English is not their native language or the language mainly 

spoken at home. 

How the proposed use of Federal funds will improve Oakton’s Global Studies Program 

and foreign language offerings. Funds from the Undergraduate International Studies and 

Foreign Language Program will enable Oakton to develop and deliver curricula on the South 

Asia region and on the acquisition of Hindi and Urdu language facility. This project will produce 

the following deliverables: 

Table 12: Federally-funded Project Deliverables 

1. Four semesters of credit courses in Hindi and Urdu languages 

2. Six new, 24 modified courses incorporating themes and issues of South Asian studies 

3. Summer immersion program for heritage speakers. 

4. Professional development presentations on South Asia 

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5. Increased library and video holdings related to South Asia. 

6. A culminating conference on South Asia 

7. Partnership with University of Hyderabad that will extend beyond the grant 

8. A four-session “Pathways to South Asia” series for Oakton employees 

9. Four-week study abroad opportunity for students at University of Hyderabad 

10. Visiting scholar from India for a semester-long program 

11. Enhanced Global Studies Program website 

12. Informational DVD that also will stream on the Global Studies Program website 

13. Scholarships for students in the pilot summer study abroad opportunity in India. 

Criterion 9 is not applicable to Oakton, an institution of higher education. 

10. PROGRAM PRIORITIES 

Competitive Preference Priority: In addition to the eleven modern languages in the Oakton 

course catalog, the proposed project will develop and lead to the delivery of instruction in 

beginner, intermediate, and conversational Hindi and Urdu. 

Invitational Priority One: K-12 teachers in foreign languages and international studies will 

benefit from the proposed project through (1) access to curriculum development outcomes at inservice trainings, (2) local high school superintendents will be invited to send international 

studies teachers on the professional development seminar in Hyderabad (funded by the local 

school districts), and (3) special marketing pieces will be created to recruit Education majors at 

Oakton to participate in the study abroad opportunity in India. 

Invitational Priority Two: Oakton will work with the Hindi/Urdu Language Development 

Consultant from the Center for South Asia to develop a plan for assessment of language 

acquisition and competency. Oakton’s experience in delivering instruction in other priority 

languages will be invaluable in this initiative. 

Invitational Priority Three: Oakton will recruit underrepresented minorities in foreign 

languages and area/international studies by (1) GS faculty members will identify, through 

surveys and personal contact, underrepresented students who are interested in international 

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studies and study abroad, but who believe that it is not possible for them, (2) the project director 

will collaborate with the Oakton Admission Office’s initiative to recruit underrepresented 

student groups in order to identify potential students, (3) invitations will be sent to identified 

students to a special GS luncheon and information session held each semester; international 

study will be encouraged, special concerns will be addressed, the scholarships for studying 

abroad in India will be explained, and students will fill out a questionnaire that will allow for 

effective, personal follow-up, and (4) students will meet with the GS Coordinator or other 

designated GS faculty member to discuss steps they can take to be involved in the program. 

Invitational Priority Four: Hindi and Urdu are among the 78 priority languages listed in the 

Notice Inviting Applications for New Awards. 

ADDITIONAL APPLICATION REQUIREMENTS 

A. Evidence that the applicant has conducted extensive planning prior to submitting the 

application is detailed in Section 1b, beginning on page 6.

B. Assurance that the faculty and administrators of all relevant departments and programs 

are involved in ongoing collaboration has been provided in Section 1b, beginning on page 5. 

C. Assurance that students at the applicant institution will have equal access to and derive 

benefits from the UISFL program can be found in Section 1e, page 13. 

D. Assurance that Federal assistance provided under the UISFL program will supplement 

and not supplant non-federal funds. Funds from the UISFL program will enable Oakton to 

develop and deliver new curricula on the South Asia region and Hindi and Urdu language 

facility. All of the components of this program are new to Oakton and are in addition to currently 

offered programs in Global Studies. 

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40

E. Information regarding federally funded scholarships. Scholarship information appears on 

the GS Program website, the Office of Financial Assistance, in informational flyers, on a 

centralized GS Program bulletin board, at study abroad information sessions held on campus at 

least once per semester, at study abroad fairs during International Education Week each 

November, and through dissemination of information to the instructors of all the GS courses that 

they can share with their students. We have found that direct, personal communication from 

faculty members has been the most effective and efficient strategy to reach students. During the 

2008/09 academic year, nearly 4,000 students were enrolled in GS courses at Oakton. 

F. Diversity of perspectives and climate for debate on world regions and international 

affairs. The range of disciplines among the Year One curriculum developers and multiple 

opportunities for faculty interaction through proposed professional development activities will 

ensure academic discourse. Oakton’s diverse student body promotes lively exchange of ideas in 

the classroom and on campus, and several student organizations, such as Students for Social 

Justice, the Honors Student Organization, the Ecology Club, and others, offer educational 

programs that encourage debate. 

G. Encouraging service in areas of national need. The GS Program uses methods listed in 

Section E. above to inform students of service opportunities. Oakton offers instruction in seven 

priority languages and supports the development of new language offerings and delivery 

methods, such as on-line classes. Oakton also encourages language acquisition by requiring at 

least one semester of a modern language as a core component of the GS academic concentration. 

PR/Award # P016A090029 e39
PATHWAYS TO SOUTH ASIA: BUILDING GLOBAL STUDIES CAPACITIES AND 

OPPORTUNITIES RELATED TO SOUTH ASIA AND THE HINDI AND URDU 

LANGUAGES AT OAKTON COMMUNITY COLLEGE

Project Narrative Table of Contents

Page 

Introduction ......................................................................................................................................1

1. Plan of Operation 

Quality of project ...............................................................................................................................2 

Effectiveness of plan & efficient administration ...............................................................................4 

 Evidence of extensive planning prior to submitting application ..................................................6 

Project objectives linked to program purpose ....................................................................................7 

Use of resources and personnel to achieve project objectives ...........................................................7 

 Additional resources to achieve project objectives ......................................................................10 

Plan for equal access and treatment ...................................................................................................13 

2. Quality of Key Personnel 

Project director ...................................................................................................................................13 

Other key personnel ...........................................................................................................................14 

Non-discriminatory employment practices ........................................................................................18 

3. Budget and Cost-Effectiveness 

Adequate support for project activities ..............................................................................................19 

Cost effectiveness and relationship to project objectives ..................................................................19 

4. Adequacy of Resources 

Facilities, equipment, supplies and other resources to support project ..............................................20 

5. Plan of Evaluation 

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External evaluator ..............................................................................................................................20 

Internal ongoing evaluation plan .......................................................................................................21 

Evaluation methods, tools, timeline ...................................................................................................21 

6. Commitment to International Studies 

Current strengths ................................................................................................................................25 

Institutional commitment to the program ..........................................................................................26 

7. Elements of the Proposed International Studies Program 

How proposed activities will contribute to program improvement ...................................................27 

Linking Hindi and Urdu language instruction ...................................................................................28 

Language instructor professional development .................................................................................28 

Faculty commitment ..........................................................................................................................29 

Professional development activities ...................................................................................................30 

Delegation to and professional development seminar in India ..........................................................30 

Student study-abroad plan ..................................................................................................................33 

Adequacy and appropriateness of the of interdisciplinary aspects of program .................................34 

New and revised courses meet programmatic needs .........................................................................35 

Adequacy of plans for improving and expanding language instruction ............................................35 

8. Need for and Prospective Results of Proposed Program 

Why the proposed activities are needed .............................................................................................36 

How the proposed use of federal funds will improve applicant’s global studies and foreign 

language offerings ..............................................................................................................................37 

9. Need for and Potential Impact of Proposed Program 

 Criterion 9 is not applicable to this applicant 

PR/Award # P016A090029 e1
10. Program Priorities 

Project addresses competitive preference priority .............................................................................38 

Project addresses invitational priority 1 .............................................................................................38 

Project addresses invitational priority 2 .............................................................................................38 

Project addresses invitational priority 3 .............................................................................................38 

Project addresses invitational priority 4 .............................................................................................39 

Additional Application Requirements 

Evidence of extensive planning prior to submitting application .......................................................39 

Assurance of ongoing collaboration of faculty and administrators ...................................................39 

Assurance of equal access for students ..............................................................................................39 

Assurance that federal funds will supplement and not supplant non-federal funds ..........................39 

Information regarding federally funded scholarships ........................................................................40 

Diversity of perspectives and climate for debate ...............................................................................40 

Encouraging service in areas of national need ...................................................................................40 

 

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Project Narrative

Other Narrative

Attachment 1:

Title: Pages: Uploaded File: 1237-Schuster.doc 

Attachment 2:

Title: Pages: Uploaded File: 1238-SchusterAddendum.doc 

Attachment 3:

Title: Pages: Uploaded File: 1239-Deshmukh.doc 

Attachment 4:

Title: Pages: Uploaded File: 1240-Braud.doc 

Attachment 5:

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Katherine M. Schuster, Ph.D. 

Professor of Education 

Coordinator, K-12 Education Program; Coordinator, Global Studies Program 

Oakton Community College, 1600 E. Golf Rd., Des Plaines, IL 60016 

847-376-7118 

schuster@oakton.edu 

EDUCATION 

Ph.D. Comparative Education 

Educational Leadership & Policy Studies 

Loyola University – Chicago 

Dissertation Topic: “Analysis Of The 

Implementation Of The 

Grundtvigian Folk Highschool Ideal Within 

Three Provincial Grundtvigian 

Finlandssvensk Folk Highschools In PreIndependence Finland: 1889-1919” 

May 2001 

Passed Comprehensive Examinations, March 

1998 

Passed oral defense of dissertation with 

distinction, April 2001 

M. S. Counseling and Student Personnel 

Minnesota State University - Mankato 

Alternative Plan Paper, “Choice of Residency 

of International Students in the United States: 

Influential Factors and Significant 

Consequences” 

June 1993

B. A. International Relations 

Gustavus Adolphus College 

Independent Major combining: Political 

Science, History, and Scandinavian Studies 

June 1991

ADDITIONAL EDUCATION 

Scandinavian Seminar Exchange Student 

Finns Folkhögskolan, Esbo, Finland 

Study of Finnish History at a Swedishlanguage college. 

1989-90

Rotary Exchange Student 

Lyseo High School, Jyväskylä, Finland 

Study of Finnish culture at a Finnish-language 

school. 

1985-86

CERTIFICATION 

Teaching English as a Foreign Language 

American English Programs, Northampton, 

MA 

Pass Level A 

September 1999 

 

TEACHING EXPERIENCE 

Professor, Education Courses Taught: Aug 2003 – present 

PR/Award # P016A090029 e0
Oakton Community College 

 Coordinator of the 

Education program 

 Coordinator of the 

Global Studies 

Program (June 2005 – 

present) 

 Introduction to Education 

 Diversity of Schools and 

Society 

 Technology in Education 

 Introduction to Psychology 

 Educational Psychology 

 College Success 

Faculty Seminars Taught: 

New Faculty Seminar 

Peace Studies Seminar 

Aug 2007 – present 

Aug – Dec 2007

Adjunct Instructor Loyola 

University – Chicago 

Courses Taught: 

 American School and Social 

Policy ELPS 444 specially 

adapted for the Jewish 

Educational Leadership Institute 

Summer 2002 – 2006

Visiting Lecturer 

Full-time position 

Northeastern Illinois 

University, Chicago 

Courses Taught: 

 Philosophical and Historical 

Foundations of Public 

Education 

 Education and Individual 

Differences 

 Psychology of Instruction and 

Learning 

 Development of Educational 

Thought 

 Human Development and 

Learning 

 Human Relations and 

Leadership 

Jan 2001 - May 2003

Adjunct Instructor 

Loyola University – Chicago 

Courses Taught: 

 Introduction to American 

Education 

 Philosophy of Education 

 Introduction to Research 

Methodologies 

 Sociology of Education 

 American School and Social 

Policy 

Jan 1999 - Aug 2004 

Adjunct Instructor 

Northeastern Illinois 

University, Chicago 

Courses Taught: 

 Education and Individual 

Differences 

 Development of Educational 

Thought 

Jan - Aug 2000 

Adjunct Instructor 

Roosevelt University, Chicago 

Courses Taught: 

 American Education 

Jan – May 2000

PR/Award # P016A090029 e1
Katherine M. Schuster, Ph.D. 

Professor of Education 

Coordinator, K-12 Education Program; Coordinator, Global Studies Program 

Oakton Community College, 1600 E. Golf Rd., Des Plaines, IL 60016 

847-376-7118 

schuster@oakton.edu 

SELECTED PUBLICATIONS

 Language of the Land: Policy, Politics, Identity, Studies in the History of Education, Volume 2, with 

David Witkosky, co-editor and co-author of Introduction, Information Age Publishing, 2007. 

 “Comparative Connections: Educational History within a Global Context,” Presidential Address, 

American Educational History Journal, 34 (2007). 

 “The Education Department of the Israeli Defense Forces, 1948-1975: An Adult Common School” 

with F. Michael Perko, S.J., Journal of the Midwest History of Education Society, 25 (1998): 141-

148. 

SELECTED PRESENTATIONS

 “In Search of Gandhi's India: Development and Impact of Oakton Community College's Fulbright 

Hays Group Projects Abroad Grant,” co-presenter, CCID Annual Conference, Orlando, FL, March 3, 

2009. 

 “Faculty Global Opportunities,” Orientation Week Professional Development presentation, Oakton 

Community College, January 15, 2009. 

 CCID International Resource Development Workshop, co-facilitator, 2-day workshop, Washington, 

DC, November 6-7, 2008. 

 “Global Planning in Community Colleges: Managing Chaos & Change,” co-facilitator, 1⁄2 day 

workshop, CCID, Long Beach, CA, February 2008. 

 “Global Education in a Flat World,” invited keynote speaker, Bellevue Community College, 

Bellevue, WA, October 2007. 

 “Global Education at Community Colleges: Ethics of Knowledge, Questions of Purpose,” World 

Congress of Comparative Education Societies, Sarajevo, Bosnia-Herzegovina, September 3-9, 2007. 

 “Infusing Global Studies at Oakton,” Oakton Conference for Teaching Excellence, Des Plaines, IL, 

August 2007. 

 Presidential Address: “Comparative Connections: Educational History within a Global Context,” 

Midwest History of Education Society Annual Conference, Chicago, IL, October 2006 

 “Global Studies Across the Curriculum,” Oakton Conference for Teaching Excellence, Des Plaines, 

IL, August 2006. 

 “International Opportunities for Faculty and Students: Expanding Local Dialogue,” Oakton 

Conference for Teaching Excellence, Des Plaines, IL, August 2005. 

 "The Marvelous Mind: How You Remember," Oakton Futures Conference 2004, Des Plaines, IL, 

May 2004. 

 "Constructing Meanings within a Global Context," organized and chaired panel, Midwest Regional 

Comparative and International Education Society Conference, Kalamazoo, MI, November 2001. 

SELECTED HONORS & AWARDS 

Exemplary Leader Award, Chairs Academy March 2007

Outstanding Domestic Student Award April 2001

Phi Beta Delta Honor Society for International Scholars February 2001

Schmitt Dissertation Fellowship 

Highly competitive $10,000 award to support full-time writing 

Loyola University - Chicago 

1999-2000

PR/Award # P016A090029 e0
Doctoral Candidate Travel Grant 

Competitive award for pre-conference dissertation workshop 

Comparative and International Education Society 

Spring 1999

SELECTED PROFESSIONAL SERVICE 

Seville Exchange Program Coordinator, Illinois Consortium for 

International Studies and Programs 

Jul 2006 - present

Oakton Representative to Governing Board, Illinois Consortium for 

International Studies and Programs 

Jul 2005 - present

President, Midwest History of Education Society Oct 2005 – Oct 2006

Editorial Board member, American Educational History Journal Oct 2003 – Oct 2004

Comparative Education Review Editorial Search Committee, 

Comparative and International Education Society 

Mar 2002 – 03

Co-Chair, Taskforce on Educational Outreach Regarding the September 

11th Tragedy and Subsequent Events, Comparative and International 

Education Society 

Oct 2001- Mar 2003

Chair, Subcommittee on Member Services within the Conference 

Organization and Planning Advisory Committee, Comparative and 

International Education Society 

Sep 2001- Mar 2003

Conference Coordinator Midwest Regional Comparative and International 

Education Society Conference, November 1999, Chicago 

Spring-Fall 1999

Screening Panelist Fulbright Memorial Fund Teachers Program in Japan Spring 1999

SELECTED COLLEGE / UNIVERSITY SERVICE 

Advisor, Global Citizens Club Sep 2007 - present

Advisor, GLBT Co-op Student Organization Sep 2005 - present

Senator, Oakton Community College Faculty Senate 2004 – 2005 

2007 - present

Faculty Development Committee, Oakton Community College Oct 2004 - present

Member, Next Step Anti-Racism Committee, Oakton Community College Aug 2004 - present

Member, Annual Mankato International Festival Planning Committee 1991-93

GRANTS 

Co-wrote, was awarded, and served as PI for Fulbright Hays Group 

Projects Abroad Grant, co-led 5 1⁄2 week Seminar in India. 

Jul 2008 – Jun 2009

Co-wrote, was awarded, and served as PI for NAFSA: Association of 

Int’l Educators Collaborative Training Grant. 

Oct 2005 – Oct 2006

Co-wrote, was awarded, and served as PI for 2 Paraprofessional Test 

Preparation Course Delivery Support Grants, awarded by the Illinois 

Community College Board & Illinois State Board of Education 

Aug 2005 – Jul 2006 

Aug 2004 – Jul 2005

PROFESSIONAL ASSOCIATIONS

 American Association of Community Colleges 

 Community Colleges for International Development 

 Comparative and International Education Society 

 Midwest History of Education Society 

 National Association of Community College Teacher Education Programs 

PR/Award # P016A090029 e1
Madhuri H. Deshmukh 

 

 Oakton Community College 

 Department of English 

 1600 E. Golf Ave. 

Email: mdeshmuk@oakton.edu Des Plaines, IL 60018 

 

Education 

• Ph.D. (Distinction), English, Loyola University Chicago, 1999 

• M.A., English, Loyola University Chicago, 1993 

• B.A., English, Loyola University Chicago, 1991 

Dissertation 

“Modernism and the Black Diaspora: The International Contours of the Harlem 

Renaissance.” Distinction. Loyola University Chicago, 1999. 

Research Interests 

Indian vernacular poetry and literature, African-American literature, South Asian English 

literature, Gandhian Studies, critical theory 

Awards and Honors 

• Senior Fellowship, American Institute of Indian Studies, 2005-2006 

• Professional Development Grant for International Language Studies in India, Oakton 

Community College, 2003 

• 2004Alpha Sigma Nu, National Jesuit Honor Society, 1997 

• Schmitt Dissertation Fellowship, 1997 

• Loyola Teaching Fellowship, 1997 

• Stanley Clayes Memorial Essay Award, First Place, 1995 

• Edward L. Surtz Award for Excellence in Literary Studies, 1991 

Academic Employment 

• 1999- Present: Associate Professor of English (Tenure granted, 2002), Department of 

English, Oakton College, Des Plaines, IL 

• 1998-1999: Full-Time Instructor, Department of English, Chicago State University, 

Chicago, IL 

• Teaching Assistant/Adjunct Faculty, Loyola University Chicago, 1995-1998 

Publications 

• Review Inheritance of Loss by Kiran Desai. New Quest: A Quarterly Journal of 

Participative Inquiry. Issue 168. April-June, 2007. 

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• “Langston Hughes as Black Pierrot: A Transatlantic Game of Masks.” Langston Hughes 

Review, Fall 2004, Volume 18.

• Review Feminist Genealogies, Colonial Legacies, Democratic Futures edited by Chandra 

Talpade Mohanty and M. Jacqui Alexander, National Women’s Studies Association Journal, 

10:2, Summer 1998. 

Conferences, Lectures 

• “Longing for Home: Pandharpur and the Leela of Mother-Love.” Thirty-Seventh Annual 

Conference on South Asia. University of Wisconsin-Madison, October 17-19, 2008 

• “Tirthakshetra of the Self: Pandharpur and Vitthal’s Leela of Love.” Tenth International 

Conference of the Forum on Contemporary Theory. “Thinking Terroritory: Affect and 

Attachment towards Land in South Asia.” Goa, India. Dec. 16-19, 2007 

• “Taramati’s Satyagraha: The Radical Feminine in Janabai’s Harischandra Akhyana.” ThirtyFifth Annual Conference on South Asia. University of Wisconson-Madison, Concourse 

Hotel. Oct 19-22, 2006 

• “Subaltern Bhakti and the Feminine Presence in Janabai.” Interdisciplinary Discussion 

Group. University of Pune. June 7, 2006. 

• “Marx, Hegel, India.” Socialist Scholars Conference, New York, Cooper’s Union, March 

2004.

• “Rise of the Hindu Right: New Challenges for the Women’s Movement.” Women in the 

Middle: Borders, Barriers, Intersections, Conference of the National Women’s Studies 

Association, University of Wisconsin-Milwaukee, Center for Women's Studies, June 17-20, 

2004. 

• “Claude McKay and the Harlem Renaissance.” Beautiful Minds Lecture Series, , Oakton 

College, February, 2003 

• “Women and Religious Fundamentalism.” International Women’s Day Conference, 

Roosevelt University, Chicago, IL, March, 2002 

• “Fundamentalism and the South Asian Women’s Movement.” Harold Washington Library, 

Chicago, IL, January, 2002 

• “Feminism and the Third World.” Socialist Scholars Conference, Cooper’s Union, New 

York, Spring, 2001 

• “Marxist Philosophy and Feminism.” Rethinking Marxism Conference, University of 

Massachussetts, Amherst, MA, Fall, 2000 

• Recent Professional Activities 

• Coordinator, Peace and Social Justice Studies, Oakton College, Fall 2009 

• Global Studies Advisory Committee, Oakton College, 2008-2009 

• Organizer and Academic Director, Fulbright-Hayes Group Studies Abroad Grant on Gandhi, 

Summer 2008 

• Professor, Faculty Development Seminar, “India: Legacies and Futures,” Oakton College, 

Spring 2005 

PR/Award # P016A090029 e1
Donovan S. Braud

dbraud@luc.edu

Education

• PhD, English, December, 2009 (expected) 

o Exam Fields, April 2006, pass with distinction 

 Classical Rhetoric, Dr. James Biester 

 Marxist Theory, Dr. Christopher Kendrick 

 Contemporary Global Fiction in English, Dr. Paul Jay 

• Master of Arts, English, Loyola University Chicago, 2000. 

• Bachelor of Arts, English Literature; Classical Languages and Civilizations 

minor, magna cum laude, Loyola University New Orleans, 1997. 

Conference Presentations

• “House of Leaves and the Rhetoric of Textual Failure,” Midwest Modern 

Language Association Convention, 2003. 

• “Gender and the Beats: On the Road as Critique of the Family Wage,” Southwest 

Popular Culture Association / American Culture Association Convention, 2004. 

• “King Me! Or, How to Make Your Politics Sexy Again,” Co-authored with 

Elizabeth Ricks. 

o Midwest Popular Culture Association Conference, 2004. 

o IDKE 6, 2004. 

• “Michelle Cliff and the Acteon Myth,” Southwest / Texas Popular Culture 

Association Convention, 2005. 

• “Reading and Misreading the Popular,” Moderator, Midwest Modern Language 

Association Convention, 2006. 

• “Topoi, Enthymemes, and Ideology in First-Year Composition,” Conference on 

College Composition and Communication, 2008. 

• “Leveraging TeamSpot for Collaborative Editing,” Educause Learning Initiative, 

2009. 

• “Reconciling Jamaica’s Missing Past” Southwest / Texas Popular Culture 

Association Convention, 2009. 

Publications

• “Swimming in the Deep End: Graduate Students and Basic Writers,” Teaching 

Basic Writing September 2003. 

• “Mohsin Hamid.” South Asian Literature in English: An Encyclopedia. Jaina C. 

Sanga, ed. Westport, CT: Greenwood Press, 2004. 

• “Moth Smoke.” South Asian Literature in English: An Encyclopedia. 

• “Ken Kesey,” “Sometimes a Great Notion,” and “One Flew over the Cuckoo’s 

Nest,” The Encyclopedia of Beat Literature. Kurt Hemmer, ed. (forthcoming). 

PR/Award # P016A090029 e0
Professional History

• Loyola University Chicago

o 2007-2009, Adjunct Instructor, “College Writing Seminar,” “Women in 

literature,” and “Chief American Writers 1865 – Present” 

o 2002-2005, Instructor, “Chief American Writers, 1900 – Present” and 

“Writing II” 

o 2004-2005, Loyola University Chicago Teaching Fellow

o Spring 2004, Instructor, English 287, “Chief American Writers, 1900 – 

Present.” 

o Fall 2003, TA, English 254, “Contemporary Critical Theory” 

o January-May 2003, On-line writing tutor, “Ethics for Today’s World” 

Teleconference, Loyola Philosophy Department and Tecnologico de 

Monterrey. 

o 2002-2003, Director, Writing Centers. 

o Fall 2001, TA, English 105 (Writing I).

o 2001-2002, University Ad Hoc Committee on Plagiarism.

o 2001-2004, English Graduate Assistant. 

o 2000-2003, Graduate Reference Assistant, Cudahy Library.

• Oakton Community College (Des Plaines, IL)

o 2004 - 2009, Instructor, “Non-Western Literature in English,” 

“Composition I,” “Composition II,” 

Professional and Academic Organizations

• Modern Language Association

• Sigma Tau Delta

• Alpha Sigma Nu

• Loyola University Chicago English Graduate Student Association, board member, 

2002-2003. 

• Loyola University Chicago Campus Greens

o Treasurer 2002-2003. 

Non-academic Organizations

• XXX/Athletico Racing, team member (road racing and time trials). 

• Loyola University Chicago Bicycle and Triathlon Club. 

Awards and Honors

• Loyola University Chicago, College of Arts and Sciences, English Department 

Graduate Assistant, Fall 2001 - Spring 2004. 

• Loyola University Chicago, College of Arts and Sciences, Teaching Fellowship, 

2004-2005 academic year. 

• Loyola University Chicago, Department of English, Gravett Tuma Graduate Book 

Scholarship in English, 2004. 

• Oakton Community College, Excellence in Teaching Award nominee, 2007-2008. 

PR/Award # P016A090029 e1
1

Elena Ermolenko-Fein 

eermolen@oakton.edu 

EDUCATION 

 University of Wisconsin-Milwaukee Milwaukee, Wisconsin

 M.S. in Economics; August 2003 

 Specialization: International Finance 

 ABD in Economics; Coursework, Exams completed. 

State University of Economics and Law Khabarovsk, Russia 

 B.S. in Accounting; May 1996 

QUALIFICATION SUMMARY 

• Five years of research experience. Proficient with literature reviews and gathering other 

information through various sources.

• Knowledgeable in theory and implementation of statistical principles including linear, 

non-linear regression, time series, cross-section and panel data analysis.

• Experienced in using STATA and SAS statistical packages.

• Skilled in Microsoft Word, PowerPoint, Excel, and Maple. Adept at learning new 

software program.

• Four years of accounting experience including general ledger, trial balance preparation, 

accounts reconciliation. Knowledge of GAP, accounting principles, income tax, 

familiarity with SAP. 

• Seven years of teaching experience. 

TEACHING EXPERIENCE 

 Oakton Community College Des Planes, Illinois 

 Economics Instructor (full-time, tenure track) 2006 - present 

 

 Harper College Palatine, Illinois 

 Economics Instructor 2006 - present 

 

University of Wisconsin-Milwaukee Milwaukee, Wisconsin

Economics Instructor 2002-2006 

Taught Principles of Economics for two semesters, 

 Principles of Macroeconomics for one semester, 

 Principles of Microeconomics for three semesters. 

 Provided course lectures and syllabus. Wrote and evaluated examinations. 

 University of Wisconsin-Milwaukee Milwaukee, Wisconsin 

 Teaching Assistant 2002-2006 

 Courses included: Survey of Economics, and Principles of Microeconomics. 

 Responsible for quizzes and examinations. Held office hours. 

 Supervised more that 100 students each semester. 

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ACCOUNTING EXPERIENCE

Nevada, Ltd. Khabarovsk, Russia

 Accountant 1996-2000 

• Maintained and reconciled general ledger accounts. 

• Examined and analyzed journal and ledger entries, bank statements, inventories and 

other accounting and financial records. 

• Insured accuracy of financial records and compliance with established standards and 

procedures. Prepared internal and external financial reports 

RESEARCH EXPERIENCE 

• Work on the project of international mergers, and development of international 

financial markets – Spring 2006. 

• Examined regional marker stability and money demand in Russia with assistance of 

Professor Swarnjit Aurora. Conducted literature reviews, data gathering and analyzing 

data applying error-correction model – Spring 2005.

• Performed research about home equity bias paradox – Fall 2004. 

• Assisted Professor Keith Bender on research in labor economics – Summer 2003.

• Explored mechanism and the results of privatization in Russia – Summer 2003.

TEACHING AND RESEARCH INTERESTS 

• Areas of research specialization include recent development in the international financial 

markets. 

• In addition to Principles of Micro and Macroeconomics I would embrace opportunities 

for teaching International Trade and Finance and Industrial Organization. 

• I wish to keep up with the most effective teaching methods, attend workshops and 

interact with other teachers for advice and to learn new ideas. 

 

PR/Award # P016A090029 e1
Hollace Graff

 hgraff@oakton.edu 

 http://www.oakton.edu/~hgraff 

 Office....(847) 376-7033 

Education 

Ph.D. in Philosophy, University of Illinois Chicago (Dissertation: Moral Ideology and Revolution) 

M.A. in Philosophy, University of Illinois Chicago 

B.A. in Philosophy, Michigan State University 

Areas of Specialization 

Ethics, Social and Political Philosophy, 19th and 20th Century Continental Philosophy, Inter-disciplinary 

Women's Studies 

Employment History 

1998 through the present..... 

 Professor of Philosophy at Oakton Community College 

 Participant in Fulbright-Hays Study Abroad in India 

 Chair of the Humanities and Philosophy Department 

 Chair of the Council of Chairs and Coordinators 

 Member of 2012 Strategic Planning Committee 

 Member of the Global Studies Advisory Committee 

 Member of the Women’s Studies Advisory Committee 

 Co-Instructor in a Faculty Seminar on Peace Studies 

Co-Instructor in an Honors Core Seminar entitled “The Construction of the West: History, 

Power, and Philosophy” 

 Co-instructor of an Honors Core Seminar on Ethics and Globalization 

 Co-instructor of a Faculty Seminar on Ethics in Higher Education 

 Recipient of three grants from the Illinois Community College Board for work in ethics in higher 

 education 

 Participant in faculty development seminars on India and on the Middle East 

Other classes taught: Introduction to Philosophy, Ethics, Logic, Medical Ethics, Business 

Ethics, Women’s Studies, Western Culture and the Arts 1 and 2 

 

1997-1998...... 

 Adjunct faculty member at Northeastern University, Loyola University, and Oakton 

 Community College 

1990-1996..... 

 Visiting Assistant Professor at Loyola University Chicago 

 Classes taught: health care ethics, feminist theory, introduction to philosophy, ethics, social and 

 political society, Hegel and Marx, Nietzsche 

 Graduate seminars: Philosophy of Nursing for the Graduate School of Nursing 

 Advisor for the Philosophy Department's Generations Fund Fellowship winners 

PR/Award # P016A090029 e0
 Four-time recipient of an award as one of Loyola's most effective teachers as designated by 

 graduating seniors 

 Presenter on the ethics of care for the Faculty Fellows workshops sponsored by Loyola’s Ethics 

 Center 

1986-1989.....Adjunct faculty member at Roosevelt University and Loyola University 

1980-1984..... 

 Educational Director of the New American Research Institute and Program Director of the 

 .Institute for Democratic Socialism 

Editor and co-author of a number of educational pamphlets 

 Organizer of conferences and seminars on political theory for political activists 

 Coordinator of a number of research projects 

 Public speaker on issues of special concern to women 

1974-1980..... 

 Assistant Professor or Philosophy at the University of Pittsburgh..... 

Courses taught: introductory philosophy,ethics, philosophy and public affairs, existentialism, 

 social and political philosophy, Marxism, feminist theory, 19th-century philosophy, philosophy 

 and literature,and Nietzsche 

 Graduate seminars taught: Frankfurt School, Lukacs, Western Marxism 

Recipient of grant to develop and teach a special course on philosophical, anthropological, and 

 historical perspectives on morality 

Undergraduate advisor for philosophy majors, 

Chair of the Graduate Admissions Committee 

1969-1974..... 

 Teaching Assistant at the University of Illinois Chicago 

 One of the initial founders of the Women's Studies Program 

 One of the initial developers of an interdisciplinary women’s studies class 

Some Recent Presentations 

“Teaching Portfolios for Philosophers”..... American Philosophical Association Central Division 

Conference, 2007 

“Confronting Racism While Teaching Western Humanities”...... Teaching Excellence Conference at 

Oakton, 2006 

“Democracy and Displacement: The Cultural Significance of New Orleans”....Presentation at Oakton 

Public Forum, 2005 

“Teaching Humanities at the Community College as a Political Act”.....World Humanities Conference, 

Cambridge, U.K., 2005 

“Environmental Ethics and Intrinsic Value”....American Philosophical Association Central Division 

Conference, 2004 

“Speaking Out on Global Issues: Students as Public Intellectuals” ....ICCB Conference on Leadership 

and Core Values in Springfield, 2003 (Presentation done with students) 

“Philosophy and the Discussion of Ethics in Higher Education”...... Keynote Address at Illinois 

Community College Board’s Leadership and Core Values Conference, 2001 

“Just War Theory and War with Afghanistan”..... Public Forum at Oakton Community College, 2001 

“The Use of Journals in Courses on Feminist Theory”....American Philosophical Association Central 

Division Conference, 2000 

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1 

Curriculum Vitae 

Peter Hudis 

 phudis@luc.edu 

Education 

B.A. — 1976 English and History 

 Queens College, City University of New York 

M.A. — 1987 Latin American Studies 

 California State University, Los Angeles 

 Thesis Topic: Dialectics of Revolution in Bolivia, 1952-64 

M.A. — 2008 Masters Program in Philosophy, Loyola University, Chicago 

 

2008 — Ph.D Program in Philosophy, Loyola University, Chicago 

Teaching Experience 

Lecturer, Philosophy and Humanities, Oakton Community College, Des Plaines, IL 

Fall 2003 to present 

Lecturer in Philosophy, Loyola University, Chicago, IL 

Spring 2008 to present 

 

Lecturer in Philosophy, Lewis University, Romeoville, IL 

Fall 2008 to present 

 

Lecturer in the Social Sciences, Roosevelt University, Chicago, IL 

2006 to 2007 

 

Selected Major Publications 

a) Books 

Editor (with Kevin B. Anderson) of The Rosa Luxemburg Reader, translated by Hassan 

Mortazavi (Tehran, Iran: Nika Publishing, 2007), 361 pages [in Persian]. 

Editor and Co-Author of Introduction (with Kevin Anderson) of The Power of Negativity: 

Selected Writings on the Dialectic in Hegel and Marx, by Raya Dunayevskaya (Lexington 

Books, 2002), 386 pages. 

 b) Essays and Encyclopedia Entries 

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2 

“The Modern Development of Rosa Luxemburg’s Thought,” China Academic Monthly, No. 8, 

2006, pp. 5-14 [in Chinese]. 

“Review: ‘Change the World Without Seizing Power,’” Herramienta (Buenos Aires, Argentina, 

2004) [in Spanish]. 

"Marx in the Mirror of Globalization," Britannica.net (Chicago: Encyclopedia Britannica, 

October 2000). 

“Marx and the Third World: New Perspectives on Writings from his Last Decade,” South Asia 

Bulletin, Vol. 3, No. 1, Spring 1983, pp. 38-52. 

Selected Papers at Major Conferences 

Keynote Address, Conference on “The State, Political Power and Democracy,” Cape Town, 

South Africa, March 1, 2007. Sponsored by the International Labour Research and Information 

Group. 

“Philosophic Approaches to Understanding Globalization.” Presented at Khanya College, 

Johannesburg, South Africa, March 7, 2007. 

“Towards a New Ecology.” Presented at Conference on “Ecology and Society,” Nagpur, India, 

January 16, 2005.

“Democracy in the Age of Globalization.” Presented at panel of the International Rosa 

Luxemburg Society, World Social Forum, Porte Alegre, Brazil, January 30, 2005. 

“Dialectics of Globalization.” Presented at the Graduate School of Education, University of 

California at Los Angeles, April 17, 2001. 

“Rethinking Globalization: Beyond ‘The Lexus and the Olive Tree.’” Presented at Beloit 

College, Beloit, Wisconsin, October, 31, 2000 

“Immigration and Globalization.” Presented at Conference on Immigration, Lewis University, 

Romeoville, Illinois, October 20, 1997. 

Language Ability 

German; Spanish 

Awards

Recipient of Ray Hartstein Award for Academic Excellence, Oakton Community College, 2006 

Recipient of Hubert Herring Award for best Thesis in Latin American Studies, 1987, from 

Pacific Coast Council on Latin American Studies. 

PR/Award # P016A090029 e1
Megan Klein 

 Department of Anthropology 

 University of Illinois at Chicago 

 1007 West Harrison 

mklein5@uic.edu Chicago, Illinois 60607 

EDUCATION 

 

Ph.D. Anthropology (in progress), University of Illinois-Chicago 

GPA: 4.0 

Areas of Specialization: Gender, race, migration, modernization and urbanization, political 

economy, language, and performance, Aymara communities (Latin America/Andes/Bolivia) 

M.A. Spanish Literature (concentration in Women’s Studies), Loyola University Chicago, 

Chicago, IL, April 2004 

GPA: 3.83 

B.A., B.B.A. Spanish, Management & Organizations (certificate in International Business), with 

Honors, University of Iowa, Iowa City, IA, May 2001 

Overall GPA: 3.64 

PUBLICATIONS 

Johnson, Erin C., Kristof-Brown, Amy, Van Vianen, Annelies, De Pater, Irene E., and 

Klein, Megan R. 

 2003 Expatriate Social Ties: Personality Antecedents and Consequences for 

Adjustment. International Journal of Selection and Assessment 11(4):277-288. 

PRESENTATIONS 

Gomberg, Ruth and Megan Klein (March 2007). Organizations and Objectives: 

Participant Perceptions of the Immigrants Rights Marches. Paper presented at The 

University of Illinois at Chicago's Conference on the Immigrants Rights Movement. 

Gomberg, Ruth and Megan Klein (April 2007). Organizations and Objectives: Participant 

Perceptions of the Immigrants Rights Marches. Paper presented at the Midwest 

Sociological Society's Annual meeting. 

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TEACHING EXPERIENCE 

Instructor, Oakton Community College, Skokie, IL 

Taught "Introduction to Sociocultural Anthropology", "Spanish 101", and "Spanish 102" (2006-

present) 

Held full responsibility for all instruction and grading. 

Participated in faculty seminars on the Indian economy and Latin American short stories 

Teaching Assistant, University of Illinois at Chicago, Chicago, IL 

• "Human Evolution", Spring 2008 

• "Introduction to Sociocultural Anthropology", Fall 2007 

• “Cultural Geography”, Spring 2007 

• “Concepts in Geography”, Fall 2006 

Instructor, Loyola University Chicago, Chicago, IL 

Taught “Spanish 101” and “Spanish 250- Conversation and Composition”, Fall 2002-Fall 2003 

Held full responsibility for all instruction and grading. 

OTHER EXPERIENCE 

Completed all Spanish-English translations for The Silent Sentinel by James Cleland 

(published 2008) 

AWARDS AND HONORS 

Awarded the Charles Reed Grant for pre-dissertation research, 2008 

Awarded a teaching assistantship at the University of Illinois-Chicago, 2006. 

Awarded teaching fellowship to Loyola University Chicago, 2002-2004. 

Awarded three scholarships for excellence in business at the University of Iowa, 1998-2001. 

Dean’s List at the University of Iowa, 1997-2001. 

LANGUAGES 

Fluent Spanish, knowledge of Aymara, knowledge of French 

REFERENCES 

Dr. Bob Frank, Oakton Community College Department Chair (Behavioral and Social Sciences) 

Dr. Marguerite Solari, Oakton Community College Department Chair (Modern Languages) 

Mary Anne Quinlan, Loyola Academy Department Chair (Modern Languages) 

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DR. LAURENCE F. KNAPP 

EDUCATION Northwestern University, School of Communication, Evanston, IL 

Ph.D. in Film Studies, June 2005 

Boston University, College of Communications, Boston, MA 

M.S. in Film Studies, May 1995 

University of Virginia, Charlottesville, VA 

B.A. in History, January 1989 

PUBLISHED Book Reviewer 

WORK The Historical Journal of Film, Radio and Television 

Freelancer since August 2007

 Author, “Say Hello (and Goodbye) to the Postclassical: Tony Scott and Domino” 

Jump Cut

 Published in May 2008 

Editor, Ridley Scott: Interviews

 University Press of Mississippi, Jackson, MS 

 Published in March 2005 

Editor, Brian De Palma: Interviews

 University Press of Mississippi, Jackson, MS 

 Published in January 2003 

Author, Directed by Clint Eastwood

 McFarland & Company, Inc., Publishers, Jefferson, NC 

 Published in November 1996 

 Second edition slated for publication in 2010 

FILM Columbia College Chicago, Chicago, IL 

TEACHING Adjunct Professor, Spring 2007 to present 

EXPERIENCE 

Oakton Community College, Des Plaines, IL 

 Adjunct Professor, Fall 2005 to present 

 

 Northwestern University School of Continuing Studies, Evanston, IL 

Instructor, 2000-2004 

Northwestern University, Evanston, IL 

 Instructor, 2000-2003 

The School of the Art Institute of Chicago, Chicago, IL 

 Visiting Instructor, Fall 2002 

Facets, Chicago, IL 

 Instructor, Summer 2001 

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ANIL LAL

alal@roosevelt.edu; alal@oakton.edu

CURRENT POSITION

• Instructor, Bachelor of Professional Studies (BPS) Program 2001 - 

Evelyn T. Stone College of Professional Studies, Roosevelt University, Chicago 

• Instructor, Department of Humanities, Oakton Community College 2008 - 

PAST POSITIONS

• Examiner, ETS (Educational Testing Service) 1997-2008 

• Instructor, Political Economy and Liberal Arts, School of Policy Studies 

Roosevelt University 1997 - 2000 

• Instructor, English, Truman College, Chicago 1995 - 2001 

• Manager, New World Resource Center, Chicago 1991 - 1995 

Independent bookstore (specializing in academic and social change literature) 

Organizer, open classes 

• Freelance copy editor, International Survey Research, Chicago 1989 - 1991 

• Instructor, Economics, Radford University, Virginia 1988 

• Instructor, Economics, Virginia Polytechnic Institute and State University 1979 - 1983 

TEACHING EXPERIENCE

• Roosevelt University 

• The American Prospect: Precariousness of Modern Life 2008 - 2009 

• An Inquiry into the American Dream 2005 - 2007 

• Self, Family and Community in the City Sum 2005 

• Human Rights in a Climate of Fear and Violence Winter 2005 

• From the Violence of Everyday Life to Collective and State Violence Fall 2005 

• Peregrinations in the City Sum 2004 

• Modernity and Its Discontents Winter 2004 

• Uses of Philosophy and Social Thought in Everyday Life 2002 - 2003 

• Political Economy and Culture 2001 

• City and Citizenship (LIBS/SOC/POS 245) 1999 - 2000 

• Modern Political Economy (ECON 405; upper-level; graduate) 1998 

• Economics of Public Sector (ECON/PBAD 370; upper-level; graduate) 1997 - 1999 

• Oakton Community College 

• Asian Humanities 2008 - 2009 

• Contemporary Arts and Cultures 2008 - 2009 

• Truman College 

• Advanced ESL 1995 - 1999 

• Virginia Polytechnic Institute and State University, and Radford University 

• Managerial Economics (upper level) 1979 - 1983 

• Microeconomics. Macroeconomics 1979 - 1983 

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Page 2 of 2 Anil Lal 

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EDUCATION

• ABD (All But Dissertation) 1982 

• M.A., Economics 1982 

Virginia Polytechnic Institute and State University, Blacksburg, Virginia 

 Research Assistantship 1978 - 1982 

 Fellowship, Center for the Study of Public Choice 1983 

 Additional work in Philosophy 

 Georgetown University Summer School Scholarship 1978 

• B.A. (Honors), Economics, University of Delhi 1977 

Minors in English Literature, Politics and Mathematics 

SEELCT PUBLICATIONS 

• Review of Vijay Prashad, The Karma of Brown Folk

University of Chicago South Asia Newsletter, Volume 24 (3) 2000 

• Review of Matthew Edney Mapping and Empire: 

The Geographical Construction of British India

University of Chicago South Asia Newsletter, Volume 23 (2) 1999 

• “India,” Main Entry (co-authored with Vinay Lal) 

World Book Encyclopedia, Chicago 1997 

• “In Search of the Golden Mountain: Asian-American Immigration to the U.S.,” 

The Asian-American Experience, Multimedia CD-ROM, Primary Source Media 1996 

• Review of Whose India? Daedalus: 

Journal of the American Academy of Arts and Sciences (Special Issue), in 

Indian Literature, 163-69 1991 

SELECT CONFERENCE PRESENTATIONS

• “Non-violence, Revolution and Political Theory,” 

The Past and Future(s) of Revolutions: A Global Exploration, 

Northeastern Illinois University 2009 

• “Questions of Responsibility and Response to Violence” 

South Asian Studies Conference, Madison 2002 

• “Imaginative Economies in Thoreau, Gandhi and Ruskin: 

Readings via Marx and Derrida,” South Asian Studies Conference, Madison 1998 

• “Construction in the Social Sciences” 

Invited Lecture, Conference on Postmodernism and the Sciences 

Sophia College, University of Bombay 1996 

• “The Scare of Scarcity,” The Other Economic Summit Conference (TOES) 

Houston, Texas 1990 

LANGUAGES 

• Bilingual in English and Hindi (Written and Spoken) 

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Michael Bradford Madill 

mmadill@oakton.edu 

Publications “Opinion” column, The Daily Monitor Newspaper, www.monitor.co.ug

“Opinion” column, The Independent Newspaper, www.independent.co.ug

“Features” column, The Urban Coaster Newspaper, http://theurbancoaster.com 

“Panning for Gold on the Slave Coast,” African Review of Books, Winter 2005, 

www.africanreviewofbooks.com 

“The learner centered classroom,” NEA Higher Education Advocate, April 2009 

 [forthcoming] 

Dissertations “Democracy in Uganda: Participation, Representation and Accountability Under the 

NRM”, Partial Draft, Not Submitted, SOAS, London, 1999 

“Strasser and Reform in Sierra Leone,” SOAS, London, 1994 

“The Heart of the Matter: Transaction Costs and Economic Organization in the Former 

Soviet Union,” University of Michigan, Ann Arbor, 1988 

Education 

1994-1999 Research in Politics, School of Oriental and African Studies, London 

• Research pursuant to PhD, completed all requirements but dissertation 

• Analyzed shifting local authority structures and their effects on local government 

resource allocation in Uganda under the leadership of Yoweri Museveni 

• Conducted field research in Kampala, Tororo, and Masindi districts of Uganda in 

1995-1996 

• Research Advisor: Dr Richard Jeffries 

1993-1994 MSc in Politics of Asia and Africa, School of Oriental and African Studies, London 

• Investigated the effects of the 1992 military coup in Sierra Leone and the political 

response to bureaucratic resistance to radical populist mobilization 

• Research Advisor: Dr Donal Cruise O’Brien 

1988-1992 BA with Honors in Political Science, University of Michigan, Ann Arbor 

• Studied the effects of economic decentralization on asset valuation and state 

bureaucracies in the former Soviet Union 

• Research Advisor: Dr Matthew Evangelista 

Experience 

2005-Present Adjunct Professor of Political Science, Department of Historical and Policy Studies, 

Oakton Community College, Des Plaines, IL 

• Taught History and Political Science and Geography courses on-line and in the 

classroom, including: 

• American Government 

• US History to 1877 

• US History Since 1945 

• History of Modern Africa 

• History of Contemporary World Civilizations 

• History of World Civilizations From 1650 

• World Regional Geography 

• Developed courses for future delivery on-line and in the classroom, including: 

• Comparative Government 

• Government in Africa 

• Government in India 

• Government in Brazil 

• Introduction to African Culture 

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• Politics of Africa and the Afro-Caribbean Areas 

• Presented special lectures, including: 

• Child Labor in the Philippines 

• Poverty and Conflict in Africa 

• The Israel Policies of Barack Obama and John McCain 

• Constitutional Conundrums Make Political Paradoxes 

• Violence in Africa 

• The Invisible Children of Sudan 

• Getting and Retaining Students 

• Department Chair: Dr Erick Mann 

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Dr. Mohamed Mehdi 

mmehdi@oakton.edu

Employment

August 2008 - Professor of Philosophy and Humanities 

Oakton Community College, Des Plaines, IL 

 Courses Taught: 

• World Religions: 

• Ethics: 

• Introduction to Philosophy: 

2007 – 2008: Instructor in Humanities, Philosophy and Religion Department 

John Abbott College, St. Anne de Bellevue, Quebec 

 Courses taught: 

• Social Issues: Ethical Questions About Racism 

• World Views: Views on Order and Freedom 

• Knowledge: Communication, Self and Society 

• Quantitative Methods in the Social Sciences 

2004 – 2006 Fay Sawyier Teaching Fellow,Lewis Department of Humanities, 

Illinois Institute of Technology, Chicago, Illinois 

Courses Taught: 

• Industrial Culture: 

• Ancient Philosophy: 

• Great Philosophers: Plato: 

Education 

2008 PhD, Philosophy Department, McGill University 

Dissertation title: The Political Dimension of the 

Contemplative Life: Engagement and Disengagement in 

Plato, Seneca and Gandhi

 

1997 University of Toronto, Honours B.A. with High 

Distinction, Specialist degree in philosophy 

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Selected Awards and Honours 

2004 – 2006 Fay Horton Sawyier Pre-Doctoral Teaching Fellowship, IIT 

2000 –2003 Doctoral fellowship, Social Sciences and Humanities Research 

Council of Canada 

1997 George Kennedy Prize in Philosophy, University of Toronto 

1996 Thomas A. Goudge Scholarship in Philosophy 

Selected Conference Presentations 

December 2008 “Moral Perfection and the Indian Millions in Gandhi’s Hind 

Swaraj” Forum on Contemporary Theory, Varanasi, India 

June 2008 “Gandhi’s Cosmopolitanism”, Panel on Cosmopolitanism, 

Canadian Political Science Association, Vancouver, B.C. 

January 2006 Panel member with Professor Akeel Bilgrami and Professor Vivek 

Dhareshwar at the Alam Khundmiri Foundation conference on 

“Gandhi: The Philosophical Debates”, Central Institute for English 

and Foreign Languages, Hyderabad, India 

September 2005 “Why Socrates Was the Best Politician in Athens”, paper 

delivered at IIT Humanities Colloquium, Chicago 

Selected Publications

“Bearing the Name of the Prophet” in Belonging and Banishment: Being Muslim in Canada ed. 

Natasha Bakht (Toronto: TSAR Publications, 2008) 

“Kalmunication is the Key” in Talking Book ed. Kaie Kellough, Jason Selman (Montreal: 

Cumulus Press, 2006) 

Community Involvement 

Head and Hands, Montreal, an organization dedicated to the mental and physical well-being of 

adolescents and young adults 

Musician and organizer with Kalmunity artistic collective. 

Languages

Fluent in English, French, Hindi 

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KIRSTY A. MONTGOMERY 

kmontgomery@uchicago.edu • (1) 847-730-3462

 

EDUCATION 

Ph.D in History, The University of Chicago – to be completed

M.A. in Social Sciences (History), The University of Chicago, Chicago, Illinois, 2008: 

 Thesis advisor: Dr. Fredrik Albritton Jonsson.

BPhil in History and Political Science, Northwestern University, Evanston, Illinois, 2007. 

BTEC Diploma in Photography (Scientific & Technical), Berkshire College of Art & 

 Design, Reading, Berkshire, UK, 1987. 

 

PUBLICATIONS 

Middle East Wars Encyclopedia: ABC-Clio Publishing. Eight entries, 2008 – 2009. 

“Through the Keyhole: New Voices in Medical Illustration” The Journal of Audiovisual 

 Media in Medicine, Vol. 20, No. 1, pp. 28-29, 1997.

Numerous photographs published in medical journals, annual reports, brochures and 

 medical textbooks, 1989-2000. 

CONFERENCES & SPEAKING EXPERIENCE 

Presented paper, “An analysis of the role of gender in the historiography of the Napoleonic Wars” 

 Society for Military History Conference, Murfreesboro, TN, April 2-5th, 2009. 

Presented paper, “ “Tutelary Saint of the World” or “Lobster-looking Son of a B*tch”: 

 Wellington, Radicalism and Public Opinion, 1809-1815.” The Consortium on the 

 Revolutionary Era, Savannah, Georgia, February 19th-21st, 2009. 

Presented paper, “Wellington and Public Opinion; the Paradoxes of Patriotism and 

 Radicalism, 1809-1815.” Society for Military History, Ogden, Utah, April 17th- 

 20th, 2008. 

Delivered student commencement address, Northwestern University, June 2006. 

Presented paper, “Through the Keyhole”. European Federation of the Scientific Image, 

 Canterbury, UK, September 11-13th, 1996. 

Presented paper, “Starting from Scratch”. Royal Photographic Society Medical Group, 

 Joint Papers Evening, London, UK, February 2nd,1995.

HONORS AND AWARDS

The University of Chicago, Division of Social Sciences Scholarship, academic year 2007- 

 2008.

Graduated Magna Cum Laude, Northwestern University, 2007. 

Otto W. Lehmann Scholarship, Northwestern University, summer 2006. 

Otto W. Lehmann Scholarship, Northwestern University, academic year 2005-2006. 

Northwestern University Dean’s List: 13 quarters 

Alpha Sigma Lambda Honor Society.

ORGANIZATIONS

American Historical Association, 2005 – present 

Society for Military History, 2006 – present 

The North American Conference on British Studies (NACBS), 2008-present

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POSITIONS HELD 

Adjunct History Faculty, Oakton Community College, June 2008 – present 

 Classes taught – Western Civilization Since 1650, Non-Western History to 1900, 

 Western Civilization prior to 1650, Non-Western History: India & Iran 

Research Assistant to Dr. Mike Leggiere, September - December 2008 

Department Head, Department of Medical Illustration, and Operating Department 

 Practitioner, Frimley Park Hospital, Frimley, Surrey, UK, 1994-2000. 

 

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Linda A. Korbel 

Oakton Community College 

1600 E. Golf Road, Des Plaines, Illinois 60016 

847.635.1952  Fax: 847.635.1764 

lkorbel@oakton.edu 

2000 – Present Dean, Division of Languages, Humanities, and the Arts 

1985 – 2000 Chair, Department of Modern Languages 

 Coordinator of International Programs 

1971 – 2000 Professor of Modern Languages 

1993 – 2006 Executive Director, American Council on International 

Intercultural Education 

 

Education: 

Rosary College (now Dominican University), River Forest, Illinois, May 1971. 

Bachelor of Arts and Master of Arts degrees, magna cum laude, in French. 

Minors: Spanish and English. 

Selected Honors/Awards: 

Excellence Award, Institute for Organizational Development, Community College Leadership 

Program, 1994 

Faculty of the Year, Illinois Community College Trustees Association, 1993 

Ray Hartstein Award for outstanding teacher effectiveness, 1992. 

Oakton Community College Presidential Citation in recognition of excellence in professional 

achievement, 1982, 1986, 1988, 1990. 

Selected Professional Service: 

2004 Review panel member, Benjamin Gilman Scholarship Program 

2000 Consortium for International Studies and Programs (ICISP), Executive 

Chair of ICISP, and Chair of Faculty Development and Conference 

Planning Committees 

1999 Review panel member, Fulbright Scholar in Residence Program 

1998 Review panel member, AACC/ALO/USAID grant program 

1994 External evaluator for Title VI-A grant, North Hennepin Community 

College, Brooklyn Park, MN 

Professional Affiliations: 

 American Association of Teachers of French 

 American Council on International Intercultural Education 

 American Council on the Teaching of Foreign Languages 

 Illinois Council on the Teaching of Foreign Languages 

 Illinois Consortium for International Studies and Programs 

 Chicago Council on Global Affairs 

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Selected Publications/Curriculum Development: 

“Thinking Again, and Anew, about Global Education in the 21st Century.” The report of 

proceedings of a retreat sponsored by CCID, 2008. 

“In Union There is Strength: The Role of State Global Education Consortia in Expanding 

Community College Involvement in Global Education.” In International Reform Efforts and 

Challenges in Community Colleges. New Directions for Community Colleges, no. 138. San 

Francisco: Jossey-Bass, 2007. 

The Intercultural Connection: Global Education in Community Colleges. Working paper of 

a conference sponsored by ACIIE and the Stanley Foundation, 2002. 

“Small Projects That Promote an International Culture.” in Internationalizing the 

Community College. Washington, DC: Community College Press, 2002. 

“Libraries: The Gateway to Essential Resources for Global Education.” Community and 

Junior College Libraries, Vol. 8(2) 1999. 

New Expeditions: Charting the Future of Global Education in Community Colleges. The 

report of a conference sponsored by ACIIE, CCID, and the Stanley Foundation, 1999. 

”Building Constituencies for US and Community College Involvement in the Global Arena.” 

Working paper of a conference sponsored by ACIIE and the Stanley Foundation, 1997. 

Educating for the Global Community: A Framework for Community Colleges, co-authored 

with Jack Smith. The report of a conference sponsored by ACIIE and the Stanley 

Foundation, 1997. 

“Becoming Full Partners in the Global Community,” in Community Colleges: A Vital 

Resource or a Communitarian Society. A Communitarian Position Paper, 1996. 

Building the Global Community: The Next Step, co-authored with Jack Smith. The report of 

a conference sponsored by ACIIE and the Stanley Foundation, 1995. 

 

 

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Grant Awarded: 

 1992 "Spreading the Word," a project of the American Council on Education for 

the improvement of postsecondary foreign language instruction. 

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Michael H. Mundt, MA 

Michael Mundt 

 

Education

Master of Arts, University of South Florida, 1995 

Major Field: U.S. History

Minor Field: Latin American History

Additional Coursework: Southeast Asian History, Modern European History

 

Bachelor of Arts, University of South Florida, 1991 

Major: History

Minor: Political Science

Beginning Mandarin Chinese, University of Chicago Graham School, Fall 2008 

 

Teaching Experience (classroom and online) 

 

 Oakton Community College, Des Plaines, IL Spring 2008 - 

 

 Columbia College, Columbia, MO Spring 2008 - Summer 2009 

 

 Morton College, Cicero, IL Spring & Summer 2008 

 

 Truman College, Chicago, IL Spring & Summer, 2008

 

 Wright College, Chicago, IL Spring 2008 

 Aurora University, Aurora, IL Fall 2006, Spring 2007 

 

 Harold Washington College, Chicago, IL Spring 2005, Fall 2008

 Aurora University, Aurora, IL Fall 2006

 

 Waubonsee Community College, Sugar Grove, IL Fall 2002, 2004 

 

 Adult and Community Education, Tampa, FL 1994—1997 

 

 Curriculum Development and Assessment 

• Developed an online course in Latin American History for upper-level university history majors. 

Functions included selection of textbooks and supplemental reading, creating bi-weekly discussion 

topics, and developing weekly writing assignments and assessment instruments. 

• Developed an online course in U.S. History to 1877 for community college students. Functions 

included selection of textbooks and supplemental reading, creating weekly discussion topics, and 

developing writing assignments and assessment instruments.

• Administered assessment, compiled data, and composed summary departmental reports for HIS 111 

assessment projects.

• Created curricula to meet the needs of learners from ABE through university levels. 

• Developed curricula to meet institutional requirements and county and state accreditation 

requirements. 

• Developed course materials to meet National Council of Social Studies (NCSS) Themes and 

Guidelines.

 

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Mundt, 2 

Student Service

• Served as Academic Advisor, Wright College, Chicago, IL (May—August 2008)

• Selected to serve as Lead Coach for the City Colleges of Chicago’s Championship Hispanic College 

Quiz Show team (March—April 2008) 

• Selected to serve as Coach for Wright College’s Hispanic College Quiz Show team (March 2008)

 Classroom Approach

• Integrate technology into the classroom through multimedia presentations and online course 

management systems including Blackboard, Moodle, WebCT and Desire2Learn. 

• Engage students through independent work, group discussion, historical analysis activities, role play 

activities, and the use of case studies to apply theory. 

• Led learners in conducting interviews and developing oral history projects that encouraged them to 

place members of the local community within the larger context of U.S. History.

Additional Professional Experience

Editor, Quarasan Educational Development Services, Chicago, IL 1997—1999

Historian / Editor, University of South Florida, Tampa, FL 1994—1995 

 

Archival Assistant, City Archives, Tampa, FL 1993—1994

Publications: Selected Articles

“The Ku Klux Klan’s 1926 Assault on the Democratic Party in Hillsborough 

County,” Tampa Bay History, Tampa, FL, Spring/Summer 1997. 

 “Justice is Only a Name in this City: Tampa Confronts the Roaring Twenties,” 

Gulf Coast Historical Review, Pensacola, FL, Fall 1996. 

Encyclopedia of Modern Slavery, entries for “Human Rights Commission of Pakistan,”“International 

Organization for Migration (IOM),”“International Work Group for Indigenous Affairs,”and “NAACP 

Anti-Slavery Resolution.”Santa Barbara, CA, 2007: 

Selected Papers Presented and Invited Lectures

“American Minorities, Women, and Affirmative Action,” Exploring Diversity in the 

United States, Harper College, Palatine, Illinois, March 2006 

“A History of Affirmative Action,” Exploring Diversity in the United States, Harper 

College, Palatine, Illinois, October 2005 

“True Democrats or Klan Tyranny? The Ku Klux Klan’s Assault on Hillsborough 

 County’s Democratic Party, 1926,” Phi Alpha Theta Regional Historical 

Conference, Florida Atlantic University, Boca Raton, March 1995 

Professional Affiliations

Organization of American Historians Since 1993 

Conference on Latin American History Since 2000 

Association for the Study of African American Life and History Since 2004 

Illinois State Historical Society Since 2003 

Illinois Historic Preservation Agency Since 2003 

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M.P. “Sid” Siddharth 

Email: msiddharth@aol.com

EDUCATIONAL WORK EXPERIENCE 

• Adjunct professor, teaching college-level courses at Harper College and Oakton Community College 

– Management Statistics and business simulation classes at Harper 

– Principles of Marketing and International Business at Oakton 

• Substitute teacher in District 15 (elementary and junior high school) and District 211 (high school) school 

districts in Palatine and nearby suburbs 

• Teacher and facilitator of workshops for major corporations like Motorola, Mercury Marine, IBM and others in 

Supply Chain Management and formula-based costing 

– Two day workshops that included a first day of traditional lecture, with a second day of smaller crossfunctional teams involved in analyzing costs for components and sub-assemblies, with a view to reducing 

costs using the formula-based costing technique 

– Results typically involved hundreds of thousands of dollars in cost savings, that more than paid for the cost 

of the seminars 

CORPORATE WORK EXPERIENCE 

• Own and operate a consulting practice focused on strategic marketing and business planning: 1992 – Present. 

– Client base in the building materials, food ingredients, chemicals, plastics, metals, automotive and a variety 

of other end-use markets, both domestic and international clients and projects 

– Consulting assignments designed to assist clients in acquisition analysis, new product planning, competitive 

benchmarking, channel analysis, market segmentation and other related marketing issues 

– Direct relationship with general manager, vice president of marketing and/or strategic planning, and acting as 

an adviser, external resource and facilitator in internal company discussions/meetings prior to critical 

executive-level decision-making 

– Routinely completed between $ 100-200K of consulting on an annual basis 

– Major accomplishments included assisting clients in cutting costs, increasing market share and profit 

margins, and being an advisor to client management in making key decisions regarding new products, 

rationalizing manufacturing operations and prospective acquisitions 

•Ten years with Technomic Consultants International, Chicago, IL: 1983-92

– Progressive experience from an entry-level analyst to a Principal/Partner in the company. 

– Responsible for building materials, metals and plastics practice, from client development to closing fivefigure consulting projects. 

– Coaching, mentoring and developing entry-level consultants directly from college or with modest work 

experience. 

– Annually sold and executed over $ 300 thousand of consulting work, and managed a staff of 3-5 junior 

consultants. 

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EDUCATIONAL BACKGROUND 

• MBA in Marketing and Finance, Lehigh University, Bethlehem, PA. 1982 

• M.S., Structural Engineering, Vanderbilt University, Nashville, TN. 1980 

• B.Tech, Civil Engineering, IIT Madras, Chennai, India. 1978 

OTHER RELATED SKILLS AND CAPABILITIES 

• Taught freshman/sophomore economics class at Lehigh University during MBA program as a teaching 

assistant 

• Tutored students in finance, marketing, mathematics and applied mechanics/structures at both Vanderbilt and 

Lehigh Universities 

• Experience with Microsoft Word, Excel and PowerPoint. 

• Actively participated in debate teams and drama in school and college 

INTERESTS 

• Active in pick-up basketball games at the local YMCA; 

• Organizer of an informal tennis league consisting of an international group of Asian, European and American 

players 

• Currently teach tennis to youth and adults in the Palatine Park District 

• Participant in a monthly book club at the Wheeling library for over 15 years 

• Avidly follow professional sports teams in Chicago 

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RICHARD STACEWICZ 

EDUCATION 

Ph.D. 1997 History, University of Illinois at Chicago 

M.A. 1989 History, University of Illinois at Chicago 

Teacher Certification 

 1982 School of Education, University of Michigan 

B.A. 1980 Psychology, University of Michigan 

DISSERTATION 

Title: "Winter Soldiers: An Oral History of the Vietnam Veterans Against the War" 

 

AWARDS 

Michigan Competitive Scholarship, 1976-1980 

University of Illinois Graduate Fellowship, 1992-93, 1994-1995 

Roosevelt University 1998 Samuel Ostrowsky Humanities Award for best book published by a faculty 

author, May 1998, 

Faculty Advisor of the Year, awarded by the Oakton Board of Student Affairs, 2004. 

Chair Academy, Leadership Award, 2005 

AREAS OF SPECIALIZATION 

19th and 20th century US historyAmerican cultural and social history, with particular interest in 

social movementsAmerican immigration historyUS foreign policyHistory of the Vietnam War 

Modern Latin America, specializing in the Caribbean and Central AmericaWorld History, with 

emphasis on imperialism, decolonization, and modern warfare 

PUBLICATIONS 

Winter Soldiers: An Oral History of the Vietnam Veterans Against the War 

New York: Twayne Publishers, November, 1997, republished by Haymarket Books, October, 2008.

 

PROFESSIONAL EXPERIENCE 

9/98 - Present Professor of Social Sciences and History 

Oakton Community College, Des Plaines, IL 

 

Develop and implement interdisciplinary social science courses which focus on 

the history of globalization and its current incarnation as well as courses 

focusing on the Modern America. Courses also developed in 20th century 

American history. Duties also include advising students, participating in 

extracurricular activities, and working with colleagues on several academic and 

policy-setting committees. 

 

9/01 – Present Coordinator of Honors Program at Oakton 

 Oakton Community College, Des Plaines, IL 

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Oversee all aspects of the program including, recruitment of new students and 

tracking student success, development of Honors curricula with colleagues in 

the program, creation of Honors program outreach materials for the local high 

schools, development and participation in extracurricular activities for students, 

and stewardship of the program budget. 

1/98 - 5/98 Visiting Assistant Professor 

Evelyn T. Stone University College and Department of History, Roosevelt 

University, Chicago, IL 

 

9/97 - 12/97 Visiting Associate Professor 

 Department of History, University of Illinois at Chicago, Chicago, IL 

 

9/90 - 12/97 Lecturer in Advanced Social Science Seminars 

Evelyn T. Stone University College, Roosevelt University Chicago, IL 

 

8/96 – 5/98 Adjunct Faculty Member

 Liberal Education Department, Columbia College, Chicago, IL 

 

9/89 – 5/98 Adjunct Faculty Member

 Department of History, Roosevelt University, Chicago, IL 

 

6/93 - 12/95 Visiting Associate Professor 

 Department of History and Philosophy, Indiana University Northwest Gary, IN 

1/88 - 6/91 Teaching Assistant 

 Department of History, University of Illinois at Chicago, Chicago, IL 

 

5/84 - 4/89 Instructor 

City Colleges of Chicago, Department of Adult and Continuing Education, Truman, 

Kennedy-King, and Daley Colleges, Chicago, IL. 

RESEARCH EXPERIENCE

9/92 - 6/93 Researcher 

Chicago Fact Book Consortium Supervisor: Professor Christopher Reed, 

Department of History, Roosevelt University, Chicago, IL 

 

Responsibilities included gathering historical data on various Chicago 

communities to be included in the 1990 Chicago Fact Book, finding 

contributing writers, and writing a history of the Uptown region of Chicago for 

the Fact Book. 

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Brenna J. Stuart 

EDUCATION 

Master of Arts in English, 2007; Ph.D. Candidate, Comparative Literary Studies (ABD)

Northwestern University, Evanston, Illinois 

Exam Areas: Victorian Literature; Literature and Medical Discourse 

Select Coursework: Victorian Literature, American and British Modernism, Literature and 

Psychoanalysis, Postcolonial/Diaspora Literature, Introduction to Graduate Studies, Seminar 

in Pedagogy (Teaching Composition) 

Bachelor of Arts in English, 2003, Phi Beta Kappa 

Reed College, Portland, Oregon 

Senior Thesis: “After-Words: Temporality, Narrative, and Historical Knowledge in Three 

Don Delillo Novels” 

COLLEGE TEACHING EXPERIENCE 

Instructor, Oakton Community College, Fall 2008-Spring 2009 

Courses taught: Composition I: Writing for an Audience, Composition I for Non-Native 

Speakers, Composition II: Academic Research (Theme: The American Suburbs) 

Instructor, Northwestern University, Winter-Spring 2008 

Courses taught: Expository Writing (Theme: Writing Animals), English 390: Directed 

Research Tutorial for English Majors 

Teaching Assistant, Northwestern University, Fall 2005-Fall 2007

Courses taught: Introduction to Fiction, British Literature from 1800-1920, American 

Literature from 1850-1950, Introduction to Critical Theory, Introduction to World Literature: 

Anna Karenina and Brothers Karamazov

PROFESSIONAL EXPERIENCE 

• Tutor and Curriculum Writer, Nurturing Wisdom Tutoring, Winter 2008-present 

• Copy-Editor, Africa Writes Back to Self: Metafiction, Gender, Sexuality by Evan Mwangi 

(forthcoming monograph from SUNY Press) 

• Literature and Composition Instructor, Upward Bound Program, Columbia College 

Chicago, Summer 2008 

COMMUNITY INVOLVEMENT 

• Volunteer Field Trip Assistant, 826 Chicago, Fall 2007-present 

• ESL Instructor, Indo-American Center, Fall 2007-Spring 2008 

• Judge, Chicago Poetry Out Loud Competition, Spring 2008 

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TEACHING COMPETENCIES 

• Teaching Non-Native speakers (ESL and Non-Native sections of transfer-level English) 

• Developmental reading (co-designed curriculum for developmental high school readers) 

PROFESSIONAL SERVICE 

• Facilitator, Comp Talk, Oakton Community College, Spring 2009 

• Member, College Writing Working Group, Oakton Community College, Spring 2009 

• Co-Chair, Comparative Literary Studies’ Graduate Student Organization, 2005-2007 

PROFESSIONAL MEMBERSHIPS 

• Conference on College Composition and Communication (CCCC) 

• Two Year College Association (TYCA)– Midwest 

AWARDS AND HONORS 

• Jacques Derrida Prize for Best Essay in Critical Theory, Northwestern University, 2007 

(Paper title: “The Politics of Deconstruction as Hyperanalysis: Reading Freud and 

Derrida”) 

• French Interdisciplinary Group Travel Grant, Northwestern University, 2007 

• University Fellowship, Northwestern University, 2005 

• Phi Beta Kappa Honor Society Inductee, 2003 

• Solomon Scholarship, Reed College, 2002-2003

REFERENCES

Prof. Lynn Woodbury 

English Department Chair 

Oakton Community College 

1600 East Golf Road 

Des Plaines, IL 60016 

woodbury@oakton.edu

847-635-1953 

Prof. Robert Gundlach 

Writing Program Director 

Northwestern University 

1680 Campus Dr. 

Evanston, IL 60208 

r-gundlach@northwestern.edu

847-491-7414 

Amanda Vogel 

Vice President of Curriculum and Training 

Nurturing Wisdom Tutoring 

amanda@nurturingwisdom.com

312-260-7945 x5 

Prof. Jules Law 

Associate Professor of English 

Northwerstern University 

215 University Hall 

Evanston, IL 60208 

jlaw@northwestern.edu

847-491-7294 

Craig Kirsch 

Director, Upward Bound Program 

Columbia College Chicago 

600 S. Michigan Avenue 

Chicago, IL 60605 

ckirsch@popmail.colum.edu

312-369-8830 

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Paige Tracy 

EDUCATION 

May 2008 M.A. Communication 

Baylor University, Waco, Texas 

 -Includes International emphasis in London 

-Thesis presented at the National Communication Association conference in San Diego 

May 2006 B.F.A. Theatre Performance 

 -Graduated cum laude, GPA:3.89/4.0 

 -Attended Yale University 

ACADEMIC APPOINMENTS 

Present Speech Instructor: Oakton Community College, Des Plaines, Illinois

Courses taught: Effective Speech, Global Studies Speech

Present Speech Instructor: Triton College, River Grove, Illinois

Courses taught: Principles of Effective Speaking

Present Speech Instructor: DeVry University, Chicago, Illinois

Courses taught: Online & Hybrid Professional Communication, 

 Critical Thinking & Group Problem Solving

Present Speech Instructor: Elgin Community College, Elgin, Illinois

Courses taught: Fundamentals of Speech

Present Speech Instructor and Speech Forensics Coach: College of DuPage , Glen Ellyn, Illinois

Courses taught: Fundamentals of Public Speaking

2007 Graduate Assistant Instructor: Baylor University, Waco, Texas

Responsibilities: 

Prepared and delivering lectures to undergraduate students 

Evaluated and graded 500 students’ public speeches, class work, and examinations

2007 Research Assistant: Baylor University, Waco, Texas

Responsibilities: 

Researched and wrote accurate module type curriculum for at-risk students across Texas. 

ACHIEVEMENTS 

- Speech Forensics coach of Phi Ro Pi national champions 

- Performance (Detailed resume on request) 

 Plays, independent films, television commercials 

- Baylor University leadership conference 

 Selected out of 15,000 individuals to be one of 22 chosen to participate 

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S W A R N A W I C K R E M E R A T N E

EDUCATION

 

Simmons College, Graduate School of Library 

and Information Science, Boston 

Masters in Library and Information Science. 

 

Department of Education, Oxford University, Oxford 

Masters in the Theory and Practice of Education 

Institute of Education, Oxford 

Diploma in teaching 

University of Ceylon, Peradeniya, Ceylon 

Bachelor of Art with Honors 

PROFESSIONAL EXPERIENCE

Adjunct Professor, Oakton Community College Library 2005- 

• Provide research, reference, and instructional services to the college community. 

• Create original catalog records for books, media, periodicals, electronic resources, 

 and special collections. 

• Assist copy catalogers in resolving cataloging problems.

• Train staff members in copy cataloging. 

Original Cataloger, Loyola University Chicago Libraries 1986-2004 

• Cataloged monographs, serials and audio-visual materials according to AACR 2R, 

 Library of Congress Rule Interpretations and Library of Congress Subject Headings 

 and classification system. Cataloged materials in English, German, French, Italian 

 and Latin. 

• Created and verified online authority records for personal, corporate, conference, 

 uniform titles, names and series headings. 

• Kept abreast of the latest developments in the standards of cataloging through 

 professional publications, seminars, colleagues, online resources, OLAC meetings and 

 the annual ALA conference. 

• Assisted copy catalogers in resolving cataloging problems. 

• Responsible for resolving cataloging and classification problems for the Library in Rome. 

 

Special Achievements: 

• Served as Administrative Head of Cataloging Department for one year. 

• Ensured the smooth operation and efficient workflow of the Original Cataloging 

Unit while also training new and temporary catalogers. 

• Participated in the library’s automation project and continued to 

• Evaluated updates and testing programs for its online system, Voyager. 

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• Wrote policy and procedure for the Original Cataloging Department and for 

the Rome Center Library in Rome. 

• Created a database of over 7000 audio-visual items about 30 percent of which 

required original cataloging. 

• Chaired the Audio-Visual Catalogers Interest Group meetings in Chicago for over 

4 years. 

• Volunteered cataloging assistance for foreign materials and Asian language expertise 

for the Chicago Public Library, some suburban libraries and the Newberry Library. 

• Served on the Task Force for Reorganization of Loyola’s Technical Services. 

• Worked as part-time Reference Librarian for five years, conducted workshops and 

instruction classes for both faculty and students. 

Project Indexer, Africana Library, Northwestern University, Evanston. IL. 1985-1986 

• Created bibliographic records in standard MARC format in NOTIS for over 

 12,000 items in the Africana Vertical Files. 

• Wrote training manual for project assistants. 

• Hired, trained and supervised 3 full-time staff members and 2 student workers. 

• Increased efficiency by preparing written progress and statistical reports. 

Head of Cataloging/Processing, Sangamon State University, Springfield. IL. 1984-1985 

• Administered the Cataloging Unit by planning, organizing and evaluating its processes. 

• Trained and supervised staff of 6 catalogers. 

• Prepared and conducted in-house workshops. 

• Administered the Processing Unit with a staff of 3 full-time and 3 part-time staff workers. 

Cataloger, Center for Research Libraries, Chicago 1982-1983

• Responsible for the original cataloging of serials and monographs. Maintained the 

 Center’s manual authority file. 

• Trained and familiarized non-cataloging staff with OCLC and changes caused by the 

 adoption of AACR2. 

Cataloging Assistant, Systems Office, Widener Library, Harvard University 1979-1981 

• Responsible for copy cataloging serials and monographs. 

• Inputted records for most of the libraries in the Harvard University Library complex. 

OTHER PROFESSIONAL EXPERIENCE

Chicago Public Library 1988-1998 

• Worked as a consultant on several projects in the cataloging of foreign 

 language materials. 

C. Berger and Company 1992-1995 

• Baker and McKenzie’s Library Automation Project 

• Harza Engineering’s Library Automation Project 

Chair, Chicago Area Audio-Visual Catalogers Interest Group 1994-1998

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1

LYNN F. WOODBURY 

English Department Chair 

Oakton Community College 

1600 East Golf Road 

Des Plaines, IL 60016 

EDUCATION 

B.A. San Jose State University, English (June, 1971) 

Ph.D. University of California, Santa Cruz, Literature (March, 1983) 

Doctoral Dissertation: "Elizabeth Gaskell and the Victorian Outsider" 

TEACHING EXPERIENCE 

Oakton Community College (1991-current), Professor 

Developmental Composition, Composition, Introduction to Fiction, 

various special topics in literature, honors research paper special topics 

courses 

Northeastern Illinois University (1989-1991), Visiting Lecturer 

Language Competence Skills, ESL, Academic Skills 

Loyola University (1986-1989), Instructor 

Society in Literature, Women in Literature (WI), Shakespeare, Human 

Values in Literature 

Illinois Institute of Technology (1985-1986), Visiting Lecturer 

English 101, American Literature Before 1900, Contemporary American 

Novel 

University of Hartford (Spring, 1985), Instructor 

English 101 (Foreign Students) 

Yale University (Fall, 1984), Instructor 

English 101 (Principles of Writing) 

Brown University (Fall, 1983), Adjunct Assistant Professor 

English 2 (Research in Critical and Scholarly Writing) 

 

PRESENTATIONS 

“An Ethical Program for Evaluating Adjunct Faculty,” Chair Academy 11th

International Conference for Community College Leaders, February, 2002 

“Reaffirming First Year Writing Courses,” Half Day Workshop presenter, CCCC 

Convention, March 1996 

“Teaching English at a Community College,” Loyola University Graduate 

Students in English invited presenter, Spring 1995 

Panelist, “Other Choices, Other Voices from Women in the Academy,” CCCC 

Convention, March 1994 

"What's Wrong with Freshman Composition: the Need for Role Models," Penn 

State Conference on Rhetoric and Composition, July 1990 

"Identity and the Voice/Void of Writing;" Conference on College Composition 

and Communication, March 1990 

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"Professing Composition: Creating Standards, Loosening Canons" Modern 

Language Association Annual Convention, Deborah H. Holdstein, co-author, 

December 1988 

"What Can Writing Do: Elizabeth Gaskell's Therapeutic Use of Writing" 

Women's Studies Program, University of Wisconsin, Madison, April 1987 

ACADEMIC SERVICE (sample) 

2000-current 

English Department Chair 

2004-current 

Next Step anti-racism organizing group 

2004-2005; 1997-1998 

OCCFA Negotiations Committee 

2004-2005 

Academic Policies and Procedures Task Force 

1995-2000 

Senate Secretary 

1996-1997 

NCA Steering Committee 

1990 

Conference on College Composition and Communication, Local 

Committee Member 

1988-1990 

Director, Newberry Library Feminist Critics 

PROFESSIONAL DEVELOPMENT (recent) 

2006 Philosophy of Race Student-Faculty Seminar 

2003 Faculty Seminar on the Middle East 

2001 Ethics in Higher Education Seminar 

ACADEMIC MEMBERSHIP 

The Modern Language Association 

Conference on College Composition and Communication

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Linda A. Korbel 

Oakton Community College 

Selected Conference Presentations

March 2009. Orlando, Florida: Community Colleges for International Development Conference. 

“In Search of Gandhi's India: Development and Impact of Oakton Community College's 

Fulbright Hays Group Projects Abroad Grant.” Co-presented. 

October 2006. Orlando, Florida: Association of Community College Trustees Congress. 

“Thinking Again, and Anew, about Global Education for the 21st Century.” Co-presented. 

September 2005. Seattle, Washington: Association of Community College Trustees Congress. 

“Preparing Students to be Competent Players in the Global Economy.” Co-presented. 

April 2005. Boston, Massachusetts: American Association of Community Colleges Annual 

Convention. “Leadership for Global Education: The View from the President’s Chair.” Copresented. 

 

April 2004. Minneapolis, Minnesota: American Association of Community Colleges Annual 

Convention. “State Global Education Consortia: A Model for Sharing Resources and Programs.” 

Co-presented 

April 2003. Dallas, Texas: American Association of Community Colleges Annual Convention. 

“The Intercultural Connection.” Co-presented. 

October 2002. Okmulgee, Oklahoma: Oklahoma Global Education Conference. “L’Union Fait 

la Force!” Keynote address. 

September 2002. Philadelphia, Pennsylvania: Association of Community College Trustees 

Annual Convention. “The Intercultural Connection.” 

 

October 2001. San Diego, California: Association of Community College Trustees Annual 

Convention. “Community Colleges Go Global! 

April 2001. Chicago, Illinois: American Association of Community Colleges Annual 

Convention. “Assessing Your College’s Global Education Program.” Co-presented. 

October 2000. Nashville, Tennessee: Association of Community College Trustees Annual 

Convention. “Beyond Airlie: Working with Community Colleges to Educate Globally 

Competent Learners.” Co-presented. 

October 1999. Atlanta, Georgia: Association of Community College Trustees. “New 

Expeditions: Charting the Future of Global Education in Community Colleges.” Co-presented. 

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February 1999. Huntington Beach, California: Community Colleges for International 

Development. “Resources and Support Organizations for Internationalizing Curriculum.” 

November 1998. Boston, Massachusetts: Council on International Educational Exchange 

Conference. “Educating for the Global Community: A Framework for Community Colleges.” 

Co-presented with Frank Falcetta. 

October 1998. St. Paul, Minnesota: Revisioning Global Education for the Millennium 

Conference. “Internationalizing the Curriculum.” 

June 1998. Wisconsin Dells, Wisconsin: Summer Institute on International Education. “Global 

Education in Two-Year Colleges: A Progress Report.” Co-presented with Jack Smith. 

April 1998. Miami Beach, Florida: American Association of Community Colleges Convention. 

“Global Education: A Choice or an Imperative?” Co-presented with Michael Murphy. 

September 1997. Tulsa, Oklahoma: Global Education in Oklahoma Community Colleges. 

“Globalizing Curriculum and Programs through Collaborative Efforts.” Co-presented with 

Laura Walker. 

April 1997. Anaheim, California: American Association of Community Colleges Convention. 

“Educating for the Global Community: A Framework for Community Colleges.” Co-presented 

with Jack Smith. 

March 1997. Normal, Illinois: Illinois Consortium for International Education/Illinois NAFSA 

Conference. “Building International Education through Consortia. 

 

September 1994. Vail, Colorado: Colorado Consortium of for International Programming 

Conference. “Internationalizing Community Colleges.” 

May 1993. Des Plaines, Illinois: Sister Cities International Conference. "Making the Most of 

Your World: Collegiate International Networking." 

April 1992. Phoenix, Arizona: American Council on International Intercultural Education 

Annual Conference. "Internationalizing Ourselves: A Project in Building Multicultural 

Awareness, Linguistic Ability, and Community." Co-presented with Dr. Thomas TenHoeve and 

Dr. Margaret B. Lee. 

October 1991. St. Charles, Illinois: Illinois Council on the Teaching of Foreign Languages 

Annual Conference. "How Foreign Languages Can Help Internationalize Your Campus." Copresented with Eiko Fricke and Dr. Marguerite Solari. 

October 1988, Rosemont, Illinois: Annual Conference of the Illinois Council on the Teaching of 

Foreign Languages: "Using Authentic Audio and Video Materials in the Foreign Language 

Classroom." 

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CURRICULUM VITAE Jonathan Mark Kenoyer 1 

CURRICULUM VITAE 

JONATHAN MARK KENOYER 

Address: Department of Anthropology 

 5402 Social Science Bldg. 

 University of Wisconsin, Madison 

 Tel. (608) 262-5696, 262-2866 

 FAX (608) 265-4216 

 Website: www.harappa.com 

 Email: jkenoyer@wisc.edu 

ACADEMIC BACKGROUND

1983 Ph.D., University of California, Berkeley 

 Dept. of South and Southeast Asian Studies, 

 Doctoral Dissertation: Shell Working Industries of the Indus Civilization: 

 An Archaeological and Ethnographic Perspective. Advisor Dr. George F. Dales 

LANGUAGES: Urdu, Hindi, Bengali (fluent) French, Italian (reading) 

RECENT AWARDS

2005-08 Global Heritage Fund: Harappa conservation and Museum Development 

2005-09 Global Heritage Fund: Indus-Saraswati Heritage Center Museum Development 

1999-2009 Annual donations from HARAPPA.COM for ongoing research at Harappa 

1999-2009 Harappa Project Support, Peabody Museum of Anthropology, Harvard University 

1998-2001 National Endowment for the Humanities: Excavations at Harappa 

ADMINISTRATIVE OFFICES

2005-11 American Institute of Pakistan Studies, President 

2008-10 Council of American Overseas Research Centers- Executive Committee 

2000-04, 2007-09 Dept of Anthropology, U of Wisconsin-Madison, Department Chair 

2007-09 American Institute of Bangladesh Studies, Treasurer 

2004-08 Center for South Asia, University of Wisconsin, Madison, Director 

2004-08 South Asia Summer Language Institute (held at U. W. Madison), Director, 

RECENT PUBLICATIONS

Monographs 

2009 Ancient Cities of the Indus Valley Civilization, 2nd, Revised Edition, Oxford University Press 

and American Institute of Pakistan Studies, Karachi (In Preparation). 

2009 Ancient India: From the Indus Valley to The Gupta Period. Facts on File, New York. (In 

Preparation) 

2005 The Ancient South Asian World, J. M. Kenoyer and Kimberly Heuston. Oxford University Press, 

New York. (for 6th Grade World History) 

2004 Sarang and Jeevai: A coloring book story of the ancient Indus Valley. (Published in Urdu) 

Oxford University Press, Karachi. (for children) 

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Edited volumes

2009 Indus Valley Archaeology: Recent Research and New Directions. WisconsinArchaeology 

Reports, Volume 4. Department of Anthropology, U. W. Madison. (In Press)

1994 From Sumer to Meluhha: Contributions to the Archaeology of South and West Asia in Memory 

of George F. Dales, Jr. Wisconsin Archaeology Reports, Volume 3. Department of 

Anthropology, U. W. Madison. 

1989 Old Problems and New Perspectives in the Archaeology of South Asia. Wisconsin Archaeology 

Reports, Volume 2. Department of Anthropology, U. W. Madison. 

Recent Articles in Journals 

2008 Collaborative Archaeological Research in Pakistan and India: Patterns and Processes. The SAA 

Archaeological Record: 

2008 What is it, Reading the Clues, What’s New, Face to Face with History (4 articles) In Ingenuity 

along the Indus: Birth of a Civilization, edited by Rosalie F. Baker and Charles F. Baker. 

Calliope 18(5). 

2005 Steatite and Faience Manufacturing at Harappa: New Evidence from Mound E Excavations 

2000-2001. Museum Journal (National Museum of Pakistan) Vol. III & IV (Jan – Dec 2002): 

43-56. 

Recent Articles in edited volumes

2009 Graphic Design of Indus Seals: Geometric, Naturalistic and Narrative Motifs. In Visual Culture 

in Pakistan, edited by Saima Zaidi, pp. (In press). Prince Claus Funds Library, The Hague: Den 

Haag, Netherlands. 

2008 Marine and Riverine Trade of the Indus Cities: Strategies for Research and Interpretation. In 

Proceedings of the International Seminar on Marine Archaeology -3, 23-24 Aug 2007, edited 

by Alok Tripathi. pp (In Press) Archaeological Survey of India: New Delhi

2008 Measuring the Harappan World: Insights into Indus Order and Cosmology. In Measuring the 

World and Beyond: The genesis of quantification and cosmology, edited by Iain Morley and 

Colin Renfrew, pp. (In press). McDonald Institute for Archaeological Research, Cambridge. 

Cambridge University Press: Cambridge. 

2008 The Origin and Character of Indus Urbanism: New Perspectives and Challenges. In Ancient 

City: New Perspectives on Urbanism in the Old and New World. Edited by J. Marcus and J. A. 

Sabloff: pp. 183-208. Sante Fe, SAR Press/National Academy of Sciences. 

2008 The Early Indus Script at Harappa: Origins and Development, by J. M. Kenoyer and R. H. 

Meadow. In Intercultural Relations between South and Southwest Asia. Studies in 

Commemoration of E.C. L. During-Caspers (1934-1996), edited by E. Olijdam and R. H. Spoor, 

pp. 124-131. BAR International Series 1826. Oxford: Archaeopress. 

2008 Indus and Mesopotamian Trade Networks: New Insights from Shell and Carnelian Artifacts, In 

Intercultural Relations between South and Southwest Asia. Studies in Commemoration of E.C. 

L. During-Caspers (1934-1996), pp. 19-28. edited by E. Olijdam and R. H. Spoor. BAR 

International Series 1826. Oxford: Archaeopress.

2008 Harappa Excavations 1998-1999: New evidence for the development and manifestation of the 

Harappan phenomenon. by R. H. Meadow and J. M. Kenoyer. In South Asian Archaeology 

1999, pp. 85-109. edited by E. M. Raven, Egbert Forsten: Groningen. 

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CURRICULUM VITAE Addendum 

JONATHAN MARK KENOYER 

Language / Culture related projects 

LANGUAGES: Urdu, Hindi, Bengali (fluent) French, Italian (reading) 

AWARDS

2006-2010 Center For South Asia – Title VI including Language training 

2006-2010 American Institute of Pakistan Studies – Title VI – includes Urdu language 

pedagogy and materials development 

ADMINISTRATIVE OFFICE

2005-11 American Institute of Pakistan Studies, President 

 - includes work on Urdu teaching materials, collaboration with Urdu On-line project 

with the Language Institute (Diana Murphy) 

2008-10 Council of American Overseas Research Centers- Executive Committee 

 - includes consultation on Language Programs 

2000-04, 2007-09 Dept of Anthropology, U of Wisconsin-Madison, Department Chair 

2007-09 American Institute of Bangladesh Studies, Treasurer 

2004-09 Center for South Asia, University of Wisconsin, Madison, Director 

 - includes work on Hindi and Urdu teaching materials, Urdu On-line project with the 

Language Institute (Diana Murphy) 

2004-09 South Asia Summer Language Institute (held at U. W. Madison), Director, 

OTHER POSITIONS

2006 Guest Presenter for Pakistani Truck Artists at the 40th Annual Smithsonian Folklife 

Festival. June 30 - July 11, Smithsonian Institution, Office of Folklife Programs, 

Washington, D.C.

2002 Presenter for Afghan Bead Makers and Gandhara Stone Carvers at the 36th Annual 

Smithsonian Folklife Festival: The Silkroad - Connecting Cultures, Creating Trust, June 

23-July7, Smithsonian Institution, Office of Folklife Programs, Washington, D.C. 

1986 April to August: Program Assistant, Smithsonian Institution, Office of Folklife 

 Programs, Washington, D.C. 

1985 February to August: Program Assistant, Smithsonian Institution, Office of Folklife 

Programs, Washington, D.C. Coordinate and supervise the participants for the Aditi 

Exhibition, edit the Aditi Catalogue, museum texts, photo documentation and recording, 

prepare press releases and escort VIPs through the exhibition.

FIELDWORK AND PROJECTS

2005-09 Indus Heritage Centre Development and Planning: M. S. University Baroda, India 

and Global Heritage Fund, Palo Alto, CA, USA. 

VIDEOS / FILMS / WEB

Consultant 2007: The Secret World of Wellness – Ancient India, TV Mini-Series Produced 

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by Peter Bardehle, Kurt Langbein, and Wolfgang Thaler, VIDICOM, Hamburg, 

Germany. 

Consultant 1994-95: Silent Walls of the Indus - Marathon Productions, The Learning 

Channel 

Consultant 1994-95: The Indus Story - Educational Program developed by The Ohio State 

University, ACCAD. http:/www.cgrg.ohiostate.edu/~waynec/Indus.html

OTHER DISPLAYS / EXHIBITIONS

2004 Gandhara Stone Carving: A living Art of Pakistan. UW Campus, Elvehjem Museum 

of Art, Global View, Wisconsin, Madison Area Technical College/South Asia 

Conference, and Asian Art Museum. 

2002 Truck Painters of Pakistan and Stone Carvers of Pakistan at the Smithsonian Silk road 

Festival. Dept. of Anthropology, U.W. Madison. 

2002 Presenter for Afghan Bead Makers and Gandhara Stone Carvers at the 36th Annual 

Smithsonian Folklife Festival: The Silkroad - Connecting Cultures, Creating Trust, 

June 23-July7, Washington, DC. 

1994 Agate Bead Industries of Gujarat, The Bead Museum, Prescott, Az. 

1992-93 Native North American Basketry, (with B. Gebauer) and Native North American 

Beadwork, (with B. Gebauer). Dept. of Anthropology, U.W. Madison. 

1991-92 Style, Status, and States: The Ethnology of Beads (Agate Bead Industries of 

Gujarat: An Ethnoarchaeological Approach). The Tozzer Library and the Peabody 

Museum of Archaeology and Ethnology, Harvard University 

1990-91 Agate Bead Industries of Gujarat: An Ethnoarchaeological Approach. Dept. of 

Anthropology, U.W. Madison. 

1990-91 Agate Bead Industries of Gujarat: An Ethnoarchaeological Approach. Dept. of 

Archaeology and Ancient History Museum, M. S. University, Baroda, India. 

1985 Aditi: A Celebration of Life. Assisted the designer, Rajeev Sethi in setting up displays 

and maintaining them over the course of the two month exhibition. Assisted in the 

editing of the text panels and also the exhibition catalogue. 

1980 Shell Industries of South Asia: Past and Present The Conch Shell Industry of Bengal, 

exhibited at U. C. Berkeley, U. of Chicago, and U. of Wisconsin. by J. M. Kenoyer 

and A. N. Sarkar

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1

 

Lalita du Perron 

Curriculum Vitae

e-mail duperron@southasia.wisc.edu 

Nationality Dutch 

Languages Dutch, English, Hindi, German (fluent) 

 French (good reading knowledge) 

 Arabic (Egyptian dialect), basic knowledge 

 Urdu, Sanskrit, classical Greek, Latin 

Affiliations Fellow, Royal Asiatic Society 

 Reviews Editor, South Asia Research

Education 

BA BA (Hons) Class I, awarded 1993 

 Religious Studies with Linguistics 

 SOAS, University of London 

 

PhD Awarded 2000

 Department of the Cultures and Languages of 

 South Asia at SOAS, thesis: The Lyrics of Thumri: 

 Hindi Poetry in a Musical Genre 

Professional Experience

2009-present Associate Director, Center for South Asia, UW-Madison 

2000 - present Hindi Examiner, International Baccalaureate Organization (Higher 

and Standard Levels) 

2008 – 2009 Consultant, Indialink Culture & Language Training

2002-2006 Researcher (‘The songs of North Indian art music’) 

 Department of Music, SOAS 

2001 - 2008 Hindi Examiner, King’s College and The London Business School 

2000-2002 Assistant Librarian, The Royal Asiatic Society 

1997 - 2006 Hindi Teacher, SOAS, University of London 

(Beginners’, Intermediate and Advanced Hindi, Modern Hindi 

Texts, Intro to South Asian Studies) 

Publications

Monograph

Hindi Poetry in a Musical Genre: Thumri Lyrics, Oxford: Routledge (Curzon/Royal Asiatic 

Society series), 2007. 

Articles:

‘The role of aesthetic theory in the interpretation and performance of a modern genre’, SOAS 

Literary Review, Autumn 2000. 

‘Thumri: A discussion of the female voice of Hindustani music’, Modern Asian Studies 35/2, 

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2001. 

‘The lyrics of thumri’, in Devotional Literature in South Asia : Current Research 1997-2000 : 

Proceedings of the Eighth International Conference on Early Literature in New Indo-Aryan 

Languages, ed. Winand M. Callewaert and Dieter Taillieu. New Delhi, Manohar, 2002. 

‘Shellac, bakelite, vinyl and paper: Artefacts and representations of North Indian art music’, (cowritten with Nicolas Magriel), in Oral Tradition: Performance Literature, vol. 20, no.1, March, 

2005. 

‘Bhakti texts in the  ̊yål songs of North India’, in Bhakti in Current Research, 2001-2003, ed. 

Monika Boehm-Tettelbach, Delhi: Manohar, 2005. 

‘Tawåyaf’, in Keywords in South Asian Studies, 2006, online: 

http://www.soas.ac.uk/centres/centreinfo.cfm?navid=912 

Contributions

Song text transcriptions and translations for The Raga Guide, ed. Joep Bor, Nimbus Records, UK 

1999. 

In Press

‘Sadarang, Adarang, Sabrang: Colourful Poetry in Hindustani Music, in Before the Divide: 

Intermediary genres in Hindi/Urdu, ed. Francesca Orsini, Delhi: Orient Longman, 2008. 

‘The language of seduction in courtesan performance’, in Music, Dance and The Art of Seduction, 

ed. Frank Kouwenhoven and James Kippen, Leiden: CHIME, 2008. 

Forthcoming

Khyal: Songs of North Indian Art Music, co-written with Nicolas Magriel, Delhi: Manohar, 2010 

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Budget Narrative

Budget Narrative

Attachment 1:

Title: Pages: Uploaded File: 1234-Final Budget.pdf

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Pathways to South Asia: Building Global Studies Capacities And Opportunities Related 

And The Hindi And Urdu Languages 

LINE-ITEM BUDGET AND NARRATIVE

Personnel Year 

1:Gran

Funded

t 

 Year

OC

Mat

 1: 

C 

ch 

 Year

Gra

Fund

 2: 

nt 

ed 

 Ye

OCC 

The Personnel Section includes release time for Project Director, Associate Director, student study abroad supeAdministrative Supervisor, who will manage the grant and oversee curriculum development, study abroad, faculdevelopment and all other facets of the grant project. This section also includes payment to the Hindi-Urdu instrdirectly references Objective One in the grant project. In addition, it includes payment for class instruction to a from the University of Hyderabad, referenced in Objective Four. Personnel costs at Oakton are calculated using 

Equivalents. Faculty annual salary is based on full-load of 30 LHEs per Year, or 15 LHEs per semester of 16 wethe in-kind match, Oakton calculates the per-LHE rate of each faculty member, multiplies it by the number of LHgranted, and subtracts the cost of a replacement faculty member from that cost. Standard rate for a replacement member is $800/LHE. 

Project Director, Dr. Katherine Schuster. Manages grant, oversees program, budget, curriculum development, special events, recruitment, liaises with Dept. of Ed, works with University of Hyderabad.

In-kind. $69,102/Year/30 LHEs = $2303/LHE x 6 = $13,820- $4,800 = 9020 Year 1 ; 71,866/30=$2396 x 6=$14373 -$4,800=$9573 Year 2

 $ 9,020 $ 

In-kind. .5 LHE from Global Studies release time @ 2302/LHE Year 1 = 1151; @2396/LHE Year 2 = 1198. $ 1,151 $ 

Adjunct replacement faculty @ 6 LHEs/Year x $2400/course $ 4,800 $ 4,800 

Associate Director Dr. Madhuri Deshmukh. Manages curriculum development and India-based initiatives

PR/Award # P016A090029 e0
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$800/ di 6 $800

In-kind. $76,981/Year/30 LHEs = $2566LHE x 5 = $12830- $2,400= 10,430 Year 1 ; 80,060/30=$2669 x 5=$13,343-$2400=$10,943 Year 2

 $ 10,430 $ 

Adjunct replacement faculty @ 3 LHEs/Year (1 course) x$800/LHE = $2400 $ 2,400 $ 2,400 

Dr. Mohamed Mehdi: Hyderabad consultant, in-country logistician and guide for faculty and student study abroad programs, student study abroad supervisor 

In-kind: 60981/30=$2032x 3.0=$6096-$2400 in Year 2 $ 

Adjunct replacement faculty @ 1 courses/Year x $2400/course (equivalent to 3 LHEs/semester) $ 2,400 

Linda Korbel, Global Studies Administrator 

In-kind $114,000 x 5% Year 1; $118,500 x 3% Year 2 $ 5,700 $ 

Hindi-Urdu language instructors, part-time = OCC Cash

$800/credit hour x cre r x 6 credit hours Year 1; x $800 12 credit hours 

Year 2 $ 4,800 $ 

To teach 6-hr/week, 7 week summer immersion program speakers

for heritage $ 2,400 $ 

Faculty/staff/administrator Master class in Hindi-Urdu 

3 hr credit/semester @ $2,400/semester x 2 semesters $ 4,800 

Hyderabad visiting scholar at Oakton spring semester Year 2, 

6 LHEs (2 courses) @ $800/LHE each; OCC Cash $ 

Total Personnel: $95,152 $ 7,200 $ 33,501 $ 14,400 $ 

Fringe Benefits

 Year 

1:Gran

Funded

t 

 Year

OC

Mat

 1: 

C 

ch 

 Year 2: 

Grant 

Funded 

 Ye

OCC 

Fringe benefits support the grant project leadership team at Oakton, and are calculated at 14% average for full-time facu

full-time staff and administrators, as a cash equivalent match. 

Project Coordinator = cash equivalent: @ 14% $ 1,424 $ Associate director & curriculum development supervisor @ 14% $ 1,460 $ 

PR/Award # P016A090029 e1
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Student study abroad supervisor @ 14% $ GS Administrator @ 28% $ 1,596 $ 

Sub-total Fringe Benefits = $8,775 $ 4,480 $ 

Travel

 Year 1

Grant 

Funded

: Year

OC

Mat

 1: 

C 

ch 

 Year

Gra

Fund

 2: 

nt 

ed 

 Ye

OCC 

The travel opportunities listed below directly relate to Objective Four - establish opportunities for students and faculty meIndia and participate in exchanges. Funds are provided in this section for two-week faculty seminar in India, preliminary contractual visit to India to set up the faculty and student programs and the visiting scholar. The travel also includes the fdevelopment workshops at the Center for South Asia, Madison, WI, referenced in Objective Three, and faculty attendance referenced in Objective Two. The budget also includes the required annual attendance at the grant conference for each Yeindividuals. Two-week faculty seminar at the University of Hyderabad, wisummer 2010

nter or $ 14,778 $ 7,800 

6 representatives x $3763/ person = 22,578:Airfare: Chicago-Hyderabad (includes 15% contingency) =$2,000Airfare Hyderabad to Delhi = $250Lodging at University's International House @ $180/week double occupancyMeals in Hyderabad = $100/weekHousing (inc. breakfast) in Hans Hotel, Delhi @ $600/week (double room)Meals in Delhi = $200/weekTours, entrance fees and tips in Hyderabad & Delhi = $300Speaker honoraria in Hyderabad = $133 (shared cost based on 6 participants, 8 speakers @ $100/speaker)OCC Cash = $1,000 professional development funds = $6,000; $300 individual contribution = $1800

PR/Award # P016A090029 e2
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Host visiting scholar from University of Hyderabad for one semester

Symposium to UW-Madison for curriculum developers Sept. Year 1&2 Oakton travel funds

2 Oakton buses (135 miles x .56/mile x 4= $302) $ 302 $ 

One night lodging at $50 per person, double occupancy, x 12 $ 600 $ 

Per diem = $35 per day x 2 days x 12 = 840 $ 840 $ 

1-week visit to Hyderabad by 2 OCC employees, including 1 ato sign contracts for study abroad arrangements & 1 curriculumTotal $3,498/person 

uthorized 

 specialist. 

$ 3,498 $ 3,498 

Airfare - $2,000Lodging @ 1⁄2 DoS rate Hyderabad = 1⁄2 $297x7= $1,043 M&I Hyderabad @ 1/2 DoS rate x 7 = $315 Local travel = $100Visa = $40OCC match = Administrative travel. 

Host visiting scholar from University of Hyderabad for one semester

Per diem @ $125/day x 120 days (salary, travel paid by University) $ 15,000 

Project Director and Supervising Administrator or Associate Dattend annual federal conference @ $1500 each

irector to $ 3,000 $ 3,000 

Tuition and/or fees for OCC faculty to attend professional workshops & seminars in Chicago area

Six $500 scholarships will be awarded to faculty on a combasis each year for attendance at professional developmen

petitive 

t events. $ 3,000 $ 3,000 

Total Travel: $59,436 $ 24,276 $ 13,040 $ 21,000 $ 

Supplies Year 1

Grant 

Funded

: Year

OC

Mat

 1: 

C 

ch 

 Year

Gra

Fund

 2: 

nt 

ed 

 Ye

OCC 

Supplies and materials referenced in this section primarily provide for additional library materials, referenced in Objectivadditional software language programs for the Oakton language laboratories, listed in Objective One. 

PR/Award # P016A090029 e3
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External Evaluator: Dr Mark Kenoyer Director of the Center for South

 $ 1,500 

Library and curriculum materials = books, journal subscriptionetc.

s, DVDs, $ 1,000 $ 500 

Software, language laboratory and other $ 2,500 $ - 

Office supplies = in-kind OCC Division contribution, Expendable supplies = pens, paper, etc.

 $ 300 $ 

Total Contributions Supplies: $4,432 $ 3,500 $ 300 $ 500 $ 

Contractual Services Year 1

Grant 

Funded

: Year

OC

Mat

 1: 

C 

ch 

 Year 2: 

Grant 

Funded 

 Ye

OCC 

Contractual services include costs of curriculum development for both foreign language and South Asia courses, which reThree, professional development and cultural competency for Oakton employees which refers to Objective Two, and supplearning Hindi/Urdu, which tracks to Objective One. 

External . Evaluator: Dr. J. , Mark Kenoyer, Director of the Center for South

Asia, from University of Wisconsin, Madison. 

3 days/Year @ $500/day, Years 1 and 2 $ 1,500 

Consultant to create curriculum for four semesters of Hindi-Urnegotiated rate)

du (Oakton $ 3,000 

"Pathways to South Asia" Employee Learning Cohort: Series of four 4-hour topical sessions for Oakton staff, administrators and faculty over 16-week period in Spring of Year 1 to generate interest in and celebrate the advent of South Asia curriculum at Oakton.

4 speakers at $500/speaker, plus $200 materials and expensessions. 

ses for $ 2,800 

Facility @ $296, transportation, refreshments and audio-visual equipment /computer use @ $242 in kind/cash @ 588/session session

 $ 2,352 

Curriculum development: Stipends to faculty to develop appropriate new curriculum. $700 to supplement existing course; $1,500 to develop new course. 14 supplemented, 4 new classes Year 1. 12 supplemented, 2 new Year 2.

PR/Award # P016A090029 e4
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Campus-wide speakers series on South Asia Oct and February Yr 1 and $ 1 000 $ 

Develop 4 new courses in Year 1, 2 new courses in Year 2each. 

, @ $1500 $ 6,000 $ 3,000 

Develop supplemental curriculum for 14 existing courses 10 existing courses in Year 2, @ $680/course (amount is eto 1 hour overload) 

in Year 1, 

quivalent $ 9,520 $ 6,800 

Honoraria for visiting University of Hyderabad faculty member, Spring 2011

Scholar will design programs and speak at faculty development workshop, speakers series at OCC and elsewhere

 $ 2,400 

IT Support for conversion of UW-Madison online Hindi course (120 hours @ $50/hour) 

 $ 6,000 

Professional development opportunities for Hindi-Urdu instrucespecially in teaching of heritage speakers) OCC match througfor Professional Development 

tor, 

h Center 

 $ 500 $ 500 

Campus-wide - . speakers series' on South Asia - Oct and February Yr 1 and

Yrs 2. Average $500 per speaker (includes travel), OCC match from Honors Program, Global Studies program, Global Business program, Center for Professional Development, student organizations

 , $ 1 000 $ 

Student tutor, weekly Hindi-Urdu language corner in Oakton Learning Center

1 x $10/hr x 1 hr/wk x 15 wks x 2 semesters/Year 1; 2 hr/wk Year 2 $ 300 $ 600 

Total Contractual $ 23,620 $ 9,852 $ 14,300 $ 

Other

 Year 1

Grant 

Funded

: Year

OC

Mat

 1: 

C 

ch 

 Year

Gra

Fund

 2: 

nt 

ed 

 Ye

OCC 

Expenses in this section focus primarily on Objective Five, which deals with dissemination of information regarding South also provides partial cost of academic program for students in Hyderabad (Objective Four) and tuition waivers for facultytaking the Master Class in Hindi/Urdu (Objective One).

PR/Award # P016A090029 e5
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Audio visual LCD @ @ $ 

Meeting expense: Community-wide presentation and dissemination of work of curriculum development of faculty members, April Year 1 OCC in-kind match for poster presentations, facilities, marketing and incidental expenses

 $ 250 $ 

Meeting expense: Culminating conference on South Asia project, April Year 2. Invitations will be issues to ICISP members, Fulbright-Hays Group Projects Abroad participants, UW-Madison Center for South Asia faculty, the community, Oakton students and employees. Invitations and postage @ 500x .42 postage + .68 printing= $550, speaker fees @ 8 speakers (3 panelists, 4 sessions, 1 keynote) @ avg. $350 = $2800; food at $16.50x50= $825; program, handouts @ $2/attendee = $100

 $ 4,275 

Business Conference Center room rental (dining room @ $480/day, 3 conference rooms at $814/day) 

 $ 

Audio-visual equipment quipment (3 LCD projectors rojectors @ $242,3 laptops @

151; 12x12 projector at $85; 2 wireless microphones at $72; table microphone at $14, lavalier microphone @ 19).

$ 

Master Class: OCC tuition waivers for 10 employees to attend Hindi/Urdu class each semester @ $285/3 credit class. 

$285/3-hour course tuition waiver, 2 courses, 10 students per course. $ 

Marketing for program: includes $1000 (10 hours @ $100/houstaff time for design of brochures and other materials for progrprinting costs for brochures and copying & materials for DVDsdistribution, $500 for advertising and $500 for staff time inkindcreating publicity materials for area media. 

r) in kind 

am, $500 

 for 

 for 

 $ 500 $ 2,000 $ 500 $ 

Scholarships to students who take part in the pilot summer study abroad opportunity in India. 

 $ 11,000 

Indirect Costs @ 8% (CFR 76.564(c)(2) $ 4,727 $ Subtotal other $ 500 $ 6,977 $ 15,775 $ TOTAL $ 59,096 $ 68,150 $ 65,975 $ 

PR/Award # P016A090029 e6
Project Costs Year 1 Year 2 Total

TOTAL DIRECT: $ 59,096 $ 65,975 125,071$ TOTAL CONTRIBUTIONS: $ 68,150 $ 69,327 137,478$ TOTAL Project: $ 127,246 $ 135,302 262,549$ 

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PR/Award # P016A090029 e7