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 # P016A090005 

Grants.gov Tracking#: GRANT10282724 

 

 

 

 

 

 

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

Closing Date: APR 30, 2009

PR/Award # P016A090005
**Table of Contents** 

 

 

Forms

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

 2. Standard Budget Sheet (ED 524) e5

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

 4. Disclosure of Lobbying Activities e9

 5. 427 GEPA e10

 Attachment - 1 e11

 6. ED 80-0013 Certification e12

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

Narratives

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

 Attachment - 1 e15

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

 Attachment - 1 e17

 3. Project Narrative - (Other Narrative...) e59

 Attachment - 1 e60

 Attachment - 2 e61

 Attachment - 3 e99

 Attachment - 4 e100

 Attachment - 5 e101

 4. Budget Narrative - (Budget Narrative...) e115

 Attachment - 1 e116

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

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

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

PR/Award # P016A090005
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: 

 Bd of Regents of the University ...

Applicants requesting funding for only one year should complete the 

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

instructions before completing form.

SECTION A - BUDGET SUMMARY 

U.S. DEPARTMENT OF EDUCATION FUNDS 

Budget Categories Project Year 1(a) Project Year 2 

(b) 

Project Year 3 

(c) 

Project Year 4 

(d) 

Project Year 5 

(e) 

Total (f) 

1. Personnel $ 24,667 $ 35,051 $ 0 $ 0 $ 0 $ 59,718 

2. Fringe Benefits $ 6,221 $ 10,569 $ 0 $ 0 $ 0 $ 16,790 

3. Travel $ 13,100 $ 7,500 $ 0 $ 0 $ 0 $ 20,600 

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

5. Supplies $ 11,500 $ 500 $ 0 $ 0 $ 0 $ 12,000 

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

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

8. Other $ 27,660 $ 29,660 $ 0 $ 0 $ 0 $ 57,320 

9. Total Direct Costs 

(lines 1-8) 

$ 83,148 $ 83,280 $ 0 $ 0 $ 0 $ 166,428 

10. Indirect Costs* $ 6,652 $ 6,662 $ 0 $ 0 $ 0 $ 13,314 

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

12. Total Costs (lines 9-

11) 

$ 89,800 $ 89,942 $ 0 $ 0 $ 0 $ 179,742 

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

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

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

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

 Period Covered by the Indirect Cost Rate Agreement: From: 7/1/2006 To: 6/30/2009 (mm/dd/yyyy) 

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

 (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 # P016A090005 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: 

 Bd of Regents of the University ...

Applicants requesting funding for only one year should complete the 

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

instructions before completing form.

SECTION B - BUDGET SUMMARY 

NON-FEDERAL FUNDS 

Budget Categories Project Year 1(a) Project Year 2 

(b) 

Project Year 3 

(c) 

Project Year 4 

(d) 

Project Year 5 

(e) 

Total (f) 

1. Personnel $ 30,964 $ 31,991 $ 0 $ 0 $ 0 $ 62,955 

2. Fringe Benefits $ 11,921 $ 12,637 $ 0 $ 0 $ 0 $ 24,558 

3. Travel $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

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

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

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

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

8. Other $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 

9. Total Direct Costs 

(lines 1-8) 

$ 42,885 $ 44,628 $ 0 $ 0 $ 0 $ 87,513 

10. Indirect Costs $ 3,431 $ 3,570 $ 0 $ 0 $ 0 $ 7,001 

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

12. Total Costs (lines 9-

11) 

$ 46,316 $ 48,198 $ 0 $ 0 $ 0 $ 94,514 

PR/Award # P016A090005 e6
Project Narrative

Abstract Narrative

Attachment 1:

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

PR/Award # P016A090005 e14
A Comprehensive Approach to Strengthening 

Undergraduate Middle East & North African Language and Area Studies 

The University of Wisconsin-Milwaukee (UWM) will measurably strengthen its Arabic language 

and Middle East and North African (MENA) studies programs through integrally-related, 

mutually-sustaining activities designed to improve and expand curricular options and enhance 

student recruitment and retention. A UISFL grant will enable UWM to fully realize the benefit of 

its own recent investments in new faculty lines for these programs, providing the necessary seed 

funding to achieve its programmatic improvement and expansion objectives. 

This proposal’s central goals are to improve student enrollment and retention to advanced levels 

in Arabic courses, demonstrate student learning outcomes through proficiency assessment, and 

double the number of students enrolled in the Middle Eastern and North African Studies 

certificate program. To achieve these goals, the project incorporates curriculum assessment, 

planning and course development, expansion of learning opportunities beyond the classroom, K12 outreach, teaching materials development and library acquisitions as essential components of 

its program strengthening plan. The project builds on existing UWM program and staff resources 

as well as external partnerships for cost-effective and sustainable outcomes within the context of 

a curriculum that has an array of international studies yet fewer area-specific courses. It 

emphasizes an expansion of curricular options in order to provide more pathways to the study of 

the region. As such, it reflects a programmatic strategy that will markedly improve UWM’s 

curriculum while serving the interests of its students and expanding the resources for teachers. 

With this initiative, UWM will realize: 

• A new Arabic minor and associated courses to encourage Arabic language study, 

including Arabic for French and Spanish Speakers and The Geography of Arabic; 

• Three new area studies courses appealing to students with diverse disciplinary interests: 

Picturing the Maghreb; Health and Environment in the Middle East/North Africa; and 

Thinking Across the Divide: Palestinian and Israeli Literature and Film; 

• A MENA studies portfolio program that enables students to earn credits toward their 

certificate with coursework completed in non-area studies courses; 

• A diverse array of both short- and long-term study abroad opportunities in the Middle 

East and North Africa region, providing students with valuable language and area studies 

immersion opportunities; 

• A variety of co-curricular activities (an Arabic Language Roundtable; a MENA Speaker 

Series; Distinguished Lectures; and a MENA Film Festival) to enhance student learning, 

recruitment and retention; 

• A cadre of Wisconsin high school language and social studies teachers who have 

received formal training and personalized assistance in incorporating teaching about the 

MENA region through the Global Studies Summer Institute and a Weekend Workshop on 

Francophone North Africa for K-12 French Teachers; and 

• A collection of on-line curricular guides and multimedia learning objects that support 

high school and undergraduate MENA studies instruction at UWM and beyond. 

PR/Award # P016A090005 e0
Project Narrative

Project Narrative

Attachment 1:

Title: Pages: Uploaded File: 1242-UISFL 2009 Narrative.pdf

PR/Award # P016A090005 e16
A Comprehensive Approach to Strengthening 

Undergraduate Arabic Language and Middle East/North African Studies 

Submitted to: 

Title VI(a) Undergraduate International Studies 

& Foreign Language Program 

International Education Programs Service 

US Department of Education 

Principal Investigator: 

Dr. Caroline Seymour-Jorn 

Department of French, Italian and Comparative Literature 

University of Wisconsin-Milwaukee 

PO Box 413 

Milwaukee, WI 53201 

csjorn@uwm.edu

ph. 414-229-5058 

PR/Award # P016A090005 e0
Table of Contents 

1. Plan of Operation.........................................................................................................1 

Project Management................................................................................................1 

Project Design .........................................................................................................2 

Table 1: UISFL Project Objectives..............................................................2 

Plan of Operation ....................................................................................................3 

Proposed Activities ..................................................................................................6 

1. Curricular strengthening .........................................................................6 

2. Study abroad development.......................................................................7 

3. Co-curricular programs...........................................................................9 

4. K-12 Outreach .......................................................................................10 

Equal Access ..........................................................................................................11 

Table 2: UWM Diversity Relative to State, UW System ............................11

2. Quality of Key Personnel...........................................................................................13 

Core Faculty ..........................................................................................................13 

Staff Support...........................................................................................................16 

Non-Discriminatory Employment Practices ..........................................................18

3. Budget and Cost Effectiveness..................................................................................19 

4. Adequacy of Resources..............................................................................................22 

5. Plan of Evaluation......................................................................................................24 

Table 3: Evaluation Plan and Timeline.....................................................26 

6. Commitment to International Studies .....................................................................28 

Current Strengths...................................................................................................28 

Faculty Involvement...............................................................................................20 

Commitment to the Programs ................................................................................30 

Financial Support ..................................................................................................32 

Table 4: FY 2008/09 Financial Support for MENA Studies......................32 

7. Elements of the Proposed International Studies Program.....................................33 

Arabic Language Program ....................................................................................33 

MENA Studies Program.........................................................................................35 

Building Demand through Pre-college Learning ..................................................36 

Interdisciplinarity ..................................................................................................37

8. Need for and Prospective Results of the Program ..................................................37 

9. Competitive Program Priorities ...............................................................................40 

PR/Award # P016A090005 e1
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1. Plan of Operation: The University of Wisconsin - Milwaukee (UWM) seeks to offer fullyintegrated instructional, co-curricular, study abroad, and community outreach programs in 

Middle Eastern and North African language and area studies for UWM students and the 

southeast Wisconsin region. The timing for this project is excellent, with recent institutional 

commitments to new tenure track faculty lines, the addition of international programs staff with 

expertise in the region, the rapid expansion of student enrollments in related majors, as well as 

growing enrollments in Arabic language courses. With strategic investments in program 

expansion supported by a UISFL grant, UWM will capitalize on growing student interest and 

solidify its recent efforts to create and sustain a dynamic undergraduate language and area 

studies program focusing on the Middle East.

Project Management: UWM will draw on the strength of its faculty and international 

programs staff in this plan to expand enrollments, retention and public impact of UWM’s Middle 

Eastern language and area studies programs. The initiative will center on the concurrent and 

complementary development of a new Arabic minor along with significant strengthening and 

expansion of an existing Middle Eastern and North African (MENA) Studies certificate program. 

The faculty who direct these programs have worked together with UWM’s international program 

staff to conceptualize a series of integrally-related activities which form the comprehensive 

approach to program development represented in this proposal. These core faculty are Caroline 

Seymour-Jorn (principal investigator) and Ellen Amster, co-directors of the Middle Eastern and 

North African Studies certificate program, Hamid Ouali, director of the Arabic program, and 

Anita Alkhas, Associate Professor of French engaged in strengthening the study of Francophone 

North Africa (the Maghreb). As the primary faculty responsible for planning and carrying out 

activities, they will be guided by the contributions of an advisory committee of language and 

PR/Award # P016A090005 e2
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area studies faculty and assisted by staff in the Center for International Education (CIE), which 

will serve as the project’s administrative home. CIE coordinates a full range of functions, 

including academic program advising, study abroad, K-12 teacher education and community 

outreach. CIE will provide comprehensive support for management of the UISFL grant. 

Project Design: This grant proposal has four broad goals that are directly related to the 

purpose of the UISFL program: (i) to increase the number of undergraduate students studying 

Arabic language to advanced levels; (ii) to deepen undergraduate students’ knowledge of the 

Middle East and North Africa; (iii) to build demand for language and area studies among 

incoming freshmen; and (iv) to expand and sustain language and area studies opportunities at 

UWM for years to come. The extent to which the project has met these goals will be determined 

based on its success in achieving its measurable objectives, described in Table 1. Meeting these 

goals and objectives 

will be an undeniable 

indicator that the 

UISFL grant has 

achieved its purpose of strengthening undergraduate international and language studies at UWM. 

The relationship between the goals and objectives, the activities which support them and how 

they will be assessed is portrayed in Table 3 in section 5. Plan of Evaluation. 

Four integrally-related and mutually-sustaining strategies will be used to achieve the 

proposal’s goals and objectives: (a) development of a new Arabic minor and associated advanced 

language study opportunities; (b) expansion of courses available within the Middle East and 

North African Studies certificate program; (c) expansion of overseas language and area studies 

options in the Mid East/North Africa region; and (d) development of related co-curricular, 

Table 1: UISFL Project Objectives 

1. First-year Arabic enrollments increase by 25% 

2. 50% of 4th semester Arabic students enroll in 5th semester 

3. Arabic students achieve ACTFL OPI ratings of “3” by the end of the 6th semester 

4. Students enrolled in the MENA studies certificate double by the end of the grant 

5. Students studying abroad in the region double by the end of the grant 

6. 50 high school teachers teach curricular units focusing on the MENA region 

7. Newly-developed courses and study abroad options are offered at least once 

every two years 

PR/Award # P016A090005 e3
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public, and teacher training programs. Taken together, these strategies represent a comprehensive 

approach to building awareness, opportunities, student demand, and a sustainable infrastructure 

supporting Middle East and North African language and area studies. 

Plan of Operation: The proposed activities embody the guiding principles of expanding 

accessible curricular options to provide more pathways for more students to incorporate language 

and area studies into their academic programs; building an integrated learning environment 

including opportunities to learn beyond the classroom; and creating synergies with existing 

programs and with partners. These principles will ensure the activities’ efficient administration 

and maximize their cost-effectiveness as well as the likelihood of the project’s success. 

The project design represents efforts to take optimal advantage of UWM resources and 

personnel, using in-house expertise and working through existing infrastructures to maximize 

program outcomes. The core faculty have proven track records in Middle East and North African 

studies teaching, research, and academic administration and, given their programmatic 

responsibilities, are uniquely qualified to carry out the new course development, study abroad 

program assessment and development, and co-curricular program planning associated with this 

project. The advisory committee consists of faculty from a variety of fields, scholarly and 

administrative backgrounds and a shared commitment to Middle East studies, UWM and its 

students. CIE staff are well qualified to support the core faculty’s academic program activities 

and coordinate the public and K-12 outreach and evaluation plan associated with this project. 

Together, this project team brings the benefit of diverse disciplines, experiences and perspectives 

to the table in planning and implementing the proposed activities, ensuring that programs 

encompass a wide range of views and generate debate on critical issues pertaining to the region. 

To better understand the context in which the project will be undertaken, it may be helpful to 

PR/Award # P016A090005 e4
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know that, while UWM students benefit from a range of international options, the only area 

studies major at UWM is in Latin American, US Latino and Caribbean Studies. That program 

builds on longstanding strength funded by the Title VI National Resource Center program. The 

two primary interdisciplinary international majors have broad thematic focuses: International 

Studies, with tracks in International Relations and Development, and the newer Global Studies, a 

pre-professional, joint BA degree with tracks in Global Management, Communications, Security, 

Cities and Classrooms. Language and area studies certificate programs support these as well as 

discipline-based majors and provide flexible options for students to focus their linguistic and 

cultural specialization. Currently nearly half (11/24) of MENA studies certificate students are 

Global Studies or International Studies majors. Strengthening and expanding Arabic and MENA 

studies is a goal well suited to the specific needs of UWM students. 

To maximize synergies with existing programs, this project will take advantage of CIE staff 

members’ access to a broad range of students with international academic interests in 

disseminating information and actively recruiting for the Arabic and MENA studies programs. 

By targeting International Studies and Global Studies majors (among other undergraduates), the 

initiative will reach students who are already engaged in foreign language studies and planning 

for study abroad. With several activities focused on the Maghreb, the project will directly reach 

out to students of French in an effort to encourage multilingualism in area studies. 

International and Global Studies majors, with a combined enrollment of 389 in Spring 2009, 

are prime candidates for participation in these programs. Both majors carry language 

requirements (8 semesters for Global Studies; 4 for International Studies); Global Studies majors 

are required to complete a full semester studying abroad, while most International Studies 

students choose to do so. Both Global and International Studies students may focus their studies 

PR/Award # P016A090005 e5
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in thematic topics such as security, foreign policy, and international development, which 

frequently engage students in learning about the Middle East. Many of these majors are already 

working toward completion of the Peace Studies & Conflict Resolution Certificate, and the 

MENA studies certificate would complement their work. Moreover, while most of their core 

courses do not focus on a single world region, Global and International Studies majors will often 

complete research assignments and engage in case studies focusing on the Middle East. 

To further maximize impacts by using available resources, the project design involves 

collaborating with the professional K-12 and public outreach program staff of CIE’s Institute of 

World Affairs. Rather than developing stand-alone outreach programs, the project team will 

work closely with the Institute, utilizing its professional development programs for high school 

teachers, publicizing co-curricular and teacher training programs through its broad information 

dissemination networks, and enlisting the expertise of professional outreach staff in developing 

and disseminating accessible multimedia materials supporting teaching about the MENA region. 

The project will also utilize external partnerships. The project includes a plan to markedly 

expand Middle East and North African study abroad options for students through a partnership 

with AMIDEAST (America-Mideast Educational and Training Services, Inc.), a non-profit 

educational organization that strengthens mutual understanding and cooperation between 

Americans and the peoples of the Middle East and North Africa. With field offices throughout 

the region, AMIDEAST has the capacity to meet a broad range of students’ needs. This project 

engages the core faculty in assessing AMIDEAST offerings and services in conjunction with 

UWM’s curricular needs, to expand student access to appropriate overseas study options. 

The goals of this project support existing curricular needs; its design incorporates a 

comprehensive approach to program building; and its implementation plan takes advantage of 

PR/Award # P016A090005 e6
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existing academic and outreach programs and personnel, thus enabling the project team to 

maximize the use of funds for direct expenditures on new programs. 

Proposed Activities: 1. Curricular strengthening: Activities that will strengthen and expand 

the Arabic and MENA studies curriculum form the core of this proposal. With support from CIE 

academic programs staff, Dr. Ouali will undertake the development and passage through campus 

approval processes of the Arabic minor curriculum during Year 1 of the grant. To further 

strengthen Arabic teaching, UISFL funds will be used to support a four-day on-campus ACTFL 

workshop in Arabic oral proficiency testing for Arabic language instructional staff at UWM; 

Arabic instructors from colleges across the region will be invited to participate in this workshop 

in order to foster professional networks and share the benefit of UISFL funding more broadly. 

The core faculty will develop five courses to expand offerings. Drs. Ouali, Seymour-Jorn and 

Alkhas will work with colleagues in French and Spanish to develop Arabic for French and 

Spanish Speakers, a course and accompanying instructional materials intended to promote 

Arabic study among students of the more commonly taught languages. They will undertake a 

pilot project in June 2009, in which French and Spanish language faculty will attend an 

introductory Arabic course, from which this course-development project will proceed. Dr. Ouali 

will develop the Geography of Arabic to serve as a feeder course for the Arabic language 

program, introducing students to linguistic variation, dialects, and minority language issues 

across the Arabic speaking world. This new course will offer students a broad understanding of 

diglossia in the Arab world, empowering them to make informed choices on study abroad and 

regional specialization. Dr. Alkhas’ French and Francophone Cultures: Picturing the 

Maghreb will encourage more students of French to engage in Arabic language and MENA 

studies with its interdisciplinary approach utilizing film, literature, and historical narratives to 

PR/Award # P016A090005 e7
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understand the confluence of cultural influences represented in the region. Dr. Amster’s Health 

and Environment in the Middle East/North Africa focuses on themes which are central to a 

number of UWM majors, including the Global Studies/Global Security curriculum from which 

many MENA studies students are expected to be recruited. This course will focus on maternal 

and infant health, female circumcision and Islam, AIDS and sexuality, tuberculosis, the welfare 

state as a tool of nation-building and radical Islamic groups, the impact of war on health, and the 

role of natural resources in conflicts. Dr. Seymour-Jorn will develop Thinking across the 

Divide: Palestinian and Israeli Literature and Film, in response to student interest in the 

various national, linguistic and religious communities of the Middle East, with particular 

attention to Israeli-Palestinian conflict. The course will be genuinely comparative in that it will 

not only explore creative production from the two cultural and political perspectives, but will 

also examine the diversity of this expression in three different artistic genres. 

UWM’s strength in globally-focused programs means that area studies readings, case studies 

and research is often conducted in classes with a multi-, trans-national, or thematic (rather than 

area-specific) focus; a new MENA studies portfolio program will give students the opportunity 

to earn up to 3 credits toward the certificate by demonstrating attainment of area studies learning 

with coursework completed in non-area studies courses. Planning for the new program will 

commence in Fall 2009, and the program will be fully implemented by the end of the grant 

period. Library materials will also be purchased to support expanded instruction in Arabic and 

Middle Eastern and North African studies. Acquisitions will occur during Year 1 following an 

assessment of needs; they will be used in the classroom during and beyond the grant period. 

2. Study abroad development: Accessible, affordable, and flexible study abroad 

programs are essential for both the Arabic minor and MENA studies certificate programs 

PR/Award # P016A090005 e8
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because they provide opportunities for students to engage in language and area studies in an 

immersion environment, expand the availability of advanced language study opportunities, and 

increase course offerings with which students can complete their curricular requirements. The 

relatively high cost of administering stand-alone programs in the region has hindered UWM 

from being able to meet a wide range of students’ needs for study abroad options. Now 

AMIDEAST has recently announced an initiative to coordinate several study abroad programs 

on behalf of US colleges and universities, providing a unique partnership opportunity on which 

UWM will capitalize. The core faculty will lead this effort, with support from CIE’s overseas 

program staff. Dr. Seymour-Jorn will conduct a site visit of AMIDEAST programs in Jordan to 

explore possibilities for study in the Levantine region. Dr. Ouali will conduct a similar site visit 

in Egypt. Consistent with the project’s efforts to encourage more students of French to focus on 

the region, Dr. Anita Alkhas will give particular attention to AMIDEAST’s offerings supporting 

Francophone studies and will conduct a site visit of Muhammad V University in Rabat, to 

assess course offerings and services and enable her to serve as faculty advisor to UWM’s French 

language students wishing to study in North Africa. Dr. Ellen Amster will develop and lead a 

unique summer study program in Morocco that provides an opportunity to study Moroccan 

colloquial dialect while learning about Moroccan history, Islamic religion and culture through 

the architecture of the Islamic city. In developing this program, Dr. Amster will draw on her 

Ph.D. research conducted in Morocco, the 8 years she spent at the Arabic Language Institute in 

Fes (ALIF), and her connections to Dhar Mehrez University in Fes, Muhammad V University, 

and the Fulbright Commission (MACECE). For the program’s language instruction, Dr. Amster 

will partner with ALIF, which is equipped to serve language learners at all levels of Arabic – 

including those with no prior language training. Pre-colonial Morocco’s historic capital, Fes, will 

PR/Award # P016A090005 e9
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serve as the program’s home base and an appropriate setting for the study of Moroccan history 

from the beginnings of the Islamic state to the contemporary issues of modern Morocco: 

unemployment, radical Islam, shantytowns, and feminism. The interdisciplinary focus will attract 

students from a number of undergraduate majors including Architecture, Urban Planning, 

History, Global Studies/Global Cities, Political Science, and Women’s Studies.

3. Co-curricular programs: Campus community and public programs directly tied to 

course themes will engage students in integrated learning experiences outside the classroom and 

promote student recruitment and retention in Arabic and the MENA studies program throughout 

the two-year grant period. Under the direction of Dr. Ouali, a weekly Arabic Language 

Roundtable (a model which has worked successfully for other UWM language programs) will 

provide regular opportunities for Arabic students to meet, connect with native speakers, and use 

language in an informal, conversational setting. Once per month, the Roundtable will coincide 

with the MENA Speaker Series, which will draw on the planning team’s network of native 

Arabic speakers from the Chicago/Milwaukee/Madison corridor. The core faculty and advisory 

committee will develop a monthly series of interactive discussions focusing on a variety of 

cultural, professional and political topics and designed to engage students and faculty from 

across the campus community. While the MENA Speaker Series will be conducted in English, 

guest speakers will also be asked to lead the Arabic Language Roundtable taking place the same 

day. In Year 2, Dr. Amster and Dr. Seymour-Jorn will coordinate a MENA Film Festival, 

modeled on UWM’s successful Latin American and French Film Festivals and using UWM 

theater facilities and marketing tools. The Festival’s dynamic focus on multiple cultures and 

languages of the region will engage a broad audience from the campus and community; films 

corresponding to the themes of MENA course offerings will support student recruitment and 

PR/Award # P016A090005 e10
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retention objectives. With two Distinguished Lectures each year, the faculty will partner with 

the Institute of World Affairs to bring nationally and internationally-recognized scholars to 

UWM to speak on topics directly connected to current semester course themes. 

4. K-12 outreach: Expanding area studies teaching to high schools helps to build 

student awareness and demand for international education opportunities in college. Because 

UWM draws the overwhelming majority of its incoming freshmen from within Wisconsin, 

investments in state teacher training directly benefit UWM and its undergraduate programs. With 

a focus on imparting ready-to-use information and leading teachers through the development of 

their own curricular plans, CIE-sponsored teacher workshops directly enhance the internationalization of participating teachers’ classrooms. CIE outreach staff will work closely with the core 

faculty and advisory committee to design and offer two professional development programs for 

high school teachers. The Global Studies Summer Institute (GSSI) is an annual professional 

development program serving 25-30 teachers. During Year 1 of the UISFL grant, the GSSI will 

focus on globalization issues with an emphasis on the Middle East and North Africa region. 

Potential topics include human rights and democracy, war and its impact on children, or oil and 

water: critical resources and global security. In Year 2, CIE staff will work closely with Dr. 

Anita Alkhas to design and offer a Weekend Workshop on Francophone North Africa for K12 teachers of French, to support French teachers’ efforts to integrate teaching about the region 

into their course plans. In addition to these events, CIE staff will also draw on UWM faculty 

expertise, library resources, and digitized segments of outreach programs to develop multimedia 

instructional materials, including curricular plans, guides to resources, and learning objects, to 

be used in high school social studies and lower level college classes. These materials will be 

disseminated directly to Wisconsin school teachers through a partnership with the Department of 

PR/Award # P016A090005 e11
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Public Instruction and also made widely available through their inclusion in the Institute of 

World Affairs’ interactive learning website, Global Commons. 

Equal Access: Access to success is a central tenet of UWM’s mission statement and is 

understood as providing equal access to quality higher education and incorporating proactive 

approaches to recruit and retain underrepresented students. As the UW System’s urban campus, 

UWM is by far the most ethnically diverse institution of higher education in the state. Table 2.

shows UWM’s diversity compared to other institutions in the state and the total state population. 

Table 2. UWM diversity relative to State, UW System 

Total Minority African-American Hispanic 

UW-Milwaukee Fall 2008 Undergraduate Enrollment 17.9% 6.8% 4.3% 

State of Wisconsin Population (2000 Census) 11.6% 5.6% 3.6% 

UW-Madison Fall 2008 Undergraduate Enrollment 12.9% 2.8% 3.6% 

UW-Green Bay Fall 2008 Undergraduate Enrollment 7.1% 0.7% 1.9% 

The student population is also largely non-traditional, with older and returning students, 

many of whom maintain jobs and families while enrolled. UWM offers a variety of support 

services to meet the needs of its students, including a campus childcare center, specialized 

advising services for students of different ethnic backgrounds, a Student Accessibility Center 

which supports the learning of students with various physical challenges, and an Office of Adult 

and Returning Student services. Through the Academic Opportunity Center (AOC) at UWM, 

students with insufficient high school academic preparation are guided through foundational 

coursework and transitioned into the regular college curriculum. This program enables promising 

students from struggling and underfunded school systems to obtain a college education. 

The Center for International Education takes very seriously its role in fostering access to 

success, and benefits directly from these support units. Many of the undergraduates enrolled in 

the majors and certificate programs CIE coordinates came into the university as AOC or adult 

returning students. CIE staff work hard to strengthen the connections with the advising offices 

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serving UWM’s underrepresented students. For example, working with support service offices, 

CIE advisors have helped several students with disabilities to succeed after struggling early on in 

college. Consequently, students enrolled in UWM’s international programs, both on campus and 

overseas, represent the full range of diversity reflected in the undergraduate student body. 

Two CIE initiatives supporting access to success merit special mention. CIE’s Access Task 

Force, working to increase minority student participation in study abroad, has had a positive 

impact, as annual Open Doors reports attest that UWM overseas programs enroll above average 

percentages of underrepresented students. Starting in Fall 2009 CIE will offer 50 incoming 

freshmen per year the opportunity to be part of the Beyond Borders: International Living & 

Learning Community (LLC) in the dorms. The goal of this program is to establish a multicultural 

cohort of freshmen engaged in an array of international learning activities, from core courses to 

co-curricular programs. The International LLC will provide a strong recruiting opportunity for 

the Arabic and MENA studies programs. 

UWM’s regular Arabic courses currently enroll a very diverse group of students, with 36% 

of current students from racial and ethnic minority groups. The proposed Arabic language 

courses and activities will also be open to the primarily older adults who study Arabic through 

UWM’s School of Continuing Education. 

The MENA studies certificate program includes a post-baccalaureate option for students not 

currently enrolled in a degree program – a feature which makes it possible for adult learners to 

enroll and which enables the program to be used to fulfill teacher recertification requirements in 

the State of Wisconsin. Out of 24 total students now in the program, 3 are enrolled in the postbaccalaureate option. Proactive attempts to attract diverse students to all of the grant-funded 

programs, through outreach to student organizations and advising staff, will continue. 

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2. Quality of Key Personnel: Core Faculty: As principal investigator of this grant, Caroline 

Seymour-Jorn is ideally suited to maximize the synergy of both the Arabic and the MENA 

Studies programs. As former director of Arabic Studies at UWM, and current co-director of the 

MENA studies program, Dr. Seymour-Jorn commits 100% of her professional service to MENA 

studies and will continue to do so as she oversees the implementation and coordination of grant 

activities. Through the development of new courses, study abroad and co-curricular activities, 

she will contribute to both the Arabic and the MENA studies programs. Dr. Seymour-Jorn earned 

her Ph.D. in Anthropology from the University of Chicago. Her research focuses on Middle 

Eastern women's literature, intellectuals in the Middle East, and Arab-American culture. She 

boasts an impressive and diverse range of publications on these topics, including: "Arabic 

Language Learning among Arab Immigrants in Milwaukee, Wisconsin: A Study of Attitudes and 

Motivations". Journal of Muslim Affairs, Vol. 24, No. 1, April 2004; "View from the Margin: 

Writer Ni'mat al-Bihiri on Gender Issues in Egypt". Critique, Spring 2004, 13(1); and "A New 

Language; Salwa Bakr on Depicting Egyptian Women's Worlds." Critique 11(2). Fall, 2002. 

She has developed and taught a wide array of language and area courses such as Arabic 164: 

Cultures and Civilizations of the Muslim Middle East; Comp Lit 231: The Qur’an as Literature; 

Comp Lit 533: Journeys, Migrations and Exiles: The Novel Around the Arab World, and others. 

Directly responsible for developing a course on Palestinian and Israeli Literature and Film, the 

Arabic for French and Spanish Speakers course and the MENA Film Festival, and assessing and 

expanding study abroad opportunities in Jordan, Dr. Seymour-Jorn will chair the advisory 

committee, represent the project at UISFL Project Director meetings, and work closely with the 

core faculty and CIE staff in planning and implementing all grant activities. 

Dr. Hamid Ouali received his Ph.D. in linguistics from the University of Michigan. His 

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research examines Semitic Languages, particularly Standard Arabic and Arabic dialects, along 

with Berber Languages, including Tamazight, Tarifit, Tashelhit, Taqbaylit, Touareg and Siwa. 

Since arriving at UWM in 2006, Dr. Ouali has spearheaded an expansion of the Arabic language 

instructional program. Course offerings, enrollments, and staff have grown markedly. Dr. Ouali’s 

commitment to Arabic instruction will ensure the effective use of grant resources to implement 

the Arabic minor at UWM. With a full-time commitment to Arabic language teaching and 

research, 100% of Dr. Ouali’s time is spent on activities that are related to the purpose of this 

grant. Dr. Ouali’s recent publications include: Negative Expressions in Moroccan Arabic and 

Standard Arabic: NPI's or NCI's?. Perspectives on Arabic Linguistics. John Benjamins 

(forthcoming); 2008. 'On C-to-T Phi-Feature Transfer: the nature of Agreement and AntiAgreement in Berber'. Agreement Restrictions, edited by Roberta D'Alessandro, Gunnar Hrafn 

Hrafnbjargarson and Susann Fischer. Publisher: Mouton de Gruyter; 2007. 'The Syntax of 

Complex Tense in Moroccan Arabic' with Catherine Fortin. In: Perspectives on Arabic 

Linguistics XIV, Elabbas Benmamoun ed. John Benjamins Publishers, pp. 175-190; and 2006. 

'Agreement Suppression Effects and Unification via Agree'. Proceedings of the West Coast 

Conference on Formal Linguistics 25 (WCCFL 25). Cascadilla Press. For this project, Dr. Ouali 

will design the minor curriculum, develop and offer the Geography of Arabic and Arabic for 

French and Spanish Speakers feeder courses, and assess and expand study abroad opportunities 

in Egypt. He will oversee the Arabic Language Roundtable and play an active role in designing 

and securing speakers for the MENA Speaker Series and Distinguished Lectures. 

The MENA studies certificate program benefits from Dr. Ellen Amster’s interdisciplinary 

expertise. With a Ph.D. in History from the University of Pennsylvania and close to a decade of 

field experience in Morocco, she is a cornerstone of the university’s MENA Studies teaching and 

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research capacity and dedicates 100% of her time to area studies. She is author of Medicine and 

the Saints: Science, Islam and the Colonial Encounter in Morocco, 1877-1956, (Austin:

University of Texas Press, 2011), and many journal articles including “’The Harem Revealed’ 

and the Islamic-French Family: Aline de Lens and a Frenchwoman’s Orient in Lyautey’s 

Morocco,” French Historical Studies, Spring 2009 (32:2), and “Saints and the Islamic City: 

Looking for Sacred Space in Fes, Morocco,” The Urban History Newsletter, October 2006, 

Number 36. As co-director of the certificate, Dr. Amster teaches the program’s core courses, 

including: Islamic Civilization: The Formative Period, ca 500-1258; Islamic Civilization: The 

Middle Period, ca 1200-1805; and The Modern Middle East in the Nineteenth and Twentieth 

Centuries. Dr. Amster’s research interests include the history of Islamic medicine, French 

colonialism and medicine, women's history and midwifery, magic, sainthood and healing in 

Morocco, and French sociology of Islam. For this proposal, Dr. Amster will develop and teach a 

new course on Health and Environment in the Middle East/North Africa as well as a unique 

study abroad program focusing on Arabic language and the history of Islam and Moroccan 

culture through the architecture of Fes. She will co-coordinate the MENA Film Festival and 

collaborate with other core and advisory committee faculty in developing the other co-curricular 

programs that will enrich student learning and public awareness. 

Dr. Anita Alkhas, Associate Professor of French, received her PhD in French language and 

literature from Michigan State University. Her breadth of experience demonstrates her ongoing 

interest in innovative approaches to language teaching as well as her engagement with K-12 

language education. A heritage speaker of Persian, Dr. Alkhas has a personal as well as 

professional interest in the Middle East and North Africa, and has both published and presented 

on issues of language and culture in the region. In 2000 she presented “The Rap and Raï 

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Revolution: Teaching Francophone Culture through Music” at the South Central Modern 

Language Association Conference and in 2001 she gave an invited, four-hour workshop on “Le 

Maghreb: L’Islam, les femmes et la situation linguistique” at the Colorado Department of Public 

Instruction In-Service Workshop for Teachers. More recent presentations have focused on issues 

in K-16 language pedagogy, including standards-based communicative language teaching and 

immersion language experiences. Her most relevant publications include “La Tolérance est une 

langue en soi,” Fréquences francophones: Bulletin trimestriel de l'Association des professeurs de 

français en Bulgarie, January, 2005, pp. 8-10; and Ben Jelloun, “Bergère Berbère,” Breaking 

Barriers Conference Proceedings. Ed. Michel Christophe. Princess Anne, MD: UMES, 1998. 

Dr. Alkhas is engaged with Dr. Ouali and Dr. Seymour-Jorn in an ambitious initiative among 

language faculty to advance multilingualism. This initiative incorporates a plan to develop 

innovative courses to encourage cross-over language studies, including an Arabic for Speakers of 

French and Spanish course in conjunction with this grant. Dr. Alkhas will focus her efforts on 

strengthening curricular opportunities and K-12 teaching on Francophone North Africa and 

reaching out to French students to encourage their involvement in the Arabic and MENA 

programs. She will develop the course, French and Francophone Cultures: Picturing the 

Maghreb, evaluate and expand North African study abroad opportunities for French speakers, 

and develop the Weekend Workshop for French Teachers. 

Staff Support: CIE’s Research Coordinator, Thomas Maguire, has extensive academic and 

professional experience in the Middle East. His Ph.D. research in media studies at the University 

of Texas at Austin examines Islamic satellite television (anticipated completion date of May, 

2009). Having spent two years in Egypt, the first as a Fulbright scholar, and the second 

conducting fieldwork at Egypt’s Media Production City, Mr. Maguire is an important resource 

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for on-campus and community programs, and he frequently advises students who plan to study 

abroad in the region. At CIE, his regional expertise has benefited classroom instruction—through 

teaching in the Global Studies program—and outreach efforts—through his leadership of a 2007 

Fulbright-Hays Group Projects Abroad-funded teacher training program to Morocco. In 

conjunction with this project, Mr. Maguire will coordinate project evaluation and grant reporting 

activities as well as the development of the MENA portfolio program; he will also assist with 

planning and implementation of the proposed co-curricular programs. 

Doug Savage, Assistant Director of the Institute of World Affairs, holds a Master’s degree in 

Middle Eastern Studies from the University of Chicago and teaches area studies courses through 

the Global Studies program. He serves on a State Task Force on International Education 

Standards for the Department of Public Instruction and also oversees a wide range of public 

programs, including several seasonal lecture series and a weekly Milwaukee Public Television 

program on international affairs. In conjunction with this proposal, he will coordinate the 

development of multimedia learning objects, curricular and teaching materials and also expand 

public access to co-curricular programs through the Institute’s television program, radio 

broadcasts, webcasting, advertising, video production and web development. His leadership of 

the outreach and co-curricular components of this project will be invaluable. 

CIE’s K-12 Program Coordinator, Nicole Palasz, will manage the Global Studies Summer 

Institute, Weekend Workshop for French Teachers, and associated follow-up curriculum 

development and implementation activities with participating teachers, working closely with 

Doug Savage on the development of multimedia teaching resources. With dual Masters degrees 

in international affairs and public policy from the Fletcher School of Law and Diplomacy at 

Tufts University and the University of Minnesota, and over five years of outreach experience, 

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Ms. Palasz is well qualified to coordinate this aspect of the project. She is also currently involved 

in a national initiative to create a K-8 social studies curriculum that integrates global education, 

social responsibility and human rights. Ms. Palasz collaborates regularly with faculty members 

with both pedagogical and subject area expertise in order to develop meaningful teacher training 

workshops supported by ready-to-use instructional resources and will employ the same approach 

to developing the two institutes focused on the MENA region. 

David Engberg, CIE’s Director of Overseas Programs and Partnerships, will advise the 

project’s core faculty as they undertake activities relating to the assessment and development of 

study abroad options. He received his PhD in International Education from Boston College and 

has a national-level perspective on best practices gained while working at the American Council 

on Education early in his career. Dr. Engberg oversees UWM’s inter-institutional agreements as 

well as its overseas study, research and internship programs. He will advise the core faculty on 

institutional policy and administrative concerns pertaining to study abroad programs. 

Qualifications of project personnel are further substantiated in the CV appendix. 

Non-Discriminatory Employment Practices: Faculty and staff at UWM are recruited and 

hired in accordance with established, non-discriminatory professional standards, and in all cases 

special effort is made to encourage applications from traditionally underrepresented groups. 

UWM and its constituent units involved in this proposal practice recruitment strategies designed 

to increase diversity among applicant pools, utilizing electronic bulletin boards, news groups, 

national and international registries, listservs, journal ads, newsletters geared toward women and 

minority readers, personal contacts with known female and minority professionals, department 

minority recruitment committees charged with the goals of search and screen, and letters, e-mail 

and advertisements sent to professional organizations geared to women and minorities. Efforts to 

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successfully hire have included offers with competitive salaries, course load reductions, moving 

expenses, travel funds, reduced and alternative work schedules, and support for research. Core 

faculty associated with global, international and area studies programs demonstrate UWM’s 

commitment to diversity. For example, of CIE’s 26 academic programs advisory committee 

members, two are African, one is African-American, two are Native American, three are East 

Asian, one is South Asian, two are Asian-American, and eleven are women. CIE employs 28 

professional staff, of whom three are African-American, one is Latino, one is Muslim, one is 

Lebanese-Druze, one is European, and 20 are women. The advisory committee for this grant also 

illustrates the gender, ethnic, and religious diversity that is so valued at UWM. 

3. Budget and Cost Effectiveness: The guiding principles underlying this project have enabled 

the project team to develop a plan of operation that ensures that costs are reasonable in relation 

to the anticipated outcomes. The project has been designed as an integrally-related and mutuallysustaining series of activities which, together, will enable UWM to recruit and retain more 

students in Arabic language and MENA studies. Funds are used to develop new courses and 

study abroad programs which will expand course options through which students may complete 

requirements of the minor or the certificate; these courses will henceforth be part of the 

curriculum. Associated co-curricular and K-12 outreach programs help to broaden awareness of 

and interest in the region while enhancing student recruitment to and retention in the Arabic and 

MENA studies programs. The project is not only cost-effective but inherently sustainable 

because it utilizes existing personnel and administrative structures to maximum impact. 

A detailed budget demonstrating how funds will be used is attached to this application. All 

expenditures are for activities that are not otherwise funded by the university; no funds will 

supplant non-Federal funds. Sixty-three percent of the requested funding will be used for course 

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and study abroad development, including faculty summer salary, that will yield immediate and 

sustainable results. Library materials purchases will support grant activities such as course 

development and the film series while providing long-term resources for instruction on campus. 

Co-curricular and K-12 outreach programs constitute the remaining 37% of the budget, and will 

strengthen student demand for and retention in language and area studies programs. Moreover, 

plans to use public programs as the basis for developing web-accessible digitized teaching 

materials ensure the project’s broader outreach impact well beyond the life of the grant. 

Specific budgetary strategies help to maintain overall cost-effectiveness; for instance, rather 

than offering a limited number of students study abroad awards, this project applies grant funds 

directly to the instructional costs involved in offering the Morocco study abroad program during 

its start-up year. By covering instructional expenses, all participating students benefit directly 

because a fixed cost normally divided among participants will be deducted from the overall 

program cost. CIE has used this strategy previously to initiate new programs, with great success. 

This strategy significantly reduces student fees, therefore attracting more student participants and 

maximizing the probability that the program will be offered in the first year – the critical year for 

developing student “word of mouth” which will sustain the program in subsequent years. 

The project’s synergistic qualities contribute to its efficiency. For example: the expansion of 

overseas study options seeks to take advantage of growing student interest in study abroad and 

more specifically in non-western program sites, as well as the curricular requirements of Global 

Studies majors, who must study abroad and enroll in advanced language courses. The expansion 

of study abroad options – and with them, language immersion opportunities – is an important 

strategy for strengthening enrollments in both Arabic and the MENA studies certificate. 

The design of specific activities also reflects the extensive thought that has gone into 

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maximizing use of the grant funds. Partnerships, in particular, will be used to strengthen the 

scope and impact of activities. For instance, UWM will expand study abroad opportunities in the 

Middle East and North Africa by becoming a sponsoring partner of AMIDEAST’s collaborative 

initiative to establish a range of overseas study options for postsecondary students. The core 

faculty will assess the extent to which AMIDEAST’s programs provide an appropriate fit with 

UWM’s curriculum and will further engage AMIDEAST staff in discussions about service 

options for customized short-term study programs, to establish an array of program options that 

differ in length, design, and curricular focus so as to meet the varied needs and interests of UWM 

students. Attention is paid to ensuring that there are appropriate study abroad opportunities in the 

region for students of French, so that those students will also be encouraged to expand their 

focus to include Arabic and MENA studies. Collaborating with the School of Continuing 

Education in sharing information with all UWM Arabic language students about co-curricular 

programs such as the Arabic Language Roundtable and MENA Speaker Series will expand 

audiences for these activities. Moreover, by collaborating on K-12 and public outreach with the 

Institute of World Affairs, the project will benefit from a partnership with long-time outreach 

professionals who can maximize public awareness of the activities through their extensive 

distribution lists, media coverage of programs, and networks with Wisconsin teachers. 

Those activities for which funding is not requested illustrate the university’s commitment to 

make the most of the UISFL funding opportunity. The budget reflects extensive cost sharing of 

the salaries associated with the faculty and a portion of the staff time dedicated to this UISFL 

project. Because it is limited to the federal cost-share requirement, it only reflects a small part of 

the actual faculty and staff time that UWM will devote to supporting the project and does not 

include e.g. salaries associated with study abroad, financial services, or senior administrative 

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staff. The only salaries budgeted are summer salary for the four core faculty members to enable 

them to continue their work on grant activities during the summer months, and funds for a 

student assistant; during Year 1, requested summer salaries are reduced for three of the four core 

faculty because CIE has committed to providing $3000 for each language faculty member in 

conjunction with the Arabic for French and Spanish Speakers collaborative project. By 

contributing the faculty members’ time during the academic year as well as all time devoted by 

CIE’s professional staff, UWM is able to use grant funds to support a truly comprehensive 

approach to building a sustainable language and area studies program. 

4. Adequacy of Resources: UWM boasts a wide range of unique on-campus and shared UW 

System resources that will support this program. Of central importance to the Arabic program is 

the university’s Language Resource Center (LRC), directed by Dr. Mingyu Sun, who holds a 

Ph.D. in Linguistics and MS degree in Computer Science from Michigan State University. The 

LRC fulfills a variety of needs for UWM students and faculty of languages. With state-of-the-art 

learning facilities and technology, the LRC serves as a proactive, multi-media language lab, 

characterized by a blended learning environment based on second language acquisition theory 

and instructional technology. The LRC provides faculty and students easy access to language 

learning materials through its library and media archive; supports faculty members’ professional 

development with assistance in improving language curricula through integration of pedagogy 

and technology; encourages and assists faculty to develop new language learning and teaching 

materials; and fosters the intellectual growth of faculty by supporting research that involves new 

technology. Through its recent acquisition of Wimba Voice Tools software, the LRC is actively 

integrating multimedia content and capacities into the foreign language instruction at UWM. 

As part of the UW System, UWM students have access to one of the nation’s largest library 

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collections, which includes over seven million printed volumes, over 55,000 serial titles, and 

millions of resources in other formats. The UWM Libraries itself holds over 5.2 million 

catalogued items, including extensive materials on Islamic history, culture and religion, and 

subscriptions to 20 electronic databases of area-related information, such as the Index Islamicus 

and Index to Jewish Periodicals. The core faculty seek to rectify gaps in the collection by using 

grant funds for acquisitions supporting undergraduate teaching. Also unique to the UWM 

campus is the American Geographical Society Library (AGSL), one of the premier collections of 

its kind in the world. AGSL contains over 1.2 million items, including maps, atlases, books and 

periodicals, photographic images and digital data files. AGSL resources include several singular 

collections supporting studies of the Middle East/North Africa region, such as: 150 rare maps of 

the “Holy Land” dating from the 15th century; the Description de l’Egypte in 23 volumes 

recording the scientific results of Napoleon’s invasion of Egypt; a rare 5 folio set of Youssouf 

Kamal’s Monumenta cartographica Africae et Aegypti; and an Arabic edition of cartographer AlIdrisi’s Universal Geography printed in Rome in 1592. These and other unique holdings offer 

valuable support to educational programming and the development of teaching materials. 

UWM offers extensive facilities to conduct the co-curricular and K-12 outreach components 

of this grant. The UWM Union features a fully-equipped movie theater, meeting and event space, 

and provides publicity and marketing support for associated activities. UWM also dedicates a 

theater in Sandburg Hall, the primary campus dorms, to regular film screenings. CIE hosts 

multiple classes and public events in its conference room, which is equipped with state-of-the-art 

multimedia technologies. In 2008, CIE hosted a videoconference between Wisconsin K-12 

teachers and two professors in Rabat, Morocco in support of CIE’s outreach efforts. The 

Department of Foreign Languages and Linguistics also has a dedicated lecture hall that supports 

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the simultaneous translation of multiple languages, with individual listening stations at each seat. 

UWM is committed not only to effective use of physical space, but also the strategic use of new 

technologies to enhance the learning experience. 

5. Plan of Evaluation: The offices participating in this project conduct extensive assessment and 

evaluation of their academic programs. Within CIE, evaluation activities are coordinated by 

Research Coordinator Thomas Maguire, who has attended and presented at major national 

assessment conferences, such as the 2009 NC State Undergraduate Assessment Symposium. 

Assessment activities involve the participation of CIE program staff and associated faculty. CIE 

administers two majors and five certificate programs, which together enroll over 500 students 

and have established learning goals against which they are evaluated. Regular assessments of 

these programs include course evaluations, student and alumni surveys, in-class assessment 

instruments including tests and essays, and periodic external reviews. CIE’s advising staff is 

engaged in ongoing qualitative program assessment, obtaining regular feedback in face-to-face 

meetings and student exit interviews. CIE is currently developing a student e-portfolio as a 

mechanism for measuring students’ comprehensive international learning. The e-portfolio is 

designed to provide clear measures of progress toward program goals through course-embedded 

instruments and other tools that will empower students in their academic and professional 

careers. This experience will be brought to bear on the assessment of the UISFL project through 

integrated measurement, analysis, revision, and implementation. 

UWM’s Arabic program, administered through the Foreign Languages & Linguistics 

Department, uses regularized proficiency testing to measure student language acquisition. In 

addition to common departmental tools such as course evaluations and teacher observation and 

mentoring, the Arabic program employs a proficiency test modeled on the ACTFL OPI 

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guidelines. This test is administered by instructors at the end of each semester to try to assess 

student progress and make students aware of their proficiency level. The instructors are not 

formally certified to administer ACTFL OPI testing yet are aware of the guidelines, which they 

combine with other factors that take into consideration the diglossic reality of Arabic. ACTFL 

guidelines, originally designed for more commonly taught languages, have been argued to be 

less effective for Arabic given its diglossic reality, and many programs (including UWM’s) have 

worked to adapt the ACTFL guidelines to make them more relevant to their instruction. 

The evaluation plan for this grant will draw from these existing practices to improve and 

enhance assessment in a manner that addresses each component of the program while keeping 

the comprehensive whole in mind. This balanced approach to assessment will ensure that 

learning outcomes, assessment design, and measurement instruments are mutually supportive 

and integrated. The plan includes: formalized proficiency testing through ACTFL training; 

course retention surveys and focus groups for Arabic students; formative and summative surveys 

of MENA studies certificate students; and longitudinal surveys of outreach program participants 

to track long-term impact Table 3 (below). illustrates the project’s overarching goals, its 

measurable objectives, and the activities and measures that will be used to achieve them. 

The project’s overall success will be evaluated based on the extent to which it has achieved 

the measurable objectives noted above within two years following the end of the UISFL grant 

period. The evaluation plan will yield rich program data beyond that necessary to evaluate 

attainment of project goals but essential for keeping the project on course and gaining insights 

into the strategies employed. A combination of assessment measures will be used to gather both 

qualitative and quantitative data. UWM’s current data infrastructure allows for the easy tracking 

of student enrollments, and as the hub for student advising in Middle Eastern Studies, CIE staff 

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are able to maintain accurate data on student enrollments and retention. Thus, there are effective 

mechanisms in place to ensure the accurate tracking of the quantitative data outlined above. 

Table 3: Evaluation Plan and Timeline 

Goals Objectives Activities Measures Frequency 

Increase total firstyear Arabic 

enrollments by 25% 

-Market Arabic minor 

-Develop new Geography 

of Arabic feeder course 

-Develop Arabic for 

French and Spanish 

Speakers course 

-Enrollment data 

-Course surveys to 

measure intentions of 

further study 

-Tracking student 

retention 

-Each 

semester 

(start fall 09) 

-Each 

semester after 

first offering 

Increase Arabic 

retention from 20% 

to 50% between 

fourth and fifth 

semesters 

- MENA Speaker Series 

and Film Festival 

-Student co-curricular 

activities 

-Arabic minor 

-Study abroad options 

-Event evaluation 

surveys 

-Surveys, focus groups 

-Enroll./retention data 

-Enrollment; predeparture, onsite, postreturn student surveys 

-Every major 

event 

-End of each 

semester 

(start fall 09) 

-As needed 

Increase the 

number of 

undergraduates 

studying Arabic to 

advanced levels 

Students achieve 

ACTFL rating of 

“3” by end 6th sem. 

-ACTFL-based 

proficiency testing 

-Test scores of all 

students in fourth and 

sixth semester Arabic 

-Each year 

(start 09/10) 

Increase MENA 

certificate program 

enrollments by 

100% 

-New area studies courses 

-Market program to 

eligible students 

-Course enrollments 

-Survey of student 

interests 

-Each 

semester 

(start fall 09) 

Deepen 

undergraduate 

students’ 

knowledge of the 

Middle East and 

North Africa 

Increase number of 

undergraduate 

students studying 

abroad in MENA 

region by 100% 

-Study abroad options 

-Recruit for study abroad 

-Market MENA 

certificate to study abroad 

students 

-Numbers, majors, 

minors of students 

studying in region 

-Post-program student 

evaluations 

-Each year 

(start 09/10) 

-Each 

semester 

(start fall 09) 

Expose more 

Wisconsin high 

school students to 

regional issues 

50 high school 

teachers incorporate 

curricular units 

focusing on the 

MENA region 

-Global Studies Summer 

Institute 

-Weekend Workshop for 

French Teachers 

-Develop and disseminate 

curricula, teaching 

materials 

-Surveys and interviews 

immediately after 

Institute/Workshop 

-Nine-month follow-up 

surveys on program 

impact 

-Program blogs to share 

information and report 

activities 

-Assessment 

cycle begins 

following 

each program 

New courses and 

study abroad options 

offered at least once 

every two years 

-Develop new courses 

-Develop study abroad 

array 

-Course scheduling and 

enrollment data 

-Student evaluations 

-Each year 

following 

grant end 

Expand and 

sustain MENA 

language and area 

studies 

opportunities at 

UWM for years to 

come 

Integrate cocurricular activities 

into regular 

offerings of 

departments 

-Arabic Language 

Roundtable 

-MENA Speaker Series 

-MENA Film Festival 

-Distinguished Lectures 

-Frequency of 

occurrence, student 

participation levels, 

participant evaluations 

of events 

-Each year 

following 

grant end 

Assess and 

integrate 

evaluation 

activities 

Ensure 

comprehensive 

assessment design 

for diverse goals 

-External evaluation at 

beginning and end of 

grant period 

-Evaluators’ verbal 

feedback and formal 

reports 

-August 09 

and June 11 

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The quantitative data cannot be fully understood without the ongoing collection of rich, 

qualitative data to document student experiences, interests, and difficulties. This aspect of the 

evaluation plan will allow faculty and program staff an important degree of flexibility to identify 

and address barriers to the overall program goals. The qualitative evaluation tools and associated 

data will be designed to measure student experiences and intentions for future study. Student 

focus groups and open response sections of otherwise numerically-formatted student surveys will 

provide insight into students’ tangible concerns and enable corrective action over the course of 

the grant to improve the overall learning experience. Given that retention is a significant 

challenge for Arabic instruction nationwide, data will be collected with the intent to distribute 

findings for the benefit of other universities’ programs. 

As described in Table 3, the project goals are all clearly objective and quantifiable. By using 

a range of data sources over an extended time, this evaluation plan will achieve a triangulation of 

rich data for both formative and summative evaluation. For instance, detailed qualitative data 

will complement periodic surveys of outreach program participants. This allows for the 

measurement of broad trends among participants along with rich anecdotal and narrative 

evidence. Likewise, surveys and focus groups will be used to measure the impact of co-curricular 

programs on student retention and interest. CIE has used this multi-method approach before. For 

instance, the 2007 Fulbright-Hays Group Project to Morocco employed surveys at various stages 

of the program along with online forums and a group blog to track the program’s impact among 

an international cohort of American and Moroccan teachers. These tools continue to yield data 

and provide a means for the ongoing facilitation of program impacts. 

This grant will fund two primary assessment activities. A four-day on-site Oral Proficiency 

Interview workshop in Arabic will be conducted by the American Council on the Teaching of 

PR/Award # P016A090005 e28
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Foreign Languages. This will provide all Arabic instructors and teaching assistants with essential 

training in the fundamental principles underlying the UWM Arabic program’s own approach to 

proficiency testing. Additionally, to provide invaluable guidance and feedback on project 

planning, implementation, and sustainment, a team of external reviewers will conduct site visits 

at UWM at both the start and end of the grant period. Kristen E. Brustad, Associate Professor 

of Arabic at the University of Texas and a national leader in Arabic pedagogy, and Ahmad M. 

Sultan, Assistant Professor of Education at the University of Wisconsin – Stevens Point and an 

expert in international education assessment, have agreed to serve as evaluators. Their 

credentials are described in the attached CV appendix, pp. 35-38. With expertise in fields 

directly related to this proposal and experience serving as professional evaluators, Dr. Brustad 

and Dr. Sultan are well qualified to provide strategic advice to the project based on their 

assessment of program data provided by CIE and the core faculty as well as information gathered 

in meetings with the advisory committee, students, program administrators, and the College of 

Letters & Science Dean’s Office. 

6. Commitment to International Studies: Current Strengths: UWM offers internationallyfocused courses across a wide range of humanities, social sciences and professional disciplines. 

Many of these courses are interdisciplinary and multi-regional in focus, since two of UWM’s 

large and growing undergraduate programs are International Studies (with 149 majors in Spring 

2009) and the recently-developed BA in Global Studies (with 240). To illustrate the growth in 

student demand for internationally-focused courses: in fall semester 2008, 17 “Global” courses 

were offered, with a total enrollment of 437 students. This is an increase from 10 courses, with a 

total enrollment of 220 in fall 2006. UWM’s study abroad enrollments have grown, as well, 

having doubled (from under 300 to over 600 students) in the past 10 years. The course list 

PR/Award # P016A090005 e29
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attached to this proposal provides a snapshot of UWM’s existing international studies strength, 

including both “Middle East/North African Area Content Courses” and “Advanced Courses with 

Transnational Content” – i.e. upper-division courses through which students may be able to gain 

MENA Studies credit for area-focused coursework through the proposed portfolio program. 

UWM hopes to capitalize on this burgeoning student interest in the international realm with 

its UISFL plans. The Middle East/North African Area Content Courses list illustrates the subset 

of existing courses focusing on the region, some of which were last offered four years ago and 

therefore do not cite enrollments for the three year period of 06/07-08/09. It also reflects new 

courses that have been developed but not yet offered, such as Fifth and Sixth Semester Arabic (to 

be offered in 2009/10) and courses in Classical Arabic, which will be offered when the Arabic 

minor is approved. Regularly-offered courses in Comparative Literature, Geography, History, 

Hebrew Studies and Jewish Studies as well as International and Global Studies courses on 

regional topics form the core of students’ MENA studies options. Development of the five 

additional courses proposed here (Palestinian and Israeli Literature and Film; Picturing the 

Maghreb; Health and Environment in the Middle East and North Africa; Language Variation in 

the Arab World; and Arabic for French and Spanish Speakers), as well as an array of study 

abroad options in the region, the establishment of a 3-credit portfolio program for the certificate, 

and a series of co-curricular learning opportunities will provide students with more ways to 

complete the MENA studies certificate and a strong inducement to study Arabic. 

UWM’s School of Continuing Education regularly offers non-credit courses on the languages 

of the region, including Arabic and Persian. These courses provide a vital public service, making 

the directed study of Middle East language and culture accessible to a broad range of people, 

ranging from high school students and professionals to retirees. Continuing Education Arabic 

PR/Award # P016A090005 e30
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language courses, alone, have enrolled 63 students since 2006. Invitations to participate in the 

proposed co-curricular programs will also be shared with Continuing Education students, thereby 

creating additional community impacts and meeting the university’s access mission. 

Faculty Involvement: This grant proposal is overseen by the faculty who direct UWM’s 

Middle East and North African Studies and Arabic Language programs: Drs. Ellen Amster, 

Hamid Ouali, and Caroline Seymour-Jorn. They are joined in their efforts by Dr. Anita Alkhas, 

who will coordinate activities strengthening Maghreb studies and serves as an important link to 

the French program and its students. The proposed project is the result of these core faculty 

members’ joint planning and vision, assisted by the study abroad, academic program, and 

outreach staff in CIE. A diverse group of faculty will serve as the advisory committee for the 

grant and will be involved in ongoing collaboration with regard to achieving the project’s 

objectives. This group includes: Mesut Akdere (Education); Anne Banda (Cultural Diversity and 

Global Health); Rachel Baum (Jewish Studies/Hebrew Studies); Shale Horowitz (Political 

Science); Ahmed Kraima (UWM Libraries); Anna Mansson McGinty (Geography/ Women’s 

Studies); Ghada Masri (Global Studies); Yair Mazor (Hebrew); Stacey Oliker (Jewish Studies); 

Tasha Oren (English/Film Studies); Lisa Silverman (History/ Jewish Studies); and Marc Tasman 

(Journalism & Mass Communication/ Digital Arts & Culture) (see CV appendix). Their 

experiences and oversight will ensure high quality as well as the representation of diverse 

perspectives through every phase of program implementation. 

Commitment to the Programs: Student enrollments and interest in Arabic and MENA 

Studies has risen remarkably in recent years. To support further growth in these programs, UWM 

has dedicated significant funds to personnel and campus resources of immediate relevance to 

these areas. Drs. Seymour-Jorn, Amster and Ouali were all hired on tenure track faculty lines as 

PR/Award # P016A090005 e31
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part of the College of Letters & Science’s concerted effort to strengthen the study of Middle East 

languages and cultures. Drs. Seymour-Jorn and Amster have revised the MENA studies 

certificate curriculum and have seen enrollments in that program increase fourfold, from 6 to 24, 

under their oversight, with much more potential yet to be realized. Dr. Ouali has been charged 

with overseeing the development and expansion of the Arabic language program, with support 

from two dedicated teaching assistants and an Arabic instructor. With enrollments in first and 

third semester Arabic having doubled in the past two years, UWM has now added fifth and sixth 

semester Arabic as regular course offerings. The College of Letters & Science’s investment in 

the Language Resource Center also supports Arabic language instruction. The College and CIE 

demonstrated their interest in expanding the Arabic program’s national profile by jointly 

sponsoring the 2009 Arabic Linguistics Symposium, a national meeting of Arabic faculty and 

instructors organized by Dr. Ouali with assistance from CIE. Moreover, CIE is providing 

$19,500 in summer 2009 to support a collaboration of faculty from French, Spanish and Arabic 

to develop Arabic for French and Spanish Speakers, a program and corresponding instructional 

materials promoting the study of Arabic language among students of Romance languages. 

UWM’s commitment to strengthening MENA studies extends beyond the hiring of 

Professors Amster and Seymour-Jorn. The Center of International Education has coordinated 

several activities supporting the area studies program during the past two years. In summer 2007 

CIE coordinated a month-long Morocco for Teachers seminar, building on UWM’s relationships 

in the region to provide a meaningful professional development experience for 20 teachers. In 

summer 2008, CIE hosted a seminar for college students from the MENA region, providing an 

opportunity for focused learning about the US while fostering a meaningful intercultural learning 

opportunity for the UWM campus community. CIE has also been keen to use its visiting faculty 

PR/Award # P016A090005 e32
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and staff members’ expertise in the region in order to strengthen area studies teaching. In 2008 

CIE hired Dr. Ghada Masri on a three-year Visiting Assistant Professor of Global Studies 

appointment in order to further strengthen the program’s ability to offer courses on the Middle 

East. Now in her first year at UWM, Dr. Masri has already offered area-focused courses on 

Gender & Globalization, the Global Food Crisis, and Militarism, Warfare & Women. Moreover, 

as noted previously, IWA Assistant Director Douglas Savage and CIE Research Coordinator 

Thomas Maguire both have extensive professional and scholarly experience in the MENA region 

and have taught multiple Global Studies courses in this area. Their expertise has also contributed 

significantly to K-12 and community outreach programs with a MENA regional focus. 

Financial Support: UWM has made a significant institutional commitment to the expansion 

of the Arabic language and MENA studies programs as demonstrated through its effort to build a 

critical mass of faculty strength and staff expertise in these programs. The administrative support 

structures for both the Arabic minor and the MENA studies certificate program are already in 

place. The Arabic program is administered through the Department of Foreign Languages & 

Linguistics (FLL), its faculty and staff; and two CIE academic advisors share advising 

responsibilities for MENA studies as well as the other majors and certificate programs CIE 

supports. FLL and CIE cover basic supplies and expenditures expenses associated with the dayto-day administration of 

the programs – 

informational materials 

development and 

dissemination, advising 

documents, office 

Table 4: FY 2008/09 Financial Support for Middle East/North African Studies 

Activity Support 

Arabic instructional salaries $114,800 

Hebrew instructional salaries $223,733 

Staff support for language programs (est.) $23,000 

CIE MENA studies associated staff salaries (pro-rated) $45,185 

CIE MENA-related programs supplies & expenses $15,530 

MENA studies non-language faculty salaries (est.) $831,365 

Arabic Linguistics Symposium supplies & expenses $6,000 

Arabic for French/Spanish Speakers project $19,500 

TOTAL $1,280,113 

PR/Award # P016A090005 e33
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equipment, phone and fax bills, etc. 

UWM’s ability to sustain these academic programs is a foregone conclusion, given UWM’s 

commitment to providing the administrative and academic resources necessary to operate the 

program as part of the supporting departments’ annual base budgets. With a university-funded 

team of CIE staff and faculty members from a variety of disciplines committed to the project, 

UWM has demonstrated its unwavering commitment to ensuring the future of its Middle East 

language and area studies programs. The core faculty and staff members’ specific time 

commitments to the proposed activities are indicated in the budget; yet these figures do not fully 

represent the time that the many participating faculty will devote to planning and implementing 

project activities. Table 4 (above) illustrates the current institutional commitment to supporting 

key facets of the language and area studies program. 

7. Elements of the Proposed International Studies Program: With UISFL funding, UWM 

will establish an Arabic minor, strengthen the MENA certificate, and expand outreach programs 

in support of integrated student learning experiences. The activities comprising this proposal will 

ensure that students have four full years of Arabic instruction available to them during the course 

of their undergraduate career. Expanded language and area studies offerings, along with 

innovations in the curriculum and co-curricular programs, will ensure greater flexibility and 

access for students interested in the MENA certificate, with the goal of increasing enrollments in 

the program. Outreach activities serving Wisconsin high school teachers will foster awareness 

and understanding of the region among incoming freshmen, helping to create greater demand for 

language and area studies training among tomorrow’s college students. 

Arabic program: In 2006 UWM initiated an effort to improve and expand its Arabic 

offerings. Under Dr. Ouali’s leadership, the program has quickly moved to adopt best practices 

PR/Award # P016A090005 e34
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in Arabic instruction, initiating a regular schedule of oral proficiency testing and using the Kitab 

fi Ta’allum al ‘Arabiyya textbook series, widely accepted as the new standard of Arabic 

instruction. To ensure quality instruction, Arabic teaching assistants enroll in a foreign language 

methods course that engages them in current language pedagogies. Enrollments in introductory 

Arabic classes have nearly doubled, from 35 students in two sections in 2006 to 66 students in 

three sections in 2008. Starting in fall 2009, a third year of instruction has been added to the 

curriculum. Between fall 2006 and fall 2008, enrollments in third semester Arabic increased 

from 11 to 20 students. 

Student retention has been an ongoing challenge for the Arabic program at UWM and 

nationwide. Over the years, student retention from first to second-year Arabic has remained in 

the range of 30-35%. This proposal specifically targets retention as well as recruitment and 

offers options that make Arabic study rich and accessible by: offering a minor as a curricular 

incentive to continue Arabic studies beyond the College of Letters & Science’s two-year 

language requirement; creating a new lower division “feeder” course which will introduce 

students to linguistic and cultural variation in the Arabic-speaking world; creating another 

introductory course designed to encourage students of French and Spanish to study Arabic; 

expanding courses in which students can deepen their knowledge of the region; and offering cocurricular opportunities to use Arabic outside the classroom while learning about the region’s 

history, politics, culture and contemporary issues that enrich the language learning experience. It 

will also establish overseas study options that offer Arabic language and cultural immersion, an 

introduction to colloquial Arabic, and the opportunity to study Arabic beyond the 6th semester. 

While providing an integrated plan for encouraging more students to study Arabic and to 

remain in the Arabic program to advanced levels, this project also seeks to improve the quality of 

PR/Award # P016A090005 e35
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Arabic instruction. For instance, all UWM Arabic instructional staff will receive training in 

administering the ACTFL oral proficiency interview. To expand the benefit of this activity 

beyond the UWM campus, Arabic instructors from colleges in Wisconsin and northern Illinois 

will be invited to attend this training, as well. 

With retention challenges and third year Arabic only now being introduced, UWM does not 

propose to offer a fourth year on campus at this time. Instead, study abroad options will be 

expanded in order to provide advanced Arabic students with fourth year options in immersion 

environments, options which promote quality language learning by providing access to the study 

of Arabic dialects and colloquial language. Further exposure to variety in Arabic language will 

be provided through co-curricular programs such as the MENA Film Festival and the Arabic 

Language Roundtable which, when offered in conjunction with the monthly MENA Speaker 

Series, will feature native speakers discussing issues relating to a variety of topics and provide an 

additional opportunity for exposure to the use of language across the curriculum. 

MENA studies program: Because language study is a central component of the Middle 

Eastern and North African studies program, the proposed Arabic minor will help to increase 

student enrollments in the certificate. With 24 students currently enrolled, the program has 

grown but has not yet reached its full potential, given the strength of complementary 

international majors and increase in study abroad participation at the university. 

At UWM, certificate programs function as interdisciplinary minors which also allow for a 

post-baccalaureate enrollment option, creating study opportunities for the wider community. The 

Arabic minor and MENA studies certificate will be mutually supportive in terms of enrollments. 

The MENA certificate mandates 23 total credits, with 8 credits in either Arabic or Hebrew 

(equivalent to the first year), 3 credits of Middle Eastern and North African history, and 12 

PR/Award # P016A090005 e36
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credits from an approved list of courses (including higher-level Arabic and Hebrew courses) 

offered across the humanities and social sciences, at least nine of which must be taken at the 

advanced 300-level or above. The certificate’s language requirement is somewhat misleading, 

since College of Letters & Science students are required to take 14 credits of foreign language as 

well as nine credits in “international” courses, for which advanced language courses may be 

counted. Consequently most certificate students study language to at least the intermediate level 

and will benefit from the expansion of Arabic course offerings. 

With growing student interest in this area (as indicated by increasing Arabic and MENA 

certificate enrollments), it is now essential to develop a wider range of courses and study abroad 

options. This proposal focuses on expanding the ways in which students can complete the 

certificate by: adding new courses that may be counted toward the certificate’s requirements; 

creating a portfolio program that increases students’ flexibility in counting coursework 

completed in courses that do not appear in the curriculum; establishing an array of study abroad 

options through which students may complete their language and area studies; and offering 

integrated co-curricular learning opportunities to deepen students’ understanding of the region. 

With more pathways to completion, the MENA certificate program will grow and thrive. 

Building demand through pre-college learning: The success of college language and area 

studies programs is in part a factor of the extent to which students arrive at college with an 

awareness of the international realm. For languages that are infrequently taught at the K-12 level, 

such as Arabic, this is particularly true. Living in the information age, learners of all ages are 

bombarded with media reports of events in the Middle East; yet how this information is 

interpreted and understood is directly affected by the extent to which the recipients have engaged 

in meaningful educational experiences that enable them to think critically. This project proposes 

PR/Award # P016A090005 e37
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to better equip teachers with the tools to assist their students in processing the information they 

receive, to raise awareness of the rich diversity of the region, and in so doing, to improve the 

likelihood that more students will engage in MENA language and area studies in college. The K12 outreach activities proposed – a Global Studies Summer Institute reaching 25-30 teachers, a 

Weekend Workshop on Francophone North Africa for French Teachers, and the development 

and dissemination of readily usable multimedia instructional materials – support this objective. 

Interdisciplinarity: The proposed activities are inherently interdisciplinary in an effort to 

both deepen learners’ understanding of the Middle East and North Africa region and attract more 

students with diverse disciplinary interests. For this project, interdisciplinarity is not only 

intellectually meaningful, it is also administratively sound. For example, new courses on 

Palestinian and Israeli Literature and Film and Health and Environment in the Middle 

East/North Africa and Dr. Amster’s Morocco study abroad program focusing on culture and 

history through architecture of the Islamic city will appeal to students in a variety of UWM 

majors, including Film, Film Studies, Comparative Literature, Jewish Studies, Hebrew Studies, 

Nursing, Health Sciences, Biological Sciences, Comparative Religious Studies, Urban Planning, 

History, Political Science, International Studies, Global Studies, and Women’s Studies – to name 

those with obvious intersections. Co-curricular programs are similarly interdisciplinary in focus 

and will help to draw broader audiences into the Arabic language and MENA studies programs. 

8. Need for and Prospective Results of the Proposed Program: The 2006 report of the Iraq 

Study Group noted that of the 1,000 Americans serving at the US embassy in Baghdad, just six 

were fluent in Arabic. The demand for qualified speakers by US government agencies has been a 

significant factor driving increased Arabic enrollments. Students pursuing these careers are 

highly motivated to continue their language acquisition to an advanced level of proficiency. 

PR/Award # P016A090005 e38
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There is, however, a potentially larger group of students whose needs the proposed activities 

would meet. US involvement in the Middle East and the growing presence of immigrants from 

the region have fueled wider interest. Students who don’t necessarily anticipate a career with the 

federal government are actively seeking Middle East-related information, including Arabic 

language instruction. To sustain their interest beyond the introductory level, it is critical for 

UWM to build a real-world context for language learning. By combining Arabic instruction with 

a wealth of co-curricular programs and study abroad options, the proposed activities provide 

students with the opportunity to engage with the region in a deeper and more holistic way. These 

broader experiences will encourage retention, promoting cultural as well as linguistic fluency. As 

the number of families from MENA countries continues to grow in the Chicago-MilwaukeeMadison corridor, these skills will be in increasing demand in fields like healthcare, public 

education, and local government. 

According to the Modern Language Association, 208 undergraduates were enrolled in Arabic 

classes at seven Wisconsin colleges and universities in 2006. Fifty students, nearly 25% of the 

state total, were at UWM. Since then, UWM’s Arabic language enrollments have almost 

doubled, reaching 98 students in fall 2008. While the 2006 MLA survey has not been updated, 

anecdotal evidence suggests that UWM is now training a larger proportion – possibly as much as 

one-half -- of all undergraduates studying Arabic in the state of Wisconsin. 

Reflective of UWM’s role as the UW System’s only urban institution, its Arabic students 

tend to come from more diverse backgrounds than is typical elsewhere in the state. Thirty-six 

percent of the current cohort self-identify as members of a racial or ethnic minority group. Given 

the university’s access mission and its multicultural context, the Arabic program represents a 

promising opportunity to bring more diversity into MENA-related disciplines. 

PR/Award # P016A090005 e39
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Dr. Ouali’s achievement in growing the program has been impressive, and has positioned 

UWM to set even higher goals for future development. Two important metrics will be student 

enrollments and retention rates, areas directly targeted by this grant proposal. The establishment 

of an Arabic minor will encourage more students to continue through to advanced levels by 

enabling them to earn a formal credential in recognition of their work. 

Likewise, the MENA studies certificate program has experienced dramatic growth over the 

past few years. The revision of the program curriculum undertaken by Drs. Seymour-Jorn and 

Amster combined with proactive recruitment efforts have led to a 400% enrollment increase. To 

maintain this momentum, it is essential for the university to respond with enhanced course 

offerings, co-curricular programs, and more accessible study abroad options. Taken together, 

these activities will open more pathways enabling more students to complete the MENA studies 

certificate while undergraduates or as post-baccalaureate returning students. 

Growth in interest and enrollment is clearly evident for both the Arabic and MENA studies 

programs at UWM. The funds requested in this proposal will leverage the broad expertise, 

experience, and professional capacity of core project faculty and staff, enabling them to further 

develop existing institutional connections between various program activities into a high-quality, 

integrated student experience. As UWM’s central information and coordination point for 

federally-funded scholarship programs in related areas (e.g. Boren Scholarships, Gilman 

International Scholarships, Fulbright programs), CIE will advise all students engaged in MENA 

and Arabic studies about post-graduation options to continue developing their language and area 

studies proficiency. Through CIE’s career forums, guest lectures and advising, students will gain 

meaningful insights into and be encouraged to consider careers in areas of national need. 

As an institution, UWM fosters a culture of collaboration. Nowhere is this more evident than 

PR/Award # P016A090005 e40
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in its interdisciplinary international programs. The funding requested in this proposal would be 

deployed in an environment likely to produce maximum long-term impact on international 

studies and foreign language at the university. It is a “shovel-ready” project to produce a 

pathway to cultural and linguistic proficiency. 

10. Competitive Program Priorities: This proposal addresses the competitive preference 

priority announced for the UISFL grant competition. As a public university serving the largest 

number of minority and non-traditional students of any campus in Wisconsin, UWM does not 

have a foreign language entrance requirement. Language requirements vary by school, but the 

College of Letters & Science (the largest unit at UWM and the school in which the Arabic and 

MENA Studies programs are housed) requires that all students complete a minimum of four 

semesters of foreign language coursework. Additionally, the College maintains a six-credit 

“international” course requirement, which many students complete by enrolling in further 

advanced language study. 

PR/Award # P016A090005 e41
Project Narrative

Other Narrative

Attachment 1:

Title: Pages: Uploaded File: 1237-Program Profile.pdf 

Attachment 2:

Title: Pages: Uploaded File: 1238-CV Appendix.pdf 

Attachment 3:

Title: Pages: Uploaded File: 1239-AMIDEAST Letter.apr09-1.pdf 

Attachment 4:

Title: Pages: Uploaded File: 1240-DPI Letter.pdf 

Attachment 5:

Title: Pages: Uploaded File: 1241-Course List Appendix.pdf

PR/Award # P016A090005 e59
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CORE FACULTY 

Caroline Seymour-Jorn (Principal Investigator), Assistant Professor* of Arabic and 

Comparative Literature and Co-Director, Middle Eastern and North African Studies 

Certificate Program 

Department of French, Italian and Comparative Literature 

Education

University of Chicago, Ph.D., 1995, Anthropology, Dissertation: “She has a Pen: The Social 

Discourse of Contemporary Female Fiction Writers in Cairo.” 

University of Chicago, MA, 1990, Anthropology, Thesis: “History and the Spirits: The Zaar Cult 

in Egypt and the Northern Sudan.” 

Ohio State University, BA, 1987, Arabic and Modern Greek 

Experience 

Positions 

2006-Present Assistant Professor of Comparative Literature, Department of French, Italian and 

Comparative Literature, University of Wisconsin-Milwaukee. 

2004 –2006 Assistant Professor of Arabic, Department of Foreign Languages and Linguistics, 

University of Wisconsin-Milwaukee. 

2002-2003 Adjunct Assistant Professor, Department of Foreign Languages and Linguistics, 

University of Wisconsin-Milwaukee. 

1995 - 2002 Adjunct Assistant Professor, Department of Anthropology, Lecturer, Department 

of Foreign Languages and Linguistics, University of Wisconsin-Milwaukee 

1994 - 1995 Starr Lecturer, Department of Anthropology, Lecturer, Gender Studies Program, 

Teaching Fellow, Social Sciences Core Program, University of Chicago 

2006 External Examiner, M.A. Program, Institute of Islamic Studies, McGill 

University, Canada. 

2005-2006 Associate Editor of the Association for Middle East Women’s Studies online 

newsletter. 

1994 Director of the Summer Intensive Arabic Program, University of Chicago 

1990 - 1991 Assistant to the Arabic Bibliographer, Regenstein Library, University of Chicago 

Publications 

Articles in peer-reviewed journals

• Teaching Arab Women’s Literature: Radwa Ashour’s Gharnata. Forthcoming in AlArabiyya: Journal of the American Association of Teachers of Arabic, 2007-2008 double 

edition. 

• Etidal Osman: Egyptian Women’s Writing and Creativity. In The Journal of Middle East 

Women’s Studies. Winter 2006, Vol. 2, No. 1. 

• A View from the Margin: Writer Ni’mat al-Bihiri on Gender Issues in Egypt. In Critique: 

Critical Middle Eastern Studies, Spring 2004, Vol. 13, No. 1. 

• Arabic Language Learning among Arab Immigrants in Milwaukee, Wisconsin: A Study of 

Attitudes and Motivations In The Journal of Muslim Minority Affairs. April 2004, Vol. 24, 

No. 1. 

• A New Language: Salwa Bakr on Depicting Egyptian Women's Worlds. In Critique: Critical 

Middle Eastern Studies, 11(2) Fall 2002. 

* expected to receive tenure fall 2009 

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Chapter in edited volume

• The Arab Apocalypse as a Critique of Global Imperialism in Etel Adnan: Critical Essays on 

the Arab-American Writer and Artist, Amal Amireh and Lisa Suhair Majaj (editors). 

Jefferson, NC: McFarland, 2002. 

Other published essays

• Ibtihal Salem: Writing Survival. Association of Middle East Women’s Studies online 

newsletter, posted November 13, 2007, www.amews.org/newsletter.html. 

• “Salwa Bakr”, “Hesna Makdashi”, “Abd al-Rahman Munif”, “Nawal al-Saadawi”, “Alifa 

Rifaat” entries for the Macmillan International Encyclopedia of the Modern Middle East, 2nd

edition. Detroit: Thomson/Gale Publishers. 2004. 

• Fiction Writers as Intellectuals: An Anthropological Approach to the Study of Women 

Writers in the Middle East published in the Occasional Papers series of the Center for 

International Studies at the University of Wisconsin-Milwaukee and Marquette University. 

(September 1996). 

Literary translation

• “Al-bahr laysa bi-ghaddar” [The Sea is not Treacherous]. A short story by Etidal Osman, 

translated from Arabic and published in Al-Jadid: A Review and Record of Arab Culture and 

Arts. Vol. 11, Nos. 50-51. Winter 2005. 

Presentations 

• November 2007, “Journeys into Memory and Experience: Ibtihal Salem’s A Small Box in 

the Heart”. 41st Annual Meeting of the Middle East Studies Association, Montreal, 

Canada. 

• April 2003, “Arabic Language-Learning in Milwaukee”. University of Utah Center for 

Middle East Studies Conference on the Muslim Diaspora, Salt Lake City, Utah. 

• April 2003, “A View from the Margin: Writer Ni’mat al-Bihiri on Gender Issues in 

Egypt”. The Twelfth Annual Critique Conference on Life and Politics in the Middle 

East, Hamline University, Saint Paul, MN. 

Research Projects 

2003-2007 Project on Arabic and identity in Milwaukee, WI. 

2001-2003 Project on the cultural significance of Arabic language learning in Milwaukee at 

the Salaam Arabic school and at the University of Wisconsin at Milwaukee. 

1993 - 2007 Continued research on the “1970s generation” of women writers in Cairo, Egypt. 

1991 - 1992 Ph.D. research, Egypt. The creative production and literary activities of women 

 fiction writers in Cairo, Egypt. 

1987 - 1988 Research on traditional faith healers and participants in the zaar ritual in Cairo, 

 Egypt. 

Languages

Modern Standard Arabic 

Egyptian Colloquial Arabic 

Modern Greek 

French (reading)

PR/Award # P016A090005 e1
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Anita Alkhas, Associate Professor 

Department of French, Italian, Comparative Literature 

Education 

Michigan State University, PhD, 1999, French Language and Literature 

Michigan State University, MA, 1992, French Literature 

University of Pennsylvania, BA, 1989, French with Minors in Spanish and Russian

Experience 

Positions 

2007-Present Associate Professor, Department of French, Italian and Comparative Literature, 

University of Wisconsin-Milwaukee 

2000-2006 Assistant Professor, Department of French, Italian and Comparative Literature, 

University of Wisconsin-Milwaukee 

1999-2000 Visiting Assistant Professor, Department of French, Italian and Comparative 

Literature, University of Wisconsin-Milwaukee 

1998-1999 Instructor, Department of French, Italian and Comparative Literature, University 

of Wisconsin-Milwaukee 

1996-1998 Visiting Lecturer and Course Coordinator, Department of French and Italian, 

Indiana University – Bloomington 

1991-1996 Graduate Teaching Assistant, Department of Romance and Classical Languages, 

Michigan State University 

1991-1999 Instructor of English as a Second Language for summer programs, English 

Language Center, Michigan State University 

1991 Instructor of English as a Second Language, School of Foreign Languages of the 

Moscow Association of Joint Ventures, Moscow, Russia 

Publications & Presentations 

• “World Language Assessment: Get in the Mode,” Wisconsin Public Television series, 

2008, editorial board member and interviewer. 

• “DVD for Dummies: Lessons in Technology from Le Dîner de cons” The French Review, 

May 2006, pp. 1252-1264. 

• “Updating How We Teach (French) Literary Movements” Academic Exchange Quarterly, 

Spring 2006, Vol. 1, Issue 10, pp. 147-150. 

• “Unabashed: Defending French Studies Without Defensiveness” AATF National 

Bulletin, Vol. 31, No. 3, January 2006, pp. 29-30. 

• “La Tolérance est une langue en soi,@ Fréquences francophones: Bulletin trimestriel de 

l'Association des professeurs de français en Bulgarie, January, 2005, pp. 8-10. 

• ABen Jelloun=s Bergère Berbère,@ Breaking Barriers Conference Proceedings. Ed. 

Michel Christophe. Princess Anne, MD: UMES, 1998, pp. 3-6. 

• WAFLT/Wisconsin Department of Public Instruction Summer Leadership Institute for 

World Languages, Madison, WI, August 2007 “The Joy of Planning (with the 

Standards),” (3-hour workshop with Jody Schneider) 

• UW-Parkside, Department of Foreign Languages, WI, May 2007, “Standards-Based 

Communicative Language Teaching,” (6-hour workshop for foreign language faculty) 

• American Council on the Teaching of Foreign Languages ACTFL, Nashville, TN, 

November 2006, “Sink or Swim: Planning an Immersion Weekend” 

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• American Association of Teachers of French Conference AATF, Milwaukee, WI, July 

2006, “Flash Forward: Putting Assessments in Focus First” (co-presenter of a 3-hour 

workshop) 

• Colorado Department of Public Instruction In-Service Workshop for Teachers, Denver, 

CO, January, 2001, “Le Maghreb: L’Islam, les femmes et la situation linguistique” 

(invited, 4-hour workshop with Mary Vogl and Mohammed Hirchi) 

• South Central Modern Language Association Conference, San Antonio, TX, November 

2000, AThe Rap and Raï Revolution: Teaching Francophone Culture through Music@

Languages 

French (near-native) 

Spanish (advanced) 

Russian (intermediate) 

Persian (heritage speaker) 

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Ellen J. Amster, Assistant Professor* of History and Co-Director, Middle Eastern and North 

African Studies Certificate Program 

Department of History 

Education 

University of Pennsylvania, PhD, 2003, History, Thesis: “Medicine and Sainthood: Islamic 

Science, French Colonialism and the Politics of Healing in Morocco, 1877-1935.” 

University of Chicago, BA, 1992, Political Science 

Arabic Language Institute of Fes (Morocco), Arabic Language Training, 1995, 2003-2005 

University of Pennsylvania, Arabic Language Training, 1994, 1996-1998 

Middlebury College, Arabic Language Training, 19996 

Experience 

Positions 

2007-2008 Visiting Faculty, Middle East Center, University of Chicago 

2003-Present Assistant Professor, Department of History, University of Wisconsin-Milwaukee 

2004-Present Co-coordinator, Middle East and North African Studies Program, University of 

Wisconsin-Milwaukee 

2002-2003 Program Coordinator, Middle East Health Group, University of Pennsylvania 

1999 Arabic-English Translator, ORBIS Ocular Surgery Mission in Fes, Morocco 

1997 Arabic-English Translator, Human Rights Asylum Cases in Philadelphia, PA 

Teaching Experience 

• “Modern Middle East History, 1500-1979,” Department of History, University of WisconsinMilwaukee 

• “A History of Islamic Civilization, 500-1258 A.D.,” Department of History, University of 

Wisconsin-Milwaukee 

• “Women in Islamic History,” Department of History, University of Wisconsin-Milwaukee 

• “Political Islam to Zionism: Middle East Intellectual History, 1789-1980,” Department of 

History, University of Wisconsin-Milwaukee 

• “Islam and History: Graduate Seminar in Research Methods,” Department of History, 

University of Wisconsin-Milwaukee 

Publications 

Books and Articles

• Forthcoming, Medicine and the Saints: Science, Islam and the Colonial Encounter in 

Morocco, 1877-1956, (Austin: University of Texas Press, 2011).

• 2009 “’The Harem Revealed’ and the Islamic-French Family: Aline de Lens and a 

Frenchwoman’s Orient in Lyautey’s Morocco,” French Historical Studies, Spring 2009 

(32:2). 

• 2006 “Saints and the Islamic City: Looking for Sacred Space in Fes, Morocco,” The Urban 

History Newsletter, October 2006, Number 36.

• 2004 “The Many Deaths of Dr. Emile Mauchamp: Medicine, Technology, and Popular 

Politics in Pre-Protectorate Morocco, 1877-1912,” International Journal of Middle East 

Studies, 36 (2004): 409-428. 

• 2001 “The Attacks Were a Bid for Power in the Arab World,” International Herald Tribune, 

September 18, 2001.

* expected to receive tenure fall 2010 

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• 1999 “Tarikh al-maghrib al-mu’asir fi al-arshiv al-amriki,” (“Modern MoroccanHistory in 

the archives of the United States”). Article in proceedings from Conference on Moroccan 

History, March 19-21, 1999 in Sefrou, Morocco. 

Book and Article Manuscripts in Progress

• Book manuscript, “Perfume of the Souls: The Kitab salwat al-anfas wa muhadathat al-akiyas 

bi-man uqbira min al-ulama wa al-sulaha bi Fas of Muhammad ibn Ja’far al-Kattani,” a 

translation to English from the original Arabic with a gazetteer of photographs documenting 

the shrines in Fes, Morocco. 

• Article, “Kabbalists, Sufis and Solomon’s Magic Ring: Magic as a History of Judeo-Islamic 

Exchange in Morocco and Islamic Spain 

• Article, “Ottoman and Mediterranean Medicine of the Sixteenth Century: A Translation of 

Dawwud al-Antaki’s physiology chapters from the Tadhkirat ala al-albab wa al-jamia’ alajab.” 

• Article, “Moroccan Midwifery: The ‘Epistle in the Sciences of Women and That Which 

Prevents Them From Conception’ 

• Article, “The Syphilitic Arab? French and Islamic Conceptions of Civilization in Syphilis 

Etiology, Prostitution and Physiology”

Presentations 

• 11/18/08 “Saints in the Islamic City: Traditional Healing as History, Sacred Geography, and 

Sovereignty in Morocco,” Invited lecture, Institute for Research in the Humanities, University 

of Wisconsin-Madison, Madison, WI. 

• 11/06/08 “Islam 101,” Invited lecture, Union for Reform Judaism Great Lakes Region, 

Biennial Convention, November 6-9, Milwaukee, WI. 

• 6/15/08 “Harem Medicine and the Sleeping Child: Moroccan Midwives, French Doctors and 

Medical Authority in French Protectorate Morocco, 1912-1935,” Berkshire Women’s History 

Conference, June 12-15, Minneapolis, MN. 

• 11/20/07 “Saints in the Islamic City: Geographies of the Sacred in Fes, Morocco, 1500-

1880,” Middle East Studies Association Meeting, November 17-20, Montreal, Canada. 

• 6/24/07 “Saints, Sultans and Saffron: The History and Culture of North African Jews,” 

Keynote address, annual meeting of Wisconsin Society for Jewish Learning, Milwaukee, WI. 

• 2/16/07 “A History of Radical Islam and Politics,” Invited presentation to STAC, AntiTerrorism Task Force of SE Wisconsin (FBI, Police, Fire). 

• 6/30/06 “Magic of the Moors: Judeo-Islamic Exchange and Medical Practice in Morocco,” 

Society for the Social History of Medicine Conference, June 28-July 1, 2006, in Warwick, 

Great Britain. 

• 4/30/05, “The Moor’s Magic: Science, Religion and Judeo-Islamic Exchange in Morocco,” 

International Conference on Islam, April 30, 2005 in Madison, WI. 

• 4/2/05, “The Mahdi (Messiah) in the Islamic Historical Tradition,” Invited Lecture, 

Conference on the Messiah, University of Wisconsin-Milwaukee. 

Languages 

Modern Standard Arabic (MSA) 

Moroccan dialectical Arabic 

French 

German

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Hamid Ouali, Assistant Professor and Director, Arabic Language Program 

Department of Foreign Languages & Linguistics 

Education 

University of Michigan -Ann Arbor Ph.D., 2006, Linguistics 

University of Tromsø (Norway), MPhil, 1999, Linguistics 

Ibn Tofail University (Morocco), BA, 1995, English language and literature 

Experience 

2006-Present Assistant Professor of Arabic and Linguistics. Department of Foreign 

Languages and Linguistics, University of Wisconsin – Milwaukee 

2006-Present Coordinator of the Arabic program, University of Wisconsin-Milwaukee 

Summer 2007 Director of Fulbright-Hays Group Project-Morocco 

2002-2005 Graduate Student Instructor (GSI)/Teaching Assistant, Linguistics, Department, 

University of Michigan 

Fall 2002 Lecturer, English department, Eastern Michigan University 

Publications 

Books

• Formulaic Language Volume 1: Structure, Distribution and Historical Change, with Roberta 

Corrigan, Edith Moravcsik, and Kathleen Wheatley. John Benjamins. 

• Formulaic Language Volume 2: Acquisition, Loss, Psychological Reality and Functional 

Explanations, with Roberta Corrigan, Edith Moravcsik, and Kathleen Wheatley. John 

Benjamins. 

Book Chapters

• 2008, ‘On C-to-T Phi-Feature Transfer: the nature of Agreement and Anti-Agreement in 

Berber’. Agreement Restrictions, edited by Roberta D'Alessandro,Gunnar Hrafn 

Hrafnbjargarson and Susann Fischer, pp. 159-180. Mouton de Gruyter. 

Articles

• Negative Expressions in Moroccan Arabic and Standard Arabic: NPI’s or NCI’s? 

Perspectives on Arabic Linguistics. John Benjamins. 

• ‘Computation Efficiency and Feature Inheritance in Crash Proof Syntax’. 

• 2007. ‘The Syntax of Complex Tense in Moroccan Arabic’ with Catherine Fortin. In: 

Perspectives on Arabic Linguistics XIV, Elabbas Benmamoun ed, pp. 175-190. John 

Benjamins Publishers. 

• 2006. ‘Agreement Suppression Effects and Unification via Agree’. Proceedings of the West 

Coast Conference on Formal Linguistics 25 (WCCFL 25). Cascadilla Press.

• 2005. ‘Negation and negative polarity items in Berber’. In Marc Ettlinger, Nicholas Fleisher, 

and Mischa Park-Doob (eds.), Proceedings of the Thirtieth Annual Meeting of the Berkeley 

Linguistics Society, pp. 330-340. Berkeley, CA: Berkeley Linguistics Society. 

• 2005. ‘Complex tenses, Agreement and Wh-Extraction’. With Acrisio Pires. In R. T. Cover 

and Y. Kim (eds.), Proceedings of the 31st Annual Meeting of the Berkeley Linguistics 

Society, pp. 249-260. Berkeley, CA: Berkeley Linguistics Society. 

• 2003 ‘Sentential Negation in Berber: A Comparative Study’ in Linguistic Description: 

Typology and representation of African languages. In John Mugany (ed.)Trends in African 

linguistics Vol. 8, pp. 243-256. Africa World Press, Trenton, New Jersey.

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Presentations 

• 2009 ‘MSA or Dialects? Arguments for instruction in both’ University of Maryland at 

College Park, February 12th, 2009. 

• 2007 ‘On Feature Inheritance: The Nature of Agreement and Anti-Agreement’ 

Cambridge University, January 16th, 2007. Cambridge, England. 

• 2006 ‘The syntax of Tense in Arabic’, Department of Foreign Languages and 

Linguistics, University of Wisconsin-Milwaukee 

• April 2006.‘Agreement Suppression Effects and Unification via Agree’ presented at the 

Graduate Linguists at Michigan Colloquia series. 

• March 2006. ‘Syllabification in Berber and Moroccan Arabic’. Oakland University, 

February 21st, 2006. 

Languages 

Arabic: Native 

Tamazight Berber: Native 

French: near native/fluent 

English: near native/fluent 

Norwegian: intermediate 

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ADVISORY COMMITTEE MEMBERS 

Mesut Akdere, Assistant Professor 

School of Education 

Education 

University of Minnesota –Twin Cities, Ph.D., 2005, Human Resource Development 

University of Minnesota –Twin Cities, Graduate Certificate, 2003, Preparing Future Faculty 

Ferris State University (Michigan), M.S., 2000, Human Resource Development 

Istanbul University (Turkey), BA, 1996, English Language and Literature 

Experience 

Positions 

2005-Present Assistant Professor, Human Resource Development, School of Education, 

University of Wisconsin-Milwaukee 

2005-Present Program Reviewer, The Higher Learning Commission, North Central 

Association of College 

2004-2005 Instructor, Human Resource Development, College of Education & Human 

Development, University of Minnesota University of Minnesota 

2003-2005 Teaching Assistant, Human Resources and Industrial Relations, Carlson School 

of Management, University of Minnesota

Teaching Experience 

• “International Experience in Human Resource Development,” School of Education, 

University of Wisconsin-Milwaukee 

• “Leadership in Multicultural Organizations,” School of Education, University of WisconsinMilwaukee 

• “Organizational Change and Team Leadership,” School of Education, University of 

Wisconsin-Milwaukee 

• “Seminar: Fieldwork in Schools, Agencies, and Institutions,” School of Education, University 

of Wisconsin-Milwaukee 

• “Systems of Conflict and Dispute Resolution,” Carlson School of Management, University 

of Minnesota 

Publications 

Journal Articles

• Akdere, M. (In Print). A multi-level examination of quality-focused human resource practices 

and firm performance: Evidence from the healthcare industry. The International Journal of

Human Resource Management.

• Azevedo, R. E., & Akdere, M. (In Print). A comparative analysis of training expenditures in 

the U.S.: Implications for training and development. International Journal of Technology 

Management.

• Azevedo, R. E., & Akdere, M. (2008). The economics of utility, agency theory, and human 

resource development. Advances in Developing Human Resources, 10(6), 817-833. 

• Altman, B. A., & Akdere, M. (2008). Towards a theoretical model of performance inhibiting 

workplace dynamics. Human Resource Development Review, 7(4), 408-423. 

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• Akdere, M., & Roberts, P. (2008). Economics of social capital: Implications for organizational 

performance. Advances in Developing Human Resources, 10(6), 802-816.

• Azevedo, R. E., Akdere, M., & Daley, B. J. (2008). Healthcare training expenditures in the 

US between 1982 and 1997: What do they mean for today’s organisations? International Journal 

of Healthcare Technology and Management, 9(2), 198-209. 

• Akdere, M. (2007). A multi-level examination of leadership practices in quality management: 

Implications for organizational performance in healthcare. International Journal of Learning 

and Change, 2(3), 325-341. 

• Akdere, M., & Schmidt, S. W. (2007). Measuring the effects of employee orientation training 

on employee perceptions of organizational culture: Implications for organization 

development. The Business Review, Cambridge, 8(1), 234-239.

• Foster, R. D., & Akdere, M. (2007). Effective organizational vision: Implications for human 

resource development. Journal of European Industrial Training, 31(2), 100-111. (Emerald 

Literati Network, Highly Commended Award) 

• Akdere, M., & Schmidt, S. W. (2007). Measuring the effects of employee orientation training 

on employee perceptions of organizational learning: Implications for training & development. 

The Business Review, Cambridge, 8(1), 172-177.

• Akdere, M. (2007). Identifying graduate students’ perspectives on research competency 

building: Implications for higher education administration and academia. Pravartak, The 

Journal of Insurance and Management, 2(2), 171-177. 

• Akdere, M., & Schmidt, S. W. (2007). Measuring the effects of employee orientation training 

on employee perceptions of quality management: Implications for human resources. The 

Business Review, Cambridge, 7(2), 336-341.

• Schmidt, S. W., & Akdere, M. (2007). Measuring the effects of employee orientation training 

on employee perceptions of vision and leadership: Implications for human resources. The 

Business Review, Cambridge, 7(1), 322-327.

• Akdere, M. (2006). Improving quality of work-life: Implications for human resources. The 

Business Review, Cambridge, 6(1), 173-177.

• Akdere, M., & Azevedo, R. (2006). Agency theory implications for efficient contracts in 

organization development. Organization Development Journal, 24(2), 43-54.

• Akdere, M. (2006). Quality management through human resources: An integrated approach 

to performance improvement. The Business Review, Cambridge, 5(2), 233-238. 

• Akdere, M., & Yilmaz, T. (2006). Team performance based compensation plans: 

Implications for human resources and quality improvement from agency theory perspective. 

International Journal of Human Resource Development and Management, 6(1), 77-91. 

• Akdere, M., Russ-Eft, D., & Eft, N. (2006). The Islamic worldview of adult learning 

in the workplace: Surrendering to God. Advances in Human Resource Development, 

8(3), 355-363. 

Books and Chapters

• Akdere, M., & Azevedo, R. E. (2008). A comparative analysis of training expenditures in the 

US: A knowledge management perspective. In Bilgi, Ekonomi, ve Yonetim (I. G. Yumusak 

ed.), pp. 727-737. Knowledge Society Publishing. 

• Akdere, M. (2008). Gender in the workplace: Improving quality of work-life through human 

resources. In Kadin Calisma ve Toplum (Fatma Fidan and Tuncay Yilmaz, eds.). pp-99-108. 

Sakarya, Turkey: Sakarya Yayincilik.

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Anne E. Banda, Director, Center for Cultural Diversity and Global Health 

College of Nursing 

Education 

University of Michigan, Post Graduate, 2009, Public Health 

University of Wisconsin-Milwaukee, PhD, 2006, Urban Studies 

University of Michigan, Post Graduate, 2002, Political and Social Research. 

University of Wisconsin-Milwaukee, MLIS, 1992, Library and Information Science. 

University of Wisconsin-Milwaukee, MA, 1992, English. 

University of Wisconsin-Madison, BA, 1987, Comparative Literature. 

Experience 

2005-Present Director, Center for Cultural Diversity and Global Health, College of Nursing, 

University of Wisconsin-Milwaukee. 

2000-04 Director, Academic and Outreach Programs, Center for International Education, 

University of Wisconsin-Milwaukee. 

2000-04 Instructor, International Studies, University of Wisconsin-Milwaukee. 

1998-99 Senior Administrative Program Specialist, School of Nursing, University of 

Wisconsin-Milwaukee. 

1993-98 Assistant Director, Center for International Studies, University of WisconsinMilwaukee. 

Publications, Presentations & Other Projects. 

Banda, A.E. (2009). Public library development in Milwaukee and Montreal. VDM/Verlag. 

Germany. 

Anderko, L.A. & Banda, A.E. (2008). Climate change and human health: Global policy 

perspectives.” Paper presentation, Climate Change and Sustainable Development. 

Milwaukee. April. 

Banda, A.E. (2006). “Sustainable Cycling: A Comparative Analysis of Transportation Policies 

and Outcomes.” Poster presentation, EcoHealth ONE conference. Madison, WI. May. 

Banda, A.E. (2005). “A Tale of Two Cities: Public Library Development in Montreal and 

Milwaukee,” Paper presentation, Third International Conference of the Book. Oxford, UK. 

September. 

Banda, A.E. (2004). “Constructing an Urban Cultural Institution: The New bibliothèque national 

du Québec á Montréal”. Paper presentation, Hegemony and its Discontents: Power, 

Ideology and Knowledge in the Study and Practice of International Relations International 

Studies Association conference. Montreal. March. 

Tessler, M., Nachtwey, J., & Banda, A. (2001). The area studies controversy. In P. O’Meara, 

H.D. Mehlinger, & R.M. Newman (Eds.), Changing perspectives on international 

education. Bloomington: Indiana University Press. 

Tessler, M., Nachtwey, J., & Banda, A. (Eds). (1999). Area studies and social science: Strategies 

for understanding Middle East politics. Bloomington: Indiana University Press. 

Tessler, M., Nachtwey, J., & Banda, A. (1999). Introduction: The area studies controversy. In M. 

Tessler, J. Nachtwey, & A. Banda (Eds), Area studies and social science: Strategies for 

understanding middle east politics. Bloomington: Indiana University Press. 

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Rachel N. Baum, Lecturer in Jewish Studies and Coordinator, Hebrew Studies Program 

Department of Foreign Languages & Linguistics 

Education 

University of Wisconsin-Milwaukee, Ph.D., 1997, English, Modern Studies, Dissertation: Ethics 

in the Face of Auschwitz: The Emotional and Pedagogical Responsibility of Holocaust 

Remembrance. 

University of Wisconsin-Milwaukee, MA, 1992, Modern Studies 

Brown University (Rhode Island), BA, 1990, Semiotics 

Experience 

Positions 

2007-Present Coordinator, Jewish Studies major, University of Wisconsin-Milwaukee 

2007-Present Senior Lecturer, Jewish Studies & Foreign Languages & Linguistics (Hebrew 

Studies), University of Wisconsin-Milwaukee 

2005-Present Coordinator, Hebrew Studies Program, University of Wisconsin-Milwaukee 

2005-Present Senior Lecturer, Department of Foreign Languages and Linguistics 

(Hebrew Studies), University of Wisconsin-Milwaukee 

2000-2005 Lecturer, Department of Foreign Languages and Linguistics (Hebrew 

Studies), University of Wisconsin-Milwaukee 

2000-2002 Lecturer, Department of English, University of Wisconsin-Milwaukee 

1999-2000 Director, Edison Initiative, College of Letters & Science, University of 

Wisconsin-Milwaukee 

1997-1999 Assistant to the Director, Edison Initiative, College of Letters & Science, 

University of Wisconsin-Milwaukee 

Teaching Experience 

• “Topic: Jewish-American Literature from the Holocaust to the 21st Century,” Department of 

English, University of Wisconsin-Milwaukee 

• “ Jewish Culture in America: History, Literature, Film,” Jewish Studies, University of 

Wisconsin-Milwaukee 

• “ Good & Evil in Judaism, Christianity, Islam,” Hebrew Studies, University of WisconsinMilwaukee 

• “ Representing the Holocaust in Words & Images,” Hebrew Studies, University of 

Wisconsin-Milwaukee 

• “ Jewish & Christian Responses to the Holocaust,” Hebrew Studies, University of WisconsinMilwaukee 

• “Jewish Identity in Contemporary America,” Hebrew Studies, University of WisconsinMilwaukee 

• “Seminar in Modern Jewish Thought,” Jewish Studies, University of Wisconsin-Milwaukee 

• “Freshman Seminar: Looking for God,” Hebrew Studies, University of WisconsinMilwaukee 

• “Freshman Seminar: The Devil Made Me Do It: Evil, Human Nature, and Moral Choice,” 

Department of English, University of Wisconsin-Milwaukee 

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Publications 

• “Loving the Stranger: Intimacy between Jews and Non-Jews” in Embracing the Stranger: A 

Jewish, Christian, Muslim Trialogue. Ed. John K. Roth and Leonard Grob. University of 

Washington Press, 2009. Forthcoming. 

• “After the Peace: The Moral Responsibility of Survival” in Anguished Hope: Holocaust 

Scholars Confront the Palestinian-Israeli Conflict. Ed. John K Roth and Leonard Grob. 

Eerdmans Publishing, 2008. 221 – 234. 

• “The Post-Holocaust Jewish Heart” in After-Words: Post-Holocaust Struggles 

with Forgiveness, Reconciliation, Justice. Ed. John K Roth and David Patterson. University 

of Washington Press, 2004. 224 – 248. 

• “Carl Friedman,” “Nightfather,” “The Shovel and the Loom.” Reference Guide to Holocaust 

Literature. Ed. Thomas Riggs. St James, 2002. 97-98, 527-528, 575-576. 

• “Never to Forget: Pedagogical Memory and Second-Generation Witness” in Between Hope 

and Despair: Pedagogy and the Remembrance of Historical Trauma. Ed Roger Simon et al. 

Lanham: Rowman and Littlefield, 2000. 91-115. 

• “’What I Learned to Feel’: The Pedagogical Emotions of Holocaust Education.” College 

Literature 23.3 (Oct. 1996): 42-55. 

Presentations: 

• Stephen Weinstein Holocaust Symposium (was Pastora Goldner Holocaust Symposium). 

Wroxton College, England. (This is an international, interdisciplinary biennial meeting of 

thirty-six Holocaust scholars.) 1996-present. Founding member and member of advisory 

committee. 

• “Embracing the Stranger: A Jewish, Christian, Muslim Trialogue.” Invited guest of United 

States Holocaust Memorial Museum’s Center for Advanced Holocaust Studies. Working 

group for book project of same title; presentation to USHMM staff. October 28 – 31, 2007. 

• 37th Annual Scholars’ Conference on the Holocaust and the Churches. “After the Peace: The 

Moral Responsibility of Survival.” (Panel on Holocaust Scholars Confront the PalestinianIsraeli Conflict). Cleveland, OH. March 11-13, 2007. 

• Center for Jewish Studies, UWM. Lunch & Learn. “Emotions and Ethics after the 

Holocaust.” February 23, 2007. 

• Lessons & Legacies IX Conference. “Historicizing the Emotions of Holocaust Study.” 

Claremont McKenna College. Nov 2 – 5, 2006. 

• Lessons & Legacies IX Conference. Workshop: “Where Was God? Religious Challenges in 

the Holocaust Classroom” (with John K. Roth). Claremont McKenna College. Nov 2 – 5, 

2006. 

• “Religion and Spirituality in the Classroom.” Difficult Dialogues Faculty Workshop (with 

Mary Louise Buley-Meissner). University of Wisconsin-Milwaukee. August 22 – 23, 2006. 

• Hillel Summit on the University and the Jewish Community. May 21-23, 2006. Washington, 

D.C. Summit Scholar. 

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Shale A. Horowitz, Professor 

Department of Political Science 

Education 

University of California –Los Angeles, Ph.D., 1996, Political Science 

University of California –Los Angelese, MA, 1991, Economics 

University of California –Berkeley, BA, 1986 

Experience 

Positions 

2003-Present Associate Professor, Department of Political Science, University of WisconsinMilwaukee 

1997-2003 Assistant Professor, Department of Political Science, University of WisconsinMilwaukee 

1996-1997 Visiting Assistant Professor, Central European Univerity (Hungary) 

Teaching Experience 

“International Relations,” Department of Political Science, University of Wisconsin-Milwaukee 

“Nationalism and Ethnic Conflict,” Department of Political Science, University of WisconsinMilwaukee 

“International Political Economy,” Department of Political Science, University of WisconsinMilwaukee 

“International Organizations,” Department of Political Science, University of WisconsinMilwaukee 

Publications 

Books and Edited Volumes

• Horowitz, Shale and Albrecht Schnabel, editors. 2004. Human Rights and Societies in 

Transition: Causes, Consequences, Responses. New York: United Nations University Press. 

Indian edition published in 2005 by Bookwell (Delhi). 

• Horowitz, Shale and Uk Heo, editors. 2001. The Political Economy of International Financial 

Crisis: Interest Groups, Ideologies, and Institutions. Lanham, MD: Rowman and Littlefield. 

East Asia and Oceania edition co-published in 2001 by Institute of Southeast Asian Studies 

(Singapore). 

Journal Articles

• Horowitz, Shale and Deepti Sharma. 2008. “Democracies Fighting Ethnic Insurgencies: 

Evidence from India.” Studies in Conflict and Terrorism 31, 8 (August), 749-73. 

• Horowitz, Shale. 2008. “Mapping Pathways of Ethnic Conflict Onset: Preferences and 

Enabling Conditions.” Ethnopolitics 7, 2-3 (June-September), 307-20. 

• Horowitz, Shale. 2008. “Refining Research on Ethno-Territorial War Onset: A Reply to van 

Houten, Mabry, James and Kaufman.” Ethnopolitics 7, 2-3 (June-September), 337-40. 

• Horowitz, Shale. 2007. “Islam and Ethnic Conflict: Hypotheses and Post-Communist 

Illustrations.” Nationalities Papers 35, 5 (November), 913-32. 

• Horowitz, Shale. 2006. “Democracy for Peace, or Peace for Democracy? The PostCommunist Experience.” Journal of Peace Research 43, 1 (January), 91-7. 

• Horowitz, Shale. 2004. “Restarting Globalization after World War II: Structure, Coalitions, 

and the Cold War.” Comparative Political Studies 37, 2 (March), 127-51. Reprinted in 

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Michael Cox, ed., 2007. Twentieth Century International Relations. Thousand Oaks, CA: 

Sage. Also reprinted in Paul James, ed., 2007. Globalization and Economy. Thousand Oaks, 

CA: Sage. 

• Horowitz, Shale. 2001. “The Balance of Power: Formal Perfection and Practical Flaws.” 

Journal of Peace Research 38, 6 (November), 705-22. 

• Horowitz, Shale and Dana Evan Kaplan. 2001. “The Jewish Exodus from the New South 

Africa.” International Migration 39, 3, 3-32. 

• Book Chapters 

• Horowitz, Shale and Buddhika Jayamaha. 2007. “Sri Lanka: The Sinhalese-Tamil Ethnic 

Conflict.” In Karl DeRouen and Uk Heo, eds., Civil Wars of the World, 715-34. Santa 

Barbara, CA: ABC-CLIO. 

• Horowitz, Shale and Albrecht Schnabel. 2004. “Human Rights and Societies in Transition: 

International Context and Sources of Variation.” In Shale Horowitz and Albrecht Schnabel, 

eds., Human Rights and Societies in Transition: Causes, Consequences, Responses, 3-25. 

New York: United Nations University Press. 

• Schnabel, Albrecht and Shale Horowitz. 2004. “The Global View: National and Regional 

Variations and Policy Recommendations.” In Shale Horowitz and Albrecht Schnabel, eds., 

Human Rights and Societies in Transition: Causes, Consequences, Responses, 415-29. New 

York: United Nations University Press. 

Presentations 

• Association for the Study of Nationalities Annual Meeting, 2007, New York, NY: “Islam and 

Ethnic Conflict: Hypotheses and Post-Communist Illustrations.” 

• Global International Studies Conference, 2005, Istanbul, Turkey: “Political Alternation as a 

Restraint on Corruption: Evidence from Transition Countries” (with Karla Hoff and Branko 

Milanović). 

• University of Wisconsin-Milwaukee, Center for Jewish Studies, March 30, 2007: Talk on 

“The Arab-Israeli Conflict: Back to the Future?” 

• Baylor University, Centers for Asian and Slavic Studies, March 29, 2006: Talk on 

“Religion, National Identity, and Human Rights: Direct and Indirect Effects.” 

• University of Wisconsin-Milwaukee, Center for Jewish Studies, October 15, 2004: Talk on 

“The War on Terrorism and the Arab-Israeli Conflict.” 

• World Bank, Macroeconomics and Growth Seminar, July 21, 2004: Talk on “Equilibrium 

Political Alternation as a Deterrent to Investing in Influence: Evidence from Transition 

Countries” (with Karla Hoff and Branko Milanović). 

• University of Wisconsin-Milwaukee, Institute of World Affairs, October 22, 2002: Speaker 

in Forum on “International Security Issues: Unilateral vs. Multilateral Approaches.” 

• University of Wisconsin-Milwaukee, Institute of World Affairs, September 11, 2002: 

Speaker in Forum on “9/11 Revisited: The World in the Wake of Terror.” 

• University of Wisconsin-Milwaukee, Institute of World Affairs, September 21, 2001: 

Speaker in Forum on “America Attacked.” 

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Ahmed A. Kraima, Reference Librarian 

UWM Libraries 

Education 

University of Wisconsin-Milwaukee, Post Graduate work in Education, Sociology, and Library 

Science 

University of Wisconsin-Milwaukee, MLIS, Library and Information Science 

University of Wisconsin-Milwaukee, BA, Linguistics 

Experience 

1996-Present Reference Librarian/Outreach Coordinator, University of Wisconsin-Milwaukee 

2008-Present Interim Multicultural Services Librarian, University of Wisconsin-Milwaukee 

2005-2006 Arabic Lecturer (Adjunct), Department of Foreign Languages and LinguisticsUniversity of Wisconsin-Milwaukee 

2002 Arabic Language Instructor, School of Continuing Education- University of 

Wisconsin-Milwaukee 

1997-1999 Arabic Language Instructor, School of Continuing Education- University of 

Wisconsin-Milwaukee 

1995-1999 Arabic Lecturer (Adjunct), Department of Foreign Languages and LinguisticsUniversity of Wisconsin-Milwaukee 

1996-1998 International Studies Bibliographer, University of Wisconsin-Milwaukee 

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Anna Mansson McGinty, Assistant Professor 

Department of Geography / Center for Women’s Studies 

Education 

Lund University (Sweden), Ph.D., 2002 

Lund University (Sweden), MA, 1996 

Lund University (Sweden), BA, 1994 

Experience 

Positions 

2006-Present Assistant Professor of Geography and Women’s Studies, University of 

Wisconsin-Milwaukee 

Teaching Experience 

• “Geography of Islam,” Department of Geography, University of Wisconsin –Milwaukee 

• “Gendered Geographies,” Department of Geography, University of Wisconsin –Milwaukee 

• “Gender and Spirituality: Women and Gender in Islam,” Department of Women’s Studies, 

University of Wisconsin –Milwaukee 

• “Global Feminisms,” Department of Women’s Studies, University of Wisconsin –Milwaukee 

• “Advanced Social Science Seminar in Women’s Studies: Gender and Culture,” Department 

of Women’s Studies, University of Wisconsin –Milwaukee 

• “Gender and Culture,” Department of Women’s Studies, University of Wisconsin –

Milwaukee 

• “Muslim Women in the West: Representations, Gender, and Identity,” Department of 

Women’s Studies, University of Wisconsin –Milwaukee 

• “Introduction to Cultural Anthropology,” Department of Anthropology, University of 

Wisconsin-Milwaukee 

• “Culture Encounters and Cultural Pattern,” Department of Ethnic Studies, Lund University 

• “Immigration and Culture Encounters,” Department of Ethnic Studies, Lund University 

Publications 

Books

• 2006 Becoming Muslim: Western Women’s Conversions to Islam. New York: Palgrave 

Macmillan. (Paperback edition 2009) 

Journal articles

• 2007 Formation of alternative femininities through Islam: Feminist approaches among 

Muslim converts in Sweden. Women’s Studies International Forum, Vol. 30/6, pp 474-485. 

• 2003 Muslim efter noggrant val. Invandrare och Minoriteter nr 1. 

• 1997 Att vara svensk och muslim: Reflektioner kring svenska kvinnors konversion till islam. 

Kulturella Perspektiv 1997:4. 

Articles in progress

• Breaking down “otherness” in the classroom. Teaching about Islam as a non-Muslim in a 

secular context. (To be submitted to Professional Geographer) 

• Combating Islamophobia by Empowering Women. The political activism of a Muslim 

Women’s Organization. (To be submitted to Gender, Place and Culture. A Journal of 

Feminist Geography). 

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• The Hijab. A Gendered Space and Alternative Versions of Femininity among Young Muslim 

Women. 

Presentations 

• 2008 Breaking down “otherness” in the classroom. Paper presented (by the session organizer) 

at AAG, April 16 

• 2007 Globalizing Islamic feminism and the formation of new gendered selves. Paper for 

American Anthropological Association (AAA), Washington D.C., November 28 

• 2007 Orientalism then and now. Visual Representations of Muslim Women. Introduction 

Talk, Combating Islamophobia: A Seminar on the Role of the Media. The Islamic Society of 

Milwaukee, October 20. 

• 2007 Everyday implementations of Islamic feminism. Feminist Approaches among Muslim 

Converts in Sweden. . Paper for National Women’s Studies Association Conference 

(NWSA), St. Charles, IL, July 1. 

• 2007 Islamic Feminism – Gender Equality and Empowerment of Women, Broad Vocabulary, 

June 14, 2007. 

• 2007 Formation of Alternative Femininities through Islam: Feminist Approaches among 

Muslim Converts in Sweden. San Francisco, Association of American Geographers (AAG), 

April 20. 

• 2007 Becoming Muslim. Western Women’s Conversions to Islam. Panel – Meet the SPA 

Book Series Authors. Society for Psychological Anthropology Biennial Meeting (SPA), Los 

Angeles, March 10. 

• 2005 Becoming Muslim. Feminist views and gendered identity in Islam. Presentation and 

reading at the Feminist Theory Research Workshop, UWM. March 16. 

• 2004 Western Women’s Conversion to Islam: Crossing “Borders” and Negotiating New 

Identities and Versions of Femininity. Paper for National Women’s Studies Association 

Conference (NWSA), Milwaukee, WI, June 19.

• 2003 Becoming Muslim. Western Women’s Conversion to Islam. Colloquium at the 

Department of Cultural Anthropology, UWM, February 21. 

• 2001 The Transformation and Shifting of Self: Meanings of Conversion to Islam. Society for 

Psychological Anthropology Biennial Meeting, Decatur, GA., October19. 

Fieldwork 

• Current research project, Gender Identity and Activism among Muslim Women in the 

Midwest. Fieldwork (in-depth interviews and participant observations) on Muslim Women’s 

Organizations in the Midwest. The study focuses on the identity formation and construction 

of gender identity of American Muslim women and their activism in and through 

organizations to contribute to social and political change. 

• Between the fall of 1997 and spring 2000, I did in-depth ethnographic interviews in Sweden 

and in the U.S. with female Muslim converts. Fieldwork on identity-making, change and 

continuity, cognitive models and transcultural encounters with family, friends, and others. 

Languages 

Swedish (native speaker) 

English (speaking, reading, writing) 

German (some speaking, reading and writing ability) 

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Ghada Adel Masri, Visiting Assistant Professor of Global Studies 

Center for International Education 

Education 

University of California -Davis, Ph.D., 2007, Geography, Dissertation: Wounds in the City, Scars 

in the Nation: Making sense of Identity, Modernity, and Reconstructed Urban Space in PostCivil War Beirut. 

University of California -Davis, MA, 1997, Cultural Anthropology –Women’s and Gender 

Studies 

University of California -Irvine, BA, 1994, Cultural Anthropology 

Experience 

Positions 

2008-Present Visiting Assistant Professor, Global Studies, University of Wisconsin-Milwaukee 

2008 Instructor, Department of Landscape Architecture, University of California -Davis 

2008 Visiting Instructor, Department of Women’s & Gender Studies, Sonoma State 

University 

2007-2008 Visiting Professor, Department of Geography & Global Studies, Sonoma State 

University 

2007 Instructor, Department of African & African American Studies, University of 

California –Davis 

2002-2006 Instructor, Department of Women’s Studies, California State University 

1997 Instructor, Department of Anthropology, University of California –Davis 

Teaching Experience 

• “Introduction to Global Studies: People and Politics,” Global Studies, University of 

Wisconsin-Milwaukee 

• “Globalization & Technology,” Global Studies, University of Wisconsin-Milwaukee 

• “Globalization & Gender,” Global Studies, University of Wisconsin-Milwaukee 

• “Global Food Crisis,” Global Studies, University of Wisconsin-Milwaukee 

• “Globalization, Militarism & Warfare,” Global Studies, University of Wisconsin-Milwaukee 

• “Place, Culture, and Community,” Department of Landscape Architecture, University of 

California –Davis 

• “Gender and Globalization,” Department of Women’s & Gender Studies, Sonoma State 

University 

• “World Regional Geography,” Department of Geography & Global Studies, Sonoma State 

University 

• “Cultural Geography,” Department of Geography & Global Studies, Sonoma State University 

• “Geography of the Middle East & North Africa,” Department of Geography & Global 

Studies, Sonoma State University 

• “Islam in Africa & the Americas,” Department of African & African American Studies, 

University of California –Davis 

• “Transnational Feminisms,” Department of Women’s Studies, California State University 

• “Women in the Middle East,” Department of Women’s Studies, California State University 

• “Women and Work,” Department of Women’s Studies, California State University 

• “Peoples and Cultures of the Middle East,” Department of Anthropology, University of 

California –Davis 

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Publications 

• Peace Building through Urban Redevelopment? Beirut Case Study. Digest of Middle East 

Studies (DOMES). University of Wisconsin-Milwaukee. Forthcoming

• “She did what?”Gossip, Reputation, and the Spatial Regulation of Women in Contemporary 

Beirut. Gender, Place, & Culture. Routledge. Forthcoming

• Bodies of Tourism: Notes on Sex Tourism in Beirut. Global-e. Forthcoming 

• Resurrecting Phoenicia: Tourist Landscapes and National Identity in the Heart of the 

Lebanese Capital. In, City Tourism: National Capital Perspectives. B. Ritchie and R. 

Maitland (eds.). CABI Publishing. Oxford: UK. In Press 

• Sectarian Narratives and Lebanon’s National Museum. Global Currents, 5(1): 2-4. 

Presentations 

• Association of American Geographers (AAG) Meeting, San Francisco, April 2007, Paper 

title – “Myths of Beirut: The Politics of History and the Seeds of Memory”

• “War, Women and Violence: Perspectives on Recent Events in the Middle East,” Women’s 

Resource Center Conference, California State University, Sacramento. October 2006, Paper 

title – “Women, Place, and Power: From Kabul to Gaza”

• National Women’s Studies Association (NWSA) Meeting, San Francisco, June 2006, Paper 

title – “Geographies of War: Palestinian Women under Israeli Occupation” 

• Middle East Studies Association (MESA) Meeting, San Francisco, Nov.1997. Paper title – 

“Cyber Nation: Gendered Discourses on Nationhood and Belonging” 

• Arab American University Graduates (AAUG) Conference, Anaheim, California. October 

1997, Paper title – “Voices from Cyber-Lebanon: Women's Voices and National Identity” 

• American Anthropological Association (AAA) Meeting, San Francisco, Nov. 1996. Paper 

title – “Cyber-space, Gender, and Communities Unbound” 

• Urban Redevelopment through Peace Building: A Beirut Case Study. School of Architecture 

and Urban Planning (SARUP), University of Wisconsin – Milwaukee. January 30, 2009 

• Re-narrating the City: Tourism, Identity and Sectarian Conflict in Beirut, Department of 

Geography Colloquium Series, University of Wisconsin – Milwaukee. October 10, 2008. 

• Body, City, Nation: The gendered politics of place in Beirut’s rebuilt Central District. 

Geography Department Colloquium, Sonoma State University. October 27, 2007. 

• Geographies of Terror: Orientalist Visions and Women in the Middle East. Women’s Studies 

Department Annual Research Colloquium, California State University, Sacramento. 

November 29, 2006. 

Languages 

English – fluent 

Arabic – verbal fluency/ elementary reading & writing 

French – elementary reading & verbal skills 

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Yair Mazor, Professor of Hebrew Literature 

Department of Foreign Languages & Linguistics 

Education 

Tel Aviv University (Israel), Ph.D., 1983, Hebrew Literature, Dissertation: Aspects and Trends in 

the Compositional Poetics of the Hebrew Realistic Enlightenment (Haskalah) Narrative. 

Tel Aviv University (Israel), MA, 1978, Hebrew Literature, Thesis: Compositional and Thematic 

Dynamics in S.Y. Agnon’s Works. 

Tel Aviv University (Israel), BA, 1974, Theory of Literature, Comparative Literature, Drama and 

Theater 

Experience 

Positions 

1995-Present Professor, Department of Classics and Hebrew Studies (now the Department of 

Foreign Languages and Linguistics), University of Wisconsin – Milwaukee. 

1994-95 Visiting Associate Professor, Department of Classics and Hebrew Studies, 

University of Wisconsin – Milwaukee. 

1994-95 Tenured Associate Professor, Department of Middle Eastern Languages and 

Cultures, University of Texas at Austin. 

1990-93 Assistant Professor, Department of Oriental and African Languages and 

Literatures, University of Texas at Austin. 

1989-90 Visiting Assistant Professor, Department of Hebrew and Semitic Studies, 

University of Wisconsin – Madison. 

1988-89 Faculty, Department of Hebrew Literature, Tel Aviv University. 

1987-88 Assistant Professor, Department of Hebrew and Semitic Studies, University of 

Wisconsin – Madison. 

1986-87 Visiting Faculty, Departments of Hebrew Literature and Theater, Tel Aviv 

University. 

1984-86 Assistant Professor, Department of Hebrew and Semitic Studies, University of 

Wisconsin – Madison. 

1982-84 Visiting Assistant Professor, Department of Hebrew and Semitic Studies, 

University of Wisconsin – Madison. 

1981-84 Visiting Fellow, Department of Scandinavian Studies, University of Wisconsin – 

Madison. 

1977-81 Lecturer, Hebrew Literature Department, Tel Aviv University. 

1979-80 Lecturer, Hebrew Literature Department, Ben Gurion University. 

1977-78 Teaching, Theory of Literature and Modern Hebrew Literature, Training of Senior 

Teachers’ Academy, Jerusalem, Teaching Assistant, French and English Literature 

Department, Ben Gurion University, Beer Sheva. 

1976-78 Teaching, Modern Hebrew Literature and Poetics, Teaching Training College, 

“Seminar hakibbutzim,” Tel Aviv. 

Teaching Experience 

• “Hebrew and Biblical Literature in the Context of Socio-Cultural Milieu,” Hebrew Studies, 

University of WI-Milwaukee 

• “Contemporary Israeli Literature of the Holocaust,” Hebrew Studies, University of WIMilwaukee 

• “Contemporary Israeli Film,” Hebrew Studies, University of WI-Milwaukee 

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• “Poetics and Politics: Modern Hebrew and Biblical Literature,” Hebrew Studies, University 

of WI-Milwaukee 

• “Israeli Culture,” Hebrew Studies, University of WI-Milwaukee 

• “Jewish Culture,” Hebrew Studies, University of WI-Milwaukee 

• “First semester of Hebrew,” Hebrew Studies, University of WI-Milwaukee 

• “Second semester of Hebrew,” Hebrew Studies, University of WI-Milwaukee 

• “Third semester of Hebrew,” Hebrew Studies, University of WI-Milwaukee

• “Fourth semester of Hebrew,” Hebrew Studies, University of WI-Milwaukee

Publications 

Books

• 2000, Pain, Pining and Pine trees: Contemporary Hebrew Poetry (in format of art book with 

works of art by Nachum Guttman, one of Israel’s most nationallycelebrated painters). 

Papyrus Press of Tel Aviv University, Tel Aviv. 

• 2003, Asher Reich: Portrait of a Hebrew Poet (in art book format). University of Wisconsin 

Press. 

• 2005, Love in the Back Seat: Hebrew Poetry in the Sixties (in art book format with paintings 

and drawings by Michael Kovner). Zmora-Bitan, Tel Aviv. 

• 2008, A revised version of Poetic Acrobat: The Poetry of Ronny Someck. Goblin Fern Press, 

Madison. 

• 2009, Who Wrought the Bible? Decrypting the Bible’s Aesthetic Secrets (in art book format). 

University of Wisconsin Press, Madison 

• 2009, Israeli Poetry of the Holocaust. Fairleigh Dickinson University 

 Press, New York. 

Presentations 

• Invited series of lectures on Structuralist theories of Literature and their applications to 

Modern Hebrew literature. University of Venice, Italy, March 2000. 

• Invited paper on Hebrew Children’s Literature in the University of Venice, Italy, March 

2000. 

• Invited series of lectures of contemporary Israeli poetry. Ben-Gurion University, Israel, May 

2000. 

• Invited paper in Stockholm Academic Institute for Jewish Studies: Contemporary Israeli 

Poetry: The Case for Yehuda Amichai. June 2004. 

• Invited paper in Trondheim, Norway: Leading Trends in Modern Hebrew Poetry. June 2004. 

• Invited paper in Toledo University, Spain: Contemporary Israeli Poetry. May 2005. 

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Stacey J. Oliker, Associate Professor of Sociology and Director 

Center for Jewish Studies 

Education 

University of California, Berkeley, Ph.D, 1985, Sociology, Doctoral dissertation: "Women's 

Friendships and Marriage" 

Experience 

Positions 

2008-Present Director, Center for Jewish Studies, University of Wisconsin-Milwaukee 

2006-Present Coordinator, Undergraduate Program, Department of Sociology, 

University of Wisconsin-Milwaukee 

1995-Present Associate Professor, Department of Sociology, University of WisconsinMilwaukee 

Publications 

Books

• Francesca M. Cancian and Stacey J. Oliker, Caring and Gender. Rowman and Littlefeld, 

2000. 

• Stacey J. Oliker, Best Friends and Marriage: Exchange among Women, University of 

California Press, 1989. Honorable Mention, American Sociological Association Jessie 

Bernard Award. 

Articles 

• Stacey Oliker, “Gender and Caregiving,” Encyclopedia of Gender and Society, ed. Eve 

Shapiro, Sage, 2008. 

• Stacey J. Oliker, “Gender and Friendship,” Blackwell Encyclopedia of Sociology, ed. George 

Ritzer, Wiley-Blackwell, 2007. 

• Stacey J. Oliker, “Challenges for Studying Care after AFDC,” reprinted in Families at Work: 

Expanding the Bounds, ed. Naomi Gerstel, Dan Clawson, and Robert Zussman, Vanderbilt 

University Press, 2002. 

• Stacey J. Oliker, “Gender and Friendship,” in Gender Mosaics, ed. Dana Vannoy. Oxford 

University Press, 2001. 

• Stacey J. Oliker, “Challenges for Studying Care after AFDC,” Qualitative Sociology, (23) 

2000. 

• Stacey J. Oliker, “Examining Care at Welfare’s End,” in Care Work: Gender, Labor and the 

Welfare State, ed. Madonna Harrington Meyer. New York and London: Routledge, 2000. 

• Stacey J. Oliker, “Family Care after Welfare Ends,” National Forum 80, 2000. 

Presentations 

• Stacey Oliker, Utacas Lecture, University of Tampere, Tampere, Finland: “Just-in-Time 

Care: Reorganizing Nursing Home Care Work in the U.S.” June 23, 2006. 

• Stacey Oliker, invited commentator, “The Politics of Recruitment,” Academy of Finland 

Research Project. Tampere, Finland, June 24, 2006 

• Stacey J. Oliker, presenter, “The Gender Gap in Caregiving for Adults,” coauthored with 

Nancy Mathiowetz, at the Bureau of Labor Statistics American Time Use Study Early Results 

Conference, Washington, D.C. December 2005. 

• Stacey J. Oliker, discussant for panel on “Care Work,” annual meeting of the American 

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Sociological Association, Philadelphia, 2005. 

• Stacey J. Oliker, panelist, “Scholarship and Welfare Reform Policy,” annual meeting of 

Sociologists for Women in Society, Atlanta, 2003. 

• Stacey J. Oliker, discussant for panel, “Welfare Reform and Mother Work,” Care Network 

Annual Conference, Chicago, July 2002. 

• Stacey J. Oliker, organizer and discussant for panel, “Welfare Reform,” annual meeting of 

the American Sociological Association, Washington D.C., August 2000. 

• Stacey J. Oliker, “Social Networks and Caregiving at Welfare’s End,” conference on “Work 

and Family: Expanding the Horizons,” University of California, Berkeley, March 2000. 

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Tasha Oren, Associate Professor of Film Studies 

Department of English 

Education 

University of Wisconsin-Madison, Ph.D., 2000, Dept. of Communication Arts 

University of Michigan-Ann Arbor, MA, 1995, Dept. of Communication Studies 

New York University, BFA, 1990, Film and Television, Tisch School of the Arts 

Experience 

Positions 

2008-Present Director of Graduate Studies, Department of English, University of WisconsinMilwaukee 

2007 The Carl Chair, Visiting Professor for Television Studies, Department of 

English/Cinema Studies, University of Pennsylvania 

2004-Present Director of Film Studies, Film Studies Program, University of WisconsinMilwaukee 

2005-Present Associate Professor, Department of English/Film Studies, University of 

Wisconsin-Milwaukee 

2003-2005 Assistant Professor, Department of English, University of Wisconsin-Milwaukee 

2000-2003 Assistant Professor, Department of Journalism and Mass Communication, 

University of Wisconsin-Milwaukee 

1999 Lecturer, Media in Transition Program/Literature, Massachusetts Institute of 

Technology (MIT) 

Publications 

Books

• Global Television Formats - Forms and Formulas across Borders (Routledge, 2008, 

forthcoming). Edited collection with Sharon Shahaf. 

• Demon in the Box: Jews, Arabs, Politics and Culture in the Making of Israeli Television (Rutgers 

University Press, New Brunswick, 2004). 

• East Main Street: Asian American Popular Culture (New York University Press, New York, 

2005). Co-edited with Shilpa Dave and Leilani Nishime. 

• Global Currents: Media and Technology Now (Rutgers University Press, New Brunswick, 2004). 

Co-edited with Patrice Petro. 

Book Chapters and Articles 

• “Inventing America: Ethnic Identity and American Popular Culture” Journal of American Ethnic 

History, (winter 2008 Vol. 27, #2). 

• “The Format System: How Television is Global” Editors’ introduction to Global Television 

Formats - Forms and Formulas across Borders (Routledge, 2008, forthcoming), co-authored 

with Sharon Shahaf. 

• “De-Westernizing Television Studies” Position paper Flow www.flowtv.org (University of 

Texas-Austin, September 2006). 

• “Gobbled Up and Gone: Cultural Preservation and the Global City Marketplace” in Global 

Cities: Cultures, Urbanism, Globalization L. Krause and P. Petro eds. (Rutgers University 

Press, New Brunswick, 2004, 77-107). 

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• “The Belly Dancer Strategy: Israeli Educational Television and its Alternatives” Media, 

Culture & Society 25:2 (2003): 167-186. 

• “Living Room Levantine: Immigration, Ethnicity and the Border in Early Israeli Television” 

The Velvet Light Trap, Texas University Press, #43, (Fall 1999): 20-30. 

• “Israeli Nationalism: Menachem Begin; David Ben-Gurion; Moshe Dayan; Theodor Herzl; 

Golda Meir; Benjamin Netanyahu; and Yitzhak Shamir” in The Encyclopedia of Nationalism

The Academic Press-Harcourt Brace & Company, San Diego CA, 2000. 

Presentations 

• “Global Media, Politics, and visibility: How Popular Culture Matters” Invited lecture, 

University of California--Santa Cruz. October, 2009. 

• “Pinch of Local Flavor: Looking Beyond “Cultural Blend” in the Global Television Format,” 

Society for Cinema and Media Studies Annual Conference Chicago, IL (March 2007). 

• “De-Westernizing Television Studies,” invited panel member, Flow Television Conference, 

University of Texas at Austin, (October, 2006). 

• “Television and Citizenship,” invited lecture and campus visit, Gaucher College, Baltimore, 

MD, April 2006. 

• “Mad Love: Simone Bitton’s Mur on the Israel/ Palestinian Wall,” Society for Cinema and 

Media Studies Annual Conference, Vancouver, BC (March, 2006). 

• “The Hirbat Hizaa Affair: Culture War and the Airing of National Guilt in Israel,” invited 

talk, UWM Center for International Education, Global Studies series (November 2003). 

• “Emergency! How the Six-Day War Invented Israeli Television,” invited lecture, Center for 

21 Century Studies, UWM (September 2002). 

• “A Lie Would Serve Us Better: Airing National Guilt and the Hirbat Hizaa Affair,” Society 

for Cinema Studies annual conference, Denver (May 2002). 

• “Gobbled up and Gone: Local Culture and Protectionism in the Third Globalization Age,” 

invited talk, Global Cities conference, UWM (April 2001). 

• “Globalization, Culture, and Media Policy,” Society for Cinema Studies annual conference, 

Washington, D.C., May 2001. 

• “International Media Pedagogy,” Society for Cinema Studies annual conference, Washington, 

D.C., (May 2001). 

• “Globalization and Cultural Diversity,” invited lecture (public lecture and debate with Louise 

Beaudoin, Minister of International Relations, Government of Quebec). UW-Milwaukee 

Center for Canadian American Policy Studies (September 2000). 

• “The Making of a Culture Machine: The Would-Be History of Israeli Television,” 

International Communication Association (Philosophy of Communication division), 

Acapulco, Mexico (June 2000). 

• “The Temptation Strategy: Education and Gender Anxiety in ‘60s Israeli Television,” 

Console-ing Passions (Annual Feminist Media Conference), South Bend, IN (May 2000). 

• “Contemporary Transnational Norms and Networks” (panel chair), Between the Global and 

the Local: Making Human Rights Claims in the 21 Century (Center for International Studies 

conference), Milwaukee, WI (April 2000). 

• “Operation Belly Dancer: Television and the Arab/Israeli Border,” Society of Cinema 

Studies, Chicago, IL (March 2000). 

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Lisa Silverman, Assistant Professor of History and Jewish Studies 

Department of History 

Education 

Yale University, Ph.D., 2004, German Studies 

The Fletcher School of Law and Diplomacy, Tufts University, MA, 1997, Law and Diplomacy 

Yale University, BA, 1991, Political Science 

 

Experience 

Positions 

2006-Present Assistant Professor of History and Jewish Studies, Department of History, 

University of Wisconsin-Milwaukee 

2005-2006 Visiting Assistant Professor of German and Religious Studies, Whitman College 

Teaching Experience

• “Introduction to Jewish History,” Department of History, University of WisconsinMilwaukee. 

• “Germans, Jews, and Turks,” Department of Foreign Languages and Literatures, Whitman 

College. [in German] 

• Representing the Holocaust in Literature and Film, World Languages, Whitman College 

• “Modern European Jewish Literature,” Co-Instructor with Professor Sander L. Gilman, 

Graduate Seminar, University of Sussex. 

Awards 

• University of Wisconsin-Milwaukee Faculty Arts and Humanities Travel Award, 2008. 

• University of Wisconsin-Milwaukee Graduate School Research Committee Award, 2007. 

• Association for Jewish Studies – Women’s Caucus Travel Grant, December, 2002. 

• Association for Jewish Studies – Dorot Travel Award, December, 2002. 

• John F. Enders Fellowship for Summer Dissertation Research, Yale University, 2001. 

• Bildner Jewish Studies Travel Fellowship, Yale University, 2001. 

• Yale University Fellowship, 1997-2003. 

• Hermann J. Weigand Prize Fellowship, Yale University, 1997. 

Publications 

Refereed Journal Articles

• “Reconsidering the Margins: Jewishness as an Analytical Framework” Journal of Modern 

Jewish Studies, invited for special issue “Jewish Studies Meets Cultural Studies. New 

Approaches to the German Jewish Past,” (9:2009) (forthcoming) 

• “Zwischenzeit and Zwischenort: Veza Canetti, Else Feldmann, and Jewish Writing in 

Interwar Vienna,” Prooftexts: A Journal of Jewish Literary History 26:1-2 (2006), 29-52. 

• “Repossessing the Past? Property, Memory and Austrian Jewish Narrative Histories,” 

Austrian Studies, 11 (2003), 138-53. 

• “Der Richtige Riecher: The Reconfiguration of Jewish and Austrian Identities in the Work of 

Doron Rabinovici,” German Quarterly 72:3 (1999), 252-264. 

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Additional Journal Articles

• “Die Suche nach Erlösung: Max Reinhardt, jüdische Identität und die Salzburger Festspiele,“ 

Chilufim: Zeitschrift für Jüdische Kulturgeschichte, 1:1 (2006), 76-85. 

• “Family Business: How Lotte Jacobi's Portrait Photographs Challenge the Limits of 

Representation,” Jewish Quarterly, 195 (Autumn 2004), 35-40. 

• “Veza Canetti, Hilde Spiel and Jewish Identity in Interwar Vienna,” Transversal: Zeitschrift 

des David-Herzog-Centrums für Jüdische Studien, 3:2 (2002), 34-52. 

Encyclopedia Entries

• Otto Bauer, Beda, Richard Bermann, Julius Braunthal, Adolph Donath, and Karl Kraus, in 

Encyclopaedia Judaica, 22 vol., 2nd edition., Fred Skolnik, ed. Detroit: Macmillan 

Reference, 2006. 

• Photographers Madame D’Ora, Lotte Errell, Trude Fleischmann, and Alice Schalek, Jewish 

Women: a Comprehensive Historical Encyclopedia, Paula Hyman and Dalia Ofer, eds., 

Jerusalem: Shalvi Publishing, 2006. [CD-ROM] 

• Robert Schindel, Reference Guide to Holocaust Literature, introduction by James Young, 

Thomas Riggs, ed., Detroit: St. James Press, 2002. 

Presentations 

• “Madame d’Ora and Photography after the Holocaust,” Association for Jewish Studies, 

Toronto, ON 16-18 December 2008 and University College London, United Kingdom, 7 July 

2007. 

• “Justice and Photography after the Holocaust: Madame d’Ora’s Slaughterhouse Series,” 

Association for the Study of Law, Culture, and the Humanities, Georgetown University Law 

School, Washington, DC, 23-24 March 2007. 

• “Turning Back Time? Cultural and Legal Implications of Property Restitution Fifty Years 

after the Holocaust,” Association for the Study of Law, Culture, and the Humanities, 

Syracuse University, NY, 17-18 March 2006. 

• “Beyond Material Claims: Property Restitution and its Significance for Holocaust Memory,” 

Conference “Beyond Camps and Forced Labour,” Imperial War Museum, London, UK, 11-

13 January 2006. 

• “Jewish Leaders and Socialist Cultural Policy: David Joseph Bach,” Conference “Die 20-er 

Jahre- Epochenprofil, Vorüberlegungen,” University of Klagenfurt, Austria, 9-10 December 

2004. 

Languages 

German (fluent) 

Yiddish (proficient) 

French (proficient) 

Hebrew (basic knowledge) 

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Marc Tasman, Lecturer in Journalism & Mass Communication and Coordinator 

Digital Arts and Culture Program 

Education 

Ohio State University, MFA, 2000, Photography 

University of Louisville, BFA, 1995, Studio Art & Photography 

Universita Per Stranieri (Italy), Certificate in Italian Language, Art and Art History, 1992 

Experience 

Positions 

2003-Present Lecturer, Department of Journalism and Mass Communication, University of 

Wisconsin-Milwaukee 

2003-Present Program Coordinator, Digital Arts and Culture Certificate Program, University of 

Wisconsin-Milwaukee 

2003 Instructor, Fine Arts, Photography Department, Milwaukee Institute of Art and 

Design 

2001-2003 Associate Lecturer, Department of Visual Art, University of WisconsinMilwaukee 

2000-2002 Part Time Faculty Member, Academic Computing Department, Columbia College 

Chicago 

2001 Instructor, Photography Department, Richard J. Daley College, City College of 

Chicago 

1998-2000 Graduate Teaching Assistant, Department of Art, Ohio State University 

1997 Adjunct Instructor, Department of Fine Arts, Photography, Allen R. Hite Art 

Institute, University of Louisville 

Teaching Experience 

• “Internet Culture,” Department of Journalism and Mass Communication, University of 

Wisconsin-Milwaukee 

• “Jewish & Ethnic Narratives & Identities in Media,” Jewish Studies, University of 

Wisconsin-Milwaukee 

• “Photojournalism,” Department of Journalism and Mass Communication, University of 

Wisconsin-Milwaukee 

• “Media Graphics,” Department of Journalism and Mass Communication, University of 

Wisconsin-Milwaukee 

Presentations 

• 39th ANNUAL CONFERENCE OF THE ASSOCIATION FOR JEWISH STUDIES, 

December 15-18, 2007, Toronto, Canada. Paper Presented: "Hunting the Jew on YouTube: 

Performance of Antisemitism as Jewish Activist Art." 

• LEGACY OF THE HOLOCAUST, May 24,-26, 2007 Jagiellonian University, Krakow, 

Poland. Paper Presented: "Sacha Baron Cohen's Borat: Performance of Antisemitism as 

Jewish Activist Art." 

• PRACTICING JEWS: ART, IDENTITY, CULTURE. April 23-27, 2007, University of 

Wisconsin-Madison, "Borat’s Racism:Performance of Antisemitism as Jewish Activist Art." 

Published in online conference proceedings: http://conferences.library.wisc.edu/conney2007 

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• CONSOLE-ING PASSIONS, Identity/Politics, May 25-27, 2006, University of WisconsinMilwaukee. Presenter/Panelist, (Blind Peer Review). Paper Presented, “Who is Stealing My 

Signs?” 

• CODE: HUMAN SYSTEMS / DIGITAL BODIES, Thursday April 6, 2006. International 

Digital Media and Art Association Conference, Miami University, Interactive Media 

Studies, Presenter and Panelist. Paper Presented, “Who is Stealing My Signs?” 

• JEWISH ART: CULTURAL IDENTITY AND ACTIVISM, March 31, 2006. University of 

Wisconsin-Milwaukee, Center for Jewish Studies. Featured Presenter. 

• DAC COLLOQUIUM: WHO IS STEALING MY SIGNS, September 25, 2004. University 

of Wisconsin-Milwaukee. Featured Presenter. 

• EXPERIMENTAL JEWS: PROJECTING JEWISH IDENTITY IN THE NEW 

MILLENIUM, Conney Colloquium 2004, March 25. University of Wisconsin-Madison. 

Presenter and Panelist. 

• MULTICULTURAL INSTALLATION, 2002 University of Wisconsin-Milwaukee, Guest 

Lecturer: “Actions and Objects: Forming Ideas into Intermedia Performance and Installation 

Events”

• ART-A-THON, 2001 University of Wisconsin-Milwaukee. Workshop: “Impromptu 

Performance Action: Performance Art and Spectacle in Public Place.” 

• DIGITAL CONCEPTS,2001, Columbia College Chicago, IL, Slide Talk and Video 

Presentation: “Delicate Dialectic: Characters Take Form.”

• HAYES RESEARCH FORUM, 2000, The Ohio State University, Columbus OH, Paper: 

“Performance of Self, Postmodern Narrative, and Jewish Physical Difference.”

• MID-WEST CONFERENCE , 1998, Society for Photographic Education, Slide Talk: 

“Portraits in Mixed Medias.” Cincinnati, OH. 

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STAFF 

Dave Engberg, Director of Overseas Programs & Partnerships 

Center for International Education 

Education 

Boston College, Doctor of Philosophy, International Education 

University of Nebraska, Lincoln, Master of Arts, Anthropology 

University of Nebraska, Lincoln, Bachelor of Arts, Anthropology 

Experience 

Positions 

2008-Present Director, Overseas Programs and Partnerships, Center for International Education, 

University of Wisconsin-Milwaukee

Previous Director, Training and Special Programs, Office of International Programs, 

Montana State University 

Previous International Project Associate/Consultant, Center for International Initiatives, 

American Council on Education (ACE), Washington, DC 

Previous Editorial/Research Assistant, Center for International Higher Education, Boston 

College 

Publications 

• Barbara Hill and David Engberg. The ACE/AT&T Award: Technology as a Tool for 

Internationalization. Washington, DC: American Council on Education, 2003. 

• David Engberg and Madeleine F. Green (Eds.). Promising Practices: Spotlighting Excellence 

in Comprehensive Internationalization. Washington, DC: American Council on Education, 

2002. 

• David Engberg. “Honorary Degrees.” In J. Forest and K. Kinser (Eds.) Encyclopedia of 

Higher Education in the United States. Santa Barbara, CA: ABC-CLIO Publishers, 2002. 

• David Engberg. “Higher Education.” In J.V. Lerner and R.M. Lerner (Eds.) Adolescence in 

America: An Encyclopedia. Santa Barbara, CA: ABC-CLIO Publishers, 2001. 

• David Engberg. “Attitudes About International Education.” International Higher Education, 

2001, 22 (Winter), 8–9. 

• Philip G. Altbach and David Engberg. Higher Education: A Worldwide Inventory of Centers 

and Programs. Phoenix, AZ: Oryx Press, 2000. 

Presentations 

• “Internationalization: How are We Doing? How Do We Know?” Plenary presentation, 

Association of International Education Administrators, Annual Conference, Tampa, FL, 

2002. 

• “Comprehensive Internationalization: Rhetoric and Reality.” Panel presentation, NAFSA: 

Association of International Educators, Annual Conference, Philadelphia, PA, 2001. 

• “Internationalization at U.S. Colleges and Universities: An Overview of Current Practice and 

Future Opportunity.” Panel presentation, American Association for Higher Education, 

Annual Conference, Washington, DC, 2001.

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Thomas E.R. Maguire, Research Coordinator 

Center for International Education 

Education

University of Texas at Austin, Ph.D. Candidate in Media Studies 

University of Washington, Middle Eastern Languages Summer Institute, 2002 

Goldsmiths College, University of London, MA, 2000, Media and Communication Studies 

Middlebury College, French Summer Language School, 1999 

University of Pennsylvania, BA, 1997, Humanistic Philosophy 

Experience 

Positions 

2006-Present Research Coordinator, Center for International Education, University of 

Wisconsin – Milwaukee 

2004 Assistant Instructor, College of Communication, University of Texas at Austin 

2002 Lead Teaching Assistant, College of Communication, University of Texas 

2001 Teaching Assistant, College of Communication, University of Texas at Austin 

1998-1999 Reasearch Assistant, Pelavin Research Center, American Institutes for Research 

Teaching Experience 

• “Development in the Arab World,” Global Studies, University of Wisconsin-Milwaukee 

• “Global Media System,” Journalism and Mass Communication, UW-Milwaukee 

Publications 

• “The Islamic Internet: Authority, Authenticity, and Reform,” in Thussu, Daya, Media on the 

Move: Global Flow and Contra Flow, London: Routledge, 2007. 

• “Web Review: The Islamist Internet,” Global Media and Communication, April 2005; 

Volume 1:1, 139-142. 

Presentations 

• International Association for Media and Communication Research—Cairo; July 2006 

Paper Presentation, “Fundamentalism and Flexibility in Islamic Satellite Television: Huda 

TV and the Danish Cartoon Controversy” 

• International Communication Association—New Orleans; May 2004 

Paper Presentation, “Al Jazeera: Hybridity and Development in the Middle East” 

Panel: Development Communication as Process 

Awards and Honors

• Fulbright-Hayes, Morocco; Grant awarded for K-12 teachers group travel 

• Fulbright Grant, Egypt; Dissertation Research on Islamic Media; 2004-2005 Academic Year 

• Foreign Language and Area Studies Fellowship—Academic Year Award; Center for Middle 

Eastern Studies, University of Texas at Austin; 2002—2003 

• Foreign Language and Area Studies Fellowship—Summer Award; Center for Middle Eastern 

Studies, University of Texas at Austin; 2002 

Language

Arabic 

French 

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33

Nicole C. Palasz, K-16 Outreach Coordinator 

Institute of World Affairs

Education

University of Minnesota, Humphrey Institute of Public Affairs, MPP, 2008, Concentration: Public 

and Non-Profit Management 

Tufts University, The Fletcher School of Law and Diplomacy, MALD, 2002, Human 

Rights/Conflict Resolution 

Macalester College (Minnesota), BA, 1999, French/International Studies Major 

Experience 

2006-Present K-16 Outreach Coordinator, Institute of World Affairs, Center for International 

Education, University of Wisconsin - Milwaukee 

2002-2005 Project Associate, New Tactics in Human Rights project, Center for Victims of Torture 

2000-2001 Research Assistant, Hubert H. Humphrey Institute of Public Affairs 

1999-2000 Research Assistant, Global Development and Environment Institute, Tufts University 

1998-1999 Research Technician II; Program Assistant I, Center for Advanced Macroeconomic 

Policy, University of Wisconsin-Milwaukee 

Publications 

• Co-author, New Tactics in Human Rights: A Resource for Practitioners, published by The 

Center for Victims of Torture (2004) 

• Fennelly, Katherine and Nicole Palasz. “English Language Proficiency of Immigrants and 

Refugees in the Twin Cities Metropolitan Area.” International Migration 41 (2003). 

Select K-12 Workshops and Accompanying Teaching Resource Guides Developed 

• 2009 World Affairs Seminar: World Food Crisis 

• 2008 Global Studies Summer Institute: Faces of Globalization 

• 2007 Global Studies Summer Institute: Global Conflict and Peacebuilding 

• 2007 International Children’s & Young Adult Literature Workshop for educators and librarians 

• 2007-2008 Kennan Academy for High School Students/Teachers 

• 2006 Global Studies Summer Institute: Global Migration 

• 2006-2007 Annual Foreign Language Teacher Workshops on Teaching Writing and Assessment 

• 2006-2009 Wisconsin High School Model United Nations Conferences 

International Cross-Training Workshops Coordinated 

• 2005: New Tactics in Human Rights Asia Regional Training Workshop 

• 2004: New Tactics in Human Rights International Symposium, Ankara, Turkey 

Select Additional Curricular Development:

• High school activities for understanding the Israeli-Palestinian conflict 

• Online resource guide and curricular materials on global sports, West African geography and 

Islam (Co-developed with Anita Alkhas) 

• Case studies for teaching about contemporary genocide 

• Teaching resource guide: 60th Anniversary of the Universal Declaration of Human Rights 

Languages 

French fluency 

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Douglas B. Savage, Assistant Director 

Institute of World Affairs 

Education 

University of Chicago, MA, 1990, Middle Eastern Studies 

Jamiat al-Yarmouk (Jordan), Foreign Language and Area Studies Fellowship, 1989, Arabic 

University of Wisconsin-Milwaukee, BA, 1986, Communication 

Experience 

Positions 

2005 – Present Assistant Director, Institute of World Affairs, University of WisconsinMilwaukee 

2000 –2005 Associate Director, Institute for Global Studies, UW-System 

1998 – 2000 Outreach Specialist, Institute of World Affairs 

1994 –1999 International Development Consultant 

1991 - 1994 MidAmerica Regional Director, National US-Arab Chamber of Commerce 

Teaching Experience 

• “Politics of the Middle East & North Africa,” Political Science, University of WisconsinMilwaukee 

• “The Making of the Modern Middle East,” School of Continuing Education, University of 

Wisconsin-Milwaukee 

• “Origins of Political Islam,” Global Studies, University of Wisconsin-Milwaukee 

• “Origins and Aspects of the Israeli/Palestinian Conflict,” Global Studies, University of 

Wisconsin-Milwaukee 

• “Using Global Media,” Global Studies, University of Wisconsin-Milwaukee 

Presentations 

• 2004:Moderator, The US-Saudi Relationship (Metropolitan Milwaukee Association of 

Commerce) 

• 2004: Arab Journalists Delegation (US State Dept. International Visitors Program), The Political 

Process in the US and Its Impact on Mid East Policy

• 2005: Great Decisions Lecture Series, St. Norbert’s College, Violent Islamist Movements and 

Emerging Political Alternatives 

• 2005: Interview: Todd Feinburg Show (Syndicated National Radio), Democratic Movements in 

the Arab World 

• 2006: Milwaukee Press Club Panel, The Iraq War: A Forum for Journalists 

• 2007: Wauwatosa School District, A Century of Palestinian/Israeli Conflict 

• 2008: Wisconsin Technical College System Summer Institute for International Education,

“Using Muslim World Media to Compare and Contrast Perspectives on World Affairs” 

• 2009: Wisconsin United Nations Association, “Finding a Way Forward in Gaza” 

Languages

Arabic - General Professional Proficiency 

German - Elementary Proficiency 

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35

PROJECT EVALUATORS 

Kristen E. Brustad, Associate Professor, Department of Middle Eastern Studies 

University of Texas at Austin 

Education 

Harvard University, Ph.D., 1991, Arabic Language, Dissertation: “The Comparative Syntax of Four 

Arabic Dialects: An Investigation of Selected Issues” 

American University in Cairo, CASA Full-Year Program Fellow, 1980-81 

American University in Cairo, CASA Summer Program Fellow, 1979 

Georgetown University, B.S., 1980, Languages, Arabic 

Experience 

Positions

2006-Present Associate Professor, Dept. of Middle Eastern Studies, Univ. of Texas Austin 

2000-2006 Associate Professor, Dept. of Middle Eastern Studies, Emory University 

1994-1999 Assistant Professor, Dept. of Middle Eastern Studies, Emory University 

1991-1996 Project Coordinator, NEH Arabic Materials Development Project 

1992-1994 Assistant Professor, College of William and Mary 

1991-1992 Assistant Professor of Arabic, Harvard University 

1991-1998 Arabic Language Instructor, Middlebury School of Arabic 

1990-1991 Instructor in Arabic, Harvard University 

1983-1987 Arabic Language Teacher, Middlebury School of Arabic 

1982-1983 Arabic Language Instructor, American University in Cairo 

Publications 

• “Jirmanus Farhat,” in Dictionary of Literary Biography: Arabic Literary Culture 1350-1830, ed. 

Joseph Lowry and Devin Stewart, forthcoming.

• “Drink Your Milks: -aat as Individuation Marker in Levantine Arabic,” in Classical Arabic 

Humanities in Their Own Terms: Festschrift for Wolfhart Heinrichs, ed. Beatrice Gruendler and 

Michael Cooperson, Brill 2007.

• “Reading Fluently in Arabic,”in Handbook for Arabic Language Teaching Professionals in the 

21st Century, ed. Kassem Wahba, Lawrence Erlbaum Associates, 2006, pp. 341-352. 

• “Jarir,” in Dictionary of Literary Biography: Arabic Literary Culture 500-950, ed. M. 

Cooperson and S. Toorawa, 2005.

• Al-Kitaab fii Tacallum al-cArabiyya, [The Book on Learning Arabic] Part Two, with Mahmoud 

Al-Batal and Abbas El-Tonsi, Second Edition with DVDs, Georgetown U. Press, 2006.

• Al-Kitaab fii Tacallum al-cArabiyya, [The Book on Learning Arabic] Part One, with Mahmoud 

Al-Batal and Abbas El-Tonsi, Second Edition with DVDs, Georgetown U. Press, 2004. 

• Alif Baa: An Introduction to Arabic Letters and Sounds, with Mahmoud Al-Batal and Abbas ElTonsi, Second Edition with DVDs, Georgetown U. Press, 2004. 

• Al-Kitaab fii Tacallum al-cArabiyya, [The Book on Learning Arabic] Part Three, with 

Mahmoud Al-Batal and Abbas El-Tonsi, Georgetown U. Press, 2001. 

• Joint author, Autobiography in the Arabic Literary Tradition, ed. Dwight Reynolds, Univ. of 

California Press, 2001. 

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• The Syntax of Spoken Arabic: A Comparative Study of Moroccan, Egyptian, Syrian and Kuwaiti 

Dialects, Georgetown Univ. Press, 2000. Translated into Arabic as Qawaacid al-Lahajaat alc

Arabiyya al-Hadiitha, Egyptian High Council of Culture, Cairo, 2003. 

• Al-Kitaab fii Tacallum al-cArabiyya, [The Book on Learning Arabic] Part Two, with Mahmoud 

Al-Batal and Abbas El-Tonsi, Georgetown U. Press, 1997. 

• “Imposing Order: Reading the Conventions of Representation in Al-Suyuti's Autobiography,” 

Edebiyat 7:2, 1996. 

• Al-Kitaab fii Tacallum al-cArabiyya, [The Book on Learning Arabic] Part One, with Mahmoud 

Al-Batal and Abbas El-Tonsi, Georgetown U. Press, 1995. 

• Alif Baa: An Introduction to Arabic Letters and Sounds, with Mahmoud Al-Batal and Abbas ElTonsi, Georgetown U. Press, 1995. 

• Advanced Texts in Egyptian Colloquial, with Abbas El-Tonsi, American University in Cairo 

Press, 1982. 

Presentations 

• “Politics and the Language of Ziad Rahbani” presented at MESA, San Francisco, November 

2004. 

• From 9/11/2001 to 2006, over thirty appearances at public fora, including Emory, Riverwood, 

Decatur, DeKalb Arts, and Marist High Schools, Sun Trust Bank, St. Mark’s Church, Trinity 

Presbyterian Church, Kiwanis, and book clubs in Atlanta. 

• “The Making of Al-Kitaab,” Department of Near Eastern Studies, Princeton University, 

• October 2005 

• “Language Ideology and the History of Arabic,” University of Texas, December 2005 

• “The Syntax of Spoken Arabic,” to the Cairo Linguistics Group, Cairo, Egypt, March 2006 

• “Arabic from Empire to Nation-State,” presented at SERMEISS conference, Charleston SC 

March 2005. 

• “Tenure, Politics, and the Judicial System,” Academic Freedom in Times of War, MESAS 

Public Forum, Emory, Sept. 2002. 

• “Palestinian Life under Occupation,” The War in Israel/Palestine, MES Department Public 

Forum, Emory, April 2001. 

• “Teaching in a One-Room Schoolhouse” in “Heritage Learners in the Foreign Language 

Classroom: Issues and Challenges,” Emory University, Oct. 11, 2000. 

• “A Pragmatic Approach to the Syntax of Spoken Arabic,” Middle Eastern Studies Department 

Colloquium, Feb. 23, 2000. 

• “Emerging Literary Voices: Arab Women’s Literature” in Forum on Gender Issues in Asia, 

Emory University, Feb. 21, 2000. 

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37

Ahmad M. Sultan, Assistant Professor, School of Education 

University of Wisconsin-Stevens Point 

Education 

University of Wisconsin-Madison, PhD, 1995, Curriculum and Instruction (Sociology minor) 

Indiana University-Bloomington, Education Specialist, 1980, Instructional Systems Technology 

Indiana University-Bloomington, MS, 1978, Instructional Systems Technology & 

Telecommunications 

King Saud (formarly Riyadh) University, Riyadh, Kingdom of Saudi Arabia, BA, 1973, Education 

and General Teaching Certificate, Educational psychology & Arabic 

Experience 

Positions 

2007-Present Assistant Professor , School of Education, University of Wisconsin-Stevens Point 

2003-Present Series Editor, Globalization and Education, Atwood Publishing, Madison,WI 

2002-Present Adjunct Instructor, Education, Professional Development, College of Professional 

Studies, University of Wisconsin-Stevens Point 

200-2007 Freelance Educational Consultant, Globalization, Arabic, Middle East Culture, and 

Curriculum Design 

2001-2002 Lecturer, Educational Communication and Technology, Department of Curriculum & 

Instruction (teaching graduate courses), UW-Madison 

1996-2001 Assistant Professor and Head of Educational Technology Unit, Department of 

Curriculum & Instruction, (Educational Technology, Curriculum Planning and Development, 

Educational Research Paradigms, and Technologies of Educational Supervision) United Arab 

Emirates University, Al Ain, UAE 

1992 -1995 Director, Media Center , Law School, UW-Madison 

1991 - 1992 Program assistant, Minority Students Affirs Committee, Department of Curriculum & 

Instruction, UW-Madison 

1990 - 1991 Lecturer, Department of Curriculum & Instruction (Graduate Seminar, Educational 

Technolgy) 

1987 - 1991 University Supervisor, Department of Curriculum & Instruction (Practica in Math, 

Science, and Social Studies), UW-Madison 

2008-Present Consultant, Media Literacy Curriculum for the Arab Gulf States Schools, Arab Bureau 

of Education for the Arab Gulf States, Riyadh, Saudi Arabia 

2007-Present Consultant, Environmental and Global Learning Community Curriculum, Green 

Lake School District, WI 

2006-2007 Consultant, Laptops for Middle School Global Education, a Pilot Project, Green 

Lake School District, WI 

2005-2008 Educational Consultant, Arabic Summer Institute, a U.S. State Department Grant, 

programs I, II, University of Wisconsin-Green Bay, WI (Arabic culture consultant, teaching 

Arabic, and producing podcasts for learning Arabic for high school students) 

Selected Publications 

• 2009, Sultan, A, St. Maurice, A. and Cook, P. “A Candid Look at Pre-service Educators’ 

Perception of Required Self-Reflection and Reflective Dispositions”. AEARA Annual Meeting, 

San Diego CA, April, 12-18, 2009 (forthcoming) 

• 2009, Sultan, A, Cook, St. Maurice, H. “Pre-Service Educators’ Perceptions of Required SelfReflection” AACTE 61st Annual Meeting and Exhibits, Chicago IL, February 6, 2009 

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• 2008, Sultan, A. St. Maurice, H. and Cook, P. “A preliminary Study on Pre-Service educators’ 

perception of required self-perception”, a paper presented at Wisconsin Research Seminar: 

Closing the Gap: Highly Qualified to Highly Effective. Chula Vista, Wisconsin Dells, WI, June 

17, 2008. 

• 2008, [Routledge Education World Year Book 2010: The Arab World,] A solicited proposal 

Review. Routledge Publisher. June 07, 2008. 

• 2007-Present Jessour Tarbawyyah (Educational Bridges), Educational Blog (Arabic) 

translations of educational issues, reflections and reviews of, educational matters in the world 

with focus on the Middle East http://www.abegs.org/sites/Blogs/default.aspx

Selected Presentations 

• 2008, “Cultural values, learning and communication in the global space,” Media Literacy, 

Globalization and Arab Gulf Youths, a regional conference in the Arab Gulf States, Sponsored by 

the Supreme Council of Family Affairs, Doha, Qatar, November 1-2 

• 2005, “Defining global literacy & competencies for Wisconsin students, employees, and 

citizens”, Symposium Co-Chair, Statewide International Education Summit, Concourse Hotel, 

Madison, Wisconsin, January 27, 2005 

• 2003, “Towards informationalizing critical theory of the curriculum,” A paper presented at the 

Annual Meeting of the American Educational Association, Chicago, IL, April 21-25, 2003 

• 2002, “Globalizing technology or communicating education and culture? A critical evaluation of 

the role of educational technology in mediating globalization”. A paper presented before the 

faculty of the Department of Curriculum & Instruction, UW-Madison. WI. April 18, 2002 

Committee Work 

• 2009-Present Member, Academic Affairs Committee. UW-Stevens Point 

• 2008-Present Member, Globalizing Pre-Service Teacher Education, a national adhoc 

committee, Center for Global Studies in Education, University of Illinois-Urbana-Champaign

• 2007-Present Member, the Governing Board, Green Lake Global & Environmental Learning 

Community, Green Lake, WI 

• 2003-Present Member, Statewide Council on International Education, the advisory council on 

globalization and international education policy and practice to the Governor of Wisconsin, 

Business leaders, and the Department of Public Instruction in the State of Wisconsin 

• 2002-Present Educational Consultant, Arab Bureau of Education, Gulf Cooperation Council, 

Riyadh, Saudi Arabia 

• 1999 – 2001 Member, Committees for NCATE Accreditation, College of Education, United 

Arab Emirates University (including program review, preparing college self-evaluation of old 

program, conducting comparative programs studies; writing the new Mission Statement of the 

College of Education, designing new elementary and secondary education programs, writing 

courses and the rubrics of evaluation of the educational technology programs, and designing 

educational technology resources center) 

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April 22, 2009 

HEADQUARTERS 

1730 M Street, NW 

Suite 1100 

Washington, DC 20036 

Telephone: (202) 776-9600 

Fax: (202) 776-7000 

E-Mail: inquiries@amideast.org 

Website: www.amideast.org

Sara West Tully 

Administrative Director 

Center for International Education 

University of Wisconsin-Milwaukee 

PO Box 413, Garland Hall Rm. 102 

Milwaukee, WI 53201 

Dear Sara, 

I am pleased to write in support of the University of Wisconsin-Milwaukee’s 

proposal under the Undergraduate International Studies and Foreign Languages 

Program. We are equally pleased to have had UWM as the first institutional 

affiliate of AMIDEAST Education Abroad Programs in the Arab World and to have 

had several UWM students on our programs already. 

The initiatives you are proposing are extremely important ones not only for the 

University but also for the growth of U.S. knowledge about a critical region of the 

world. We look forward to supporting you in any way that we can. 

We have been impressed by UWM’s commitment to building opportunities for your 

students in the region and the seriousness with which you are going about the 

entire process. We are, therefore, looking forward to continuing to work with you 

as you secure the all-important faculty buy-in to the programs which is so crucial to 

their success. We will, therefore, be very happy to make whatever arrangements 

you feel are important to facilitate a visit by your team to our program in Morocco, 

including arrangements to visit our facilities, meet with our Country Director Joseph 

Phillips, Education Abroad Academic Coordinator Dr. Mohammed Ezroura, 

Education Abroad Program Manager in Morocco Jennifer Michaluk, and members 

of our faculty. We will also be happy to arrange appointments with key individuals 

at our academic partner institution in Rabat, the Faculty of Letters of Mohammed V 

University – Agdal. 

Once you have word that your program is going forward, please let us know so that 

we can work with you to schedule the visit at an appropriate time. 

Sincerely yours, 

Jerome B. Bookin-Weiner, PhD 

Director of Study Abroad and Outreach 

PR/Award # P016A090005 e0
PR/Award # P016A090005 e0
MIDDLE EAST/NORTH AFRICAN AREA CONTENT COURSES

enrolled/offered 

Course

#

Course Title Instructor(s) 

Terms 

Credits 

06-07 

07-08 08-09 

COLLEGE OF LETTERS & SCIENCE 

Anthropology 

641 Seminar in Anthropology: (subtitled) 

“Ancient Cities” 

Laura Villamil Fall 3 11 

Arabic 

101 First Semester Arabic Dula Algady 

Mohammed Gallab 

Abdellatif Oulhaj 

Caroline SeymourJorn 

Fall 5 35 62 64 

102 Second Semester Arabic Hamid Ouali Spring 5 21 39 44 

111 Cultures and Civilizations of the Muslim 

Middle East (to be offered FALL 09) 

Staff 3 

164 Arabs and Islam in America (offered 

SPRING 06- 28 enrolled) 

Caroline SeymourJorn 3 

199 Independent Study Hamid Ouali Fall 

Spring 

Summer 

1-3 1 

201 Third Semester Arabic Abdelaadim Bidaoui 

Khuloud Labanieh 

Hamid Ouali 

Caroline SeymourJorn 

Fall 5 11 12 20 

202 Fourth Semester Arabic Hamid Ouali 

Caroline SeymourJorn 

Spring 5 11 6 19 

297 Study Abroad Staff Fall 

Spring 

Summer 

1-

12 

20 

2 

4 

301 Fifth Semester Arabic (to be offered FALL 

09; offered as ad hoc course Fall 08) 

Hamid Ouali 3 

302 Sixth Semester Arabic (to be offered 

SPRING 10; offered as ad hoc course 

Spring 09) 

Hamid Ouali 3 

311 Classical Arabic (to be offered FALL 10) Hamid Ouali 3 

312 Classical Arabic (to be offered SPRING 11) Hamid Ouali 3 

499 Ad Hoc: (subtitled) “Fifth Semester Arabic”, 

“Sixth Semester Arabic” 

Hamid Ouali Fall 

Spring 

1-6 8 

12 

Art History 

315 Art and Archaeology of Ancient Egypt 

(offered SPRING 06- 42 enrolled) 

Bruce Precourt Spring 3 

324 Art and Architecture of Byzantium (offered 

SPRING 06- 52 enrolled)

C. Maranci Spring 3 

326 Heretics & Iconoclasts: The Art and 

Architecture of the Christian East 

C. Maranci Fall 3 53 46 

PR/Award # P016A090005 e0
COURSES WITH MENA STUDIES CONTENT 

enrolled/offered 

Course # 

Instructor(s) 

Terms 

Credits 

06-07 07-08 08-09 

Classics 

299 Ad Hoc: (subtitled) “Egyptian 

Hieroglyphics” 

Bruce Precourt Spring 3 9 

390 Egyptian Mythology Bruce Precourt Fall 

Spring 

Summer 

3 73 

59 

26 

74 

71 

16 

71 

76 

X 

English 

247 Literature and Human Experience: 

(subtitled) “The Bible as Literature-New 

Testament”, “The Bible as Literature-Old 

Testament”

J. Fischer Fall 3 21 

French, Italian and Comparative Literature (FICL) 

Comparative Literature (FICL) 

231 Literature and Religion: (subtitled) 

“Holocaust: Children and War”, “The 

Qur’an as Literature”, “The Bible as 

Literature” 

Michael Fountain 

Caroline SeymourJorn 

Fall 3 66 69 

360 Seminar in Literature and Cultural 

Experience: (subtitled) “Arabic Women’s 

Literature”, “Arabic Women’s Writers in 

Translation” 

Caroline SeymourJorn Spring 3 

13 

 15 

533 Seminar in Trends in Modern Literature: 

(subtitled) “Development of the Arab 

Novel” 

Caroline SeymourJorn Spring 3 

10 

Geography 

130 Geography of Islam Anna ManssonMcGinty Fall 

Spring 

3 

18 

32 49 

410 Gendered Geographies Anna ManssonMcGinty Spring 3 2 3 

Global Studies 

190, 

290, 

390, 

490 

Think Tank Learning Community: 

(subtitled) “Origins of Political Islam”, 

“Development in the Arab World”, 

“Militarism, Warfare, and Gender” 

Thomas Maguire 

Ghada Masri 

Doug Savage 

Fall 

Spring 

1 25 

12 

 

25 

499 Ad Hoc: (subtitled) “Gender and 

Globalization” 

Ghada Masri Fall 3 9 

Hebrew Studies 

100 Introduction to Judaism Dana Margolis Fall 

Spring 

3 

20 

22 

27 

101 First Semester Hebrew Dana Margolis Fall 4 12 14 9 

102 Second Semester Hebrew Yair Mazor Spring 4 6 10 5 

105 Introduction to Biblical Hebrew I David Bursin Fall 4 12 11 

106 Introduction to Biblical Hebrew II David Bursin Spring 4 5 8 

199 Independent Study Rachel Baum 

Yair Mazor 

Fall 

Summer 

1-3 1 

X 

201 Third Semester Hebrew Yair Mazor Fall 3 7 3 11 

202 Fourth Semester Hebrew Spring 3 3 4 11 

PR/Award # P016A090005 e1
COURSES WITH MENA STUDIES CONTENT 

enrolled/offered 

Course # 

Instructor(s) 

Terms 

Credits 

06-07 07-08 08-09 

231 Introduction to the Old Testament/Hebrew 

Bible 

David Bursin Spring 3 33 32 29 

235 The Dead Sea Scrolls & the Bible David Bursin Fall 3 35 

238 Topics in Hebrew-Jewish Literature and 

Culture: (subtitled) “Judaism, 

Christianity and Islam”, “Arab-Israeli 

Conflict”, “Introduction to Judaism”, 

“Representing the Holocaust in Words & 

Images” 

Rachel Baum 

David Bursin 

Timothy Crain 

Dana Margolis 

Fall 

Spring 

Winter 

3 92 

91 

5 

107 

67 

62 

35 

249 History of Jewish Civilization: Biblical 

Period 

David Bursin Fall 3 15 

254 Studies in Hebrew Culture: (subtitled) 

“Moses, Jesus and Mohammed”, “The 

Body in Jewish Tradition”, “Literature 

and Film of the Holy Land” 

Timothy Crain 

Dana Margolis 

Yair Mazor 

Fall 

Spring 

3 39 

56 

67 36 

256 Good and Evil in Judaism, Christianity, 

Islam 

Rachel Baum Fall 3 24 

261 Representing the Holocaust in Words and 

Images 

Rachel Baum Fall 

Spring 

3 

24 

17 

17 

268 Jewish and Christian Responses to the 

Holocaust 

Rachel Baum Spring 3 19 15 

274 Ancient Egyptian Civilization Bruce Precourt Fall 

Spring 

3 106 

63 

69 

31

44 

45 

321 The Holocaust & the Politics of Memory D. Listoe Fall 

Spring 

3 22 

5 13 21 

331 Topics in Biblical Literature: (subtitled) 

“The Jewish God” 

S. Blumberg 

David Bursin 

Fall 3 25 13 40 

332 Women in the Bible Dana Margolis Spring 3 11 18 23 

699 Advanced Independent Study Yair Mazor 

Rachel Baum 

Fall 

Spring 

Summer 

1-3 7 

6 

1 

2 

2 

1 

History 

280 Islamic Civilization: The Formative Period, 

ca 500-1258 

Ellen Amster Fall 3 46 

282 The Modern Middle East in the Nineteenth 

and Twentieth Centuries 

Ellen Amster Fall 

Spring 

3 

46 

41 

319 The Era of the Crusades A. Larsen Fall 

Spring 

3 

51 

27 44 

370 Topics in the History of Religious Thought: 

(subtitled) “Early Christianity”, “Judaism 

in the Ancient World” 

J. Beall Fall 

Spring 

3 

40 

68 

383 North Africa: From Arab Conquest to the 

Present 

Bruce Fetter Fall 3 38 

386 Africa: The Age of Empires to 1880 Bruce Fetter Fall 3 42 39 36 

387 Africa: Imperialism & Independence Since 

1880 

Bruce Fetter 

Jessica Krug 

Spring 3 34 43 38 

PR/Award # P016A090005 e2
COURSES WITH MENA STUDIES CONTENT 

enrolled/offered 

Course # 

Instructor(s) 

Terms 

Credits 

06-07 07-08 08-09 

International Studies 

550 Senior Seminar: (subtitled) “Gateways to 

Africa”, “Cultures and Civilizations of the 

Modern Middle East”, “Ethnic Conflict”, 

“Humanitarianism in Global Perspective” 

Erica Bornstein 

Bruce Fetter 

Shale Horowitz 

Caroline SeymourJorn 

Fall 3 20 

16 

21 19 

Jewish Studies 

199 Independent Study Rachel Baum Fall 1-6 1 

260 Negotiating Religion & Nationalism: Jewish 

Experience in Europe/Middle East 

Timothy Crain Spring 3 48 

261 Representing the Holocaust in Words and 

Images 

Rachel Baum Fall 

Spring 

3 

12 

19 

25 

268 Jewish and Christian Responses to the 

Holocaust 

Rachel Baum Spring 3 10 21 

350 Global Jewish Film and Television Tasha Oren Spring 3 6 

379 Introduction to Jewish History Shay Pilnik Fall 3 2 5 

489 Internship in Jewish Studies Timothy Crain Spring 1-6 1 

499 Ad Hoc: (subtitled) Rachel Baum Spring 1-6 1 

699 Advanced Independent Study Rachel Baum 

Timothy Crain 

Lisa Silverman 

Fall 

Spring 

1-3 1 

1 

1 

1 

Political Science 

371 Nationalism and Ethnic Conflict Shale Horowitz Fall 

Winter 

3 39 

39 

Women’s Studies 

300 Gender and Spirituality: (subtitled) “Women 

and Gender in Islam” 

Anna ManssonMcGinty Spring 3 21 

PR/Award # P016A090005 e3
Advanced/Upper-Level Courses with Transnational Content

With the proposed MENA Studies Certificate portfolio option, students could complete area-specific work in 

these courses (at the 300-level and above) that would qualify for credit under the MENA Studies 

certificate program. 

enrolled/offered 

Course # 

Course Title Instructor(s) 

Terms 

Credits 

06-07 

07-08 

08*09 

COLLEGE OF LETTERS & SCIENCE 

Africology 

311 African Religious Thought and Social 

Organizations 

Bellegarde-Smith, Spring 3 11 11 16 

329 Problems and Prospects of US / Africa 

Economic Relations 

Armah, Wambsye Fall 

Spring 

3 21 

35 38 16 

344 Political Movements and Organizations in 

the Afroworld (75% Africa focus) 

Bellegarde-Smith Fall 

Spring 

3 7 7 5 

362 Philosophy & Thought in the Afroworld II Mbalia Fall 3 10 

414 The Black Woman in America, Africa, and 

the Caribbean 

Taylorboyd, Mballa Fall 

Spring 

3 

8 14 15 

451 Rites of Passage in Black Societies 

(Foundations of the use of rites of passage in 

different societies throughout Africa and the 

African diaspora) 

Staff Fall 3 16 19 14 

565 Selected Texts in Africology Mbalia Spring 3 12 16 

Anthropology 

307 World Archaeology: Foundations of 

Civilization 

Richards Fall 

Spring 

3 26 

59 59 

320 Peoples and Cultures of Africa Ajirotutu Spring 3 

328 Comparative Studies of Music, Race, and 

Gender in Nationalism (comparative 

study of processes of nation-formation 

and of roles played by race, gender, and 

music in national identities) 

Washabaugh Fall 3 22 22 

349 Ethnography and Cultural Processes (how 

socio-cultural processes are represented 

through ethnography in a global context)

Malaby Fall 3 22 

355 Globalization, Culture and Environment Heatherington Fall 

Summer 

3 

3 

 37 

22 

39 

360 Introduction to Linguistic Anthropology 

(considered in relation to specific 

languages/cultures) 

Ajirotutu, Perley Fall 

Spring 

3 35 40 

31 

41 

52 

431 Urban Anthropology (cross-cultural study of 

urban systems and subsystems; evolution 

of urban society, with international case 

studies)

Staff Spring 3 25 

446 Child In Different Cultures Staff Spring 3 32 

448 Cultural and Human Ecology (Relationships 

of human societies to natural 

environments, with international 

examples) 

Hudson Spring 3 15 

PR/Award # P016A090005 e4
ADVANCED TRANSNATIONAL CONTENT COURSES 

enrolled/offered 

Course # 

Course Title) Instructor(s) 

Terms 

Credits 

06-07 07-08 08-09 

449 Economic Anthropology (Uses and 

allocation of resources; modes of 

production and distribution and their 

relationship to kinship, politics and other 

aspects of culture) 

Staff Fall 3 19 

450 Political Anthropology (Political 

organization: forms of authority, 

responsibility, accountability and power in 

societies in international contexts) 

Staff Fall 

Spring 

3 

3 

16 

15 

543 Cross-Cultural Study of Religion Aycock, Applbaum Fall 3 15 

641 Seminar in Anthropology Applbaum Fall 

Spring 

3 

26 15 

11 

17 

Art History 

359 Modern Architecture I: The European 

Foundations of Modern Architecture 

Staff Spring 3 29 

371 African Art Ulrich Fall 

Spring 

3 24 32 

Atmospheric Sciences 

690 Seminar in Atmospheric Science: Global 

Warming 

Tsonis Fall 

Spring 

1-3 

12 

15 

9 5 

Biological Sciences 

310 General Ecology (Ecosystems, populations, 

relationships between organisms and 

environment)

Lepczyk, Hoverman, 

Pauers, Ehlinger, 

Whittingham 

Fall 

Spring 

4 81 

40 

84 

46 

86 

45 

Communication 

313 Human Communication and Technology Braman, Mabry Fall 

Spring 

Summer 

Winter 

3 64 

75 

36 

25 

46 

42 

38 

38 

64 

13 

17 

350 Intercultural Communication 

(survey of communication in a global 

context)

Bradford, Daniels, 

Lim, Grimes 

Fall 

Spring 

Summer 

Winter 

3 105 

100 

22 

46 

103 

117 

22 

36 

117 

129 

12 

27 

363 Communication in Human Conflict 

(Includes cross-cultural examples)) 

Henzl, Ang Fall 

Spring 

Winter 

Sumemr 

3 34 

71 

35 

55 

46 

12 

50 

27 

450 Cross-Cultural Communication Lim, Bradford Fall 

Spring 

Summer 

3 44 

22 

20 

46 

45 

21 

20 

23 

17 

550 International and Global Communication Supriya, Lim Fall 3 26 23 

660 Communication Capstone Seminar: 

Communication and HIV/AIDS 

Peterson Spring 3 24 

665 Introduction to Mediation (international 

conflict resolution) 

Mayes, Burrell, 

Szmania 

Fall 

Spring 

Summer 

3 61 

44 

33 

44 

47 

49 

PR/Award # P016A090005 e5
ADVANCED TRANSNATIONAL CONTENT COURSES 

enrolled/offered 

Course # 

Course Title) Instructor(s) 

Terms 

Credits 

06-07 07-08 08-09 

672 Communication and Social Order 

(comparative analysis of the role of 

communication in both maintaining and 

challenging social structures and 

hierarchies)

Olson Fall 3 22 18 18 

675 Communication in International Mediation 

and Peacebuilding 

Ricigliano Fall 

Spring 

3 27 

21 

 25 

Comparative Ethnic Studies 

250 Selected Topics in Ethnic Studies: 

Starbucks, Ethnicity & Globalization 

Kreutzer Fall 

Spring 

3 25 

31 

18 

37 

37 

21 

Conservation and Environmental Sciences 

471 Principles of Natural Resource Management 

(Includes international perspectives on the 

maintenance of renewable resources)

Zaber Spring 3 32 35 31 

490 Conservation and Environmental Science 

(includes international perspectives)

Brooks Fall 

Spring 

3 13 

19 

26 

18 

17 

23 

Economics 

302 Intermediate Macroeconomics (analysis of 

aggregates in national and global 

economies) 

Lei, Neuman, 

Batabyal, Vesely 

Fall 

Spring 

Summer 

3 45 

54 

21 

63 

67 

29 

68 

74 

2 

325 Money and Banking (international 

monetary theory and policy) 

Vesely, Holman, 

Neumann 

Fall 

Spring 

Summer 

3 51 

84 

60 

74 

59 

77 

3 

328 Environmental Economics McGinty Fall 

Spring 

3 28 39 40 

351 Introduction to International Economic 

Relations 

Bahmani-Oskoee, 

Wamboye, 

Thanabordeekij, 

Kovyryalova, Sarkar, 

Chi 

Fall 

Spring 

Summer 

3 67 

104 

19 

80 

111 

27 

89 

130 

1 

353 Economic Development (examines 

determinants of growth, modernization, 

poverty, and inequality in Africa, Asia, 

Latin America)

Mohtadi, Fuhmann Fall 

Spring 

Summer 

3 32 

27 

29 

35 

32 

30 

404 Economic Applications of Game Theory 

(multi-party decision problems of firms, 

governments and countries) 

Lei Fall 

Spring 

3 29 

26 

447 Labor Economics (influence of 

international trade on domestic labor 

markets) 

Thanabordeekij, 

Eberhardt, Cotti, 

Adams 

Spring 3 37 26 42 

454 International Trade Chakrabarti Fall 

Spring 

3 22 

37 

29 

33 

25 

50 

455 International Finance Neumann, Murshid Fall 

Spring 

3 14 

27 

11 

24 30 

English 

312 Topics in Film Studies: Media & Internet 

Culture (how transnational communication 

networks influence culture) 

Poster Fall 

Spring 

Summer 

3 26 

22 

8 

23 

26 

25 

25 

316 World Cinema (focuses on non-US films 

and film industries) 

Blasini Fall 

Spring 

3 51 

55 

46 

25 28 

PR/Award # P016A090005 e6
ADVANCED TRANSNATIONAL CONTENT COURSES 

enrolled/offered 

Course # 

Course Title) Instructor(s) 

Terms 

Credits 

06-07 07-08 08-09 

320 Studies in Film Authorship: Global Authors Blasini Fall 

Spring 

3 47 

24 

30 

37 

45 

24 

380 Media and Society

(International media examined regarding 

representation of class, gender, race and 

nation) 

Martin, Blasini Fall 

Spring 

Summer 

3 23 

24 

13 

34 

16 24 

394 Theories of Mass Culture: Various Topics Oren, Schneider Fall 

Spring 

3 23 15 16 

404 Language, Power, and Identity (The use of 

distinctive language varieties to construct 

identity and maintain power relations 

within a society) 

Amsler, Smith Fall 

Spring 

Summer 

3 19 

13 

23 

24 

19 

33 

15 

465 Women Writers: Women Writers in a 

Global Context 

Banerjee Fall 

Spring 

Summer 

3 

30 

37 

44 

25 

25 

2 

507 Studies in Twentieth Century Literature

(selected international texts) 

Nardin Fall 

Spring 

3 

25 

 28 

624 Seminar in Modern Literature (themes of 

modern literature in a cross-cultural 

context)

Tatham Fall 

Spring 

3 

13 

 

14 

627 Seminar in Literature and Culture: Civil 

Disobedience 

McKenzie Fall 

Spring 

3 16 

8 

14 

685 Honors Seminar: Travel Writing on SubSaharan Africa Roberts Fall 

Spring 

3 16 

13 

22 

12 43 

Foreign Languages and Linguistics 

420 Introduction to Second Language 

Acquisition 

Eckman Fall 3 23 21 16 

430 Language and Society Tieszen Spring 

Summer 

3 27 32 31 

468 Language in its Various Forms Eckman Fall 

Spring 

3 12 28 

32 

474 Language Typology and Universals Moravcsik Spring 3 7 16 

French, Italian and Comparative Literature 

Comparative Literature (FICL) 

350 Topics in Comparative Literature (One or 

more areas of comparative literature across 

periods, genres or regions)

Pitt Fall 

Spring 

3 14 18 

25 

360 Seminar in Literature and Cultural 

Experience 

Xu Fall 

Spring 

Summer 

Winter 

3 

13 13 

15 

12 

French (FICL)

311 French for International 

Business/Professional Communication: 

Oral Emphasis 

Staff Spring 3 8 

361 French for International Business 

Communication: Writing Focus 

Gest Spring 3 10 

410 French Language/Francophone Culture 

Immersion Weekends (with a focus on 

specific regions) 

Asare, New, Oliver, 

Turk, Staff 

Fall 1 4 

PR/Award # P016A090005 e7
ADVANCED TRANSNATIONAL CONTENT COURSES 

enrolled/offered 

Course # 

Course Title) Instructor(s) 

Terms 

Credits 

06-07 07-08 08-09 

433 Topics in French Literature Verdier Fall 

Spring 

3 

6 6 5 

451 Cinema of the French Speaking World Mileham Spring 3 10 12 15 

510 Seminar on Masterpieces of Literature 

Written in French 

Verdier Fall 3 8 6 

Geography 

309 Nationalities and Nations of the World Platt, Perkins Fall 

Spring 

3 62 

52 

62 

38 

55 

52 

310 General Climatology (global climate 

patterns and processes that shape them) 

Schwartz Fall 3 15 25 31 

350 Conservation of Natural Resources 

(Environmental ethics; positive and negative 

consequences of resource development and 

conflicts)

DeSousa, Fredlund Fall 

Spring 

Summer 

3 103 

60 

13 

78 

102 

27 

69 

102 

14 

430 Geography of Transportation (global 

transportation, w/ emphasis on commodity 

flows and traffic patterns) 

Wu Fall 

Spring 

3 

11 

 17 

441 Geography of Cities & Metropolitan Areas Schroeder Fall 3 29 32 29 

443 Cities of the World: Comparative Urban 

Geography 

Kenny Spring 3 32 41 26 

464 Environmental Problems 

(case studies of geographical and historical 

roots of modern global environmental 

problems)

DeSousa Fall 

Spring 

3 

23 23 26 

520 Physical Geography of the City (factors 

impacting human activities in urban 

environments, considered in context of 

global urbanization) (50% international) 

Drezner Spring 3 23 

Global Studies 

311 Contexts for Global Management Aneesh, Applbaum Fall 

Spring 

3 16 19 25 

321 Global City in History McGuinness Spring 3 19 

351 Global Communications I: Language, 

Media, Social Practice 

Martin, Van Pelt, 

Aneesh 

Fall 3 18 20 

371 Global Security I: Rethinking Global 

Security 

Howland, Paik, Heo Fall 3 8 17 17 

390/

490 

Think Tank Learning Community (variable 

topic) 

Masri, Maguire, 

Savage, Biniecki 

Fall 

Spring 

1 28 

41 

30 

47 

57 

47 

447 Global Politics of Human Rights Bornstein Fall 3 9 

448 Intellectual Property: Global Information 

Economy 

Aneesh Fall 3 13 

451 Global Communications II: Access, 

Security & Intercultural Contexts 

Lim Fall 23 

471 Global Security II: Strategies for Realizing 

Security 

Anderko, Skoll, Wei Fall 3 3 

18 

489 Global Studies Internship (overseas) Buss Fall 

Spring 

Summer 

3 5 

0 

5 

3 

10 

5 

2 

11 

499 Ad hoc (variable topic) course: Gender and 

Globalization 

Masri Fall 3 9 

PR/Award # P016A090005 e8
ADVANCED TRANSNATIONAL CONTENT COURSES 

enrolled/offered 

Course # 

Course Title) Instructor(s) 

Terms 

Credits 

06-07 07-08 08-09 

500 Global Management Capstone Seminar: 

Global Strategy 

Rathburn, Liston, 

Ricigliano, Martin, 

Supriya, Levitas 

Spring 3 9 11 11 

541 Cross-Cultural Management Gonzalez, Li Fall 3 14 19 21 

551 Global Communications Capstone Seminar: 

Future Trends 

Malaby Spring 3 6 6 

571 Global Security Capstone Seminar: Future 

Trends 

Ricigliano Spring 3 10 7 

History 

302 History of Christianity East and West: Since 

1500 

Staff Spring 3 32 

320 History of Medieval Warfare Larsen Fall 

Spring 

3 47 

50 47 

345 Modern Balkans: Nationalism, War and 

Democracy 

Shashko Spring 3 42 

364 The Holocaust: Anti-Semitism and the Fate 

of Jewish People in Europe, 1933-45 

Crain Fall 

Spring 

3 78 

44 

48 43 

372 Topics in Global History McGuinness, Rivas Fall 

Spring 

3 54 

62 

47 76 

49 

392 The History of Southern Africa Staff Summer 3 32 23 

International Studies 

550 Senior Seminar Beck Fall 

Spring 

3 20 

16 

21 

12 

19 

20 

Journalism and Mass Communication 

226 Religion, Media and Culture Backes Spring 3 41 50 48 

361 Media Ethics (application of ethical 

principals to controversies in journalism, 

advertising, public relations, new 

technologies, including their application 

to coverage of world events) 

Whitaker 

Allen 

Gallun 

Fall 

Spring 

Summer 

3 51 

58 

34 

33 

21 

68 

450 Race and Ethnicity in the Media (media 

content and forms as they apply to 

coverage of world events) 

Supriya Fall 

Spring 

Summer 

Winter 

3 26 

42 

34 

25 

40 

13 

33 

39 

12 

460 Gender and Media (critical analyses of 

representations in world event coverage) 

Rostankowski, 

Poster, Stabile 

Fall 

Spring 

3 93 

79 

52 

74 

560 History of Mass Media Smith 

Levine 

Fall 

Spring 

Summer 

3 36 

47 

31 

25 

24 

30 

620 Global Media Systems Brush, Maguire 

Supriya 

Fall 

Spring 

Summer 

3 19 

22 

22 

25 

22 

24 

24 

661 Seminar in Mass Communication and 

Society (Relationship of mass media to 

public opinion, government and society, 

in a comparative context)

Backes, Zhang, 

Allen, Ley, Levine, 

Bailey 

Fall 

Spring 

Summer 

3 70 

78 

16 

77 

90 

18 

61 

74 

5 

Philosophy 

250 Philosophy of Religion (survey of faith 

concepts, traditional proofs, relevance of 

scripture)

Mondadori, Eastman 

Jr., Lewis 

Fall 

Spring 

Summer 

3 112 

107 

93 

106 

11 

54 

53 

PR/Award # P016A090005 e9
ADVANCED TRANSNATIONAL CONTENT COURSES 

enrolled/offered 

Course # 

Course Title) Instructor(s) 

Terms 

Credits 

06-07 07-08 08-09 

355 Political Philosophy (Review of 

philosophical doctrines involved in 

justification of political decisions))

Wainwright, Gendron Fall 

Spring 

3 

26 29 19 

432 History of Modern Philosophy Atherton Spring 3 54 49 39 

453 Special Topics in the History of Modern 

Philosophy (Intensive study of a philosopher 

or movement or historical problem, e.g. the 

British empiricists)

Sensat, Atherton, 

Gendron 

Fall 

Spring 

3 21 

10 

11 17 

7 

685 Capstone Senior Seminar: Problem of 

Universals in the Middle Ages 

Mondadori Fall 

Spring 

3 20 

15 

14 

14 

15 

15 

Political Science 

310 Politics of the Soviet Union and its 

Successor States 

Pienkos, Clardie Fall 3 48 47 57 

316 International Law Nardin, Beck Fall 

Spring 

3 

79 

63 70 

65 

330 The Politics of International Economic 

Relations 

Horowitz Fall 3 49 

337 International Organizations and the United 

Nations 

Horowitz Fall 

Summer 

Winter 

3 

24 

48 

24 

19 

54 

2 

338 Seminar in International Relations: Various 

Topics 

Staff Spring 

Summer 

3 

24 27 2 

340 Politics of Nuclear Weapons Redd Spring 

Summer 

3 47 

15 

365 Theories and Methods in International 

Politics 

Heo, Karaman Fall 3 50 59 27 

370 International Conflict Garnham, Karaman, 

Ye, Clardie 

Fall 

Spring 

3 

63 

23 

47 

423 Conduct of American Foreign Affairs Redd, Johnson Fall 

Winter 

Spring 

Summer 

3 52 

26 

29 

42 

17 

43 

16 

54 

9 

Sociology 

324 Comparative Race Relations (race relations 

in historical and cross-cultural perspective) 

(50%)

Staff Spring 3 34 35 35 

333 Social Class in Industrial Society 

(comparative analysis of patterns of 

stratification in modern societies) 

Noel, Dreyer Spring 3 27 

377 Urbanism and Urbanization (examines 

impact of historical development and 

changing spatial patterns on social 

behavior in metropolitan areas in 

industrialized societies) 

Edari Fall 

Spring 

3 

37 

38 

28 

450 Environmental Sociology (analysis of the 

interaction between humans and the 

natural environment in industrialized 

societies) 

Bharadwaj Fall 

Spring 

3 27 

27 

 

PR/Award # P016A090005 e10
ADVANCED TRANSNATIONAL CONTENT COURSES 

enrolled/offered 

Course # 

Course Title) Instructor(s) 

Terms 

Credits 

06-07 07-08 08-09 

Women’s Studies 

401 Global Feminisms Mansson McGinty, 

Banerjee 

Fall 

Spring 

3 23 24 23 

500 Advanced Social Science Seminar in 

Women’s Studies: Gender & Culture 

(gender roles in world cultures)

Mansson McGinty Fall 

Spring 

3 14 

ARCHITECTURE AND URBAN PLANNING 

Architecture 

300 Architectural History and Theory (a global 

perspective) 

Krause, Hubka Fall 

Spring 

3 68 

49 

66 

69 

74 

72 

302 Architecture and Human Behavior 

(behavioral, social and cultural factors and 

their implications for the design and 

planning of the built environment; extensive 

international examples))

Weisman Fall 

Spring 

3 43 

66 

64 

46 

69 

73 

303 Architecture and Environmental Response 

(50% international case studies)

Ollswang Fall 

Spring 

3 49 

60 

73 

74 

67 

70 

510 Survey of Structural Analysis (gives a 

historical and comparative overview of 

Asian, European, and South American 

building methodologies)

Salameh Fall 

Spring 

Summer 

3 21 

15 

15 

22 

19 

23 

20 

531 Historic Concepts of Architecture 

(Attention to cross-cultural influences)

Hubka Fall 3 18 21 20 

532 Modern Concepts of Architecture 

(Attention to cross-cultural influences)

Wishne Fall 3 14 26 24 

635 Studies in Architectural History and 

Precedent (Includes historical and 

international perspectives)

Jarosz Fall 3 6 5 

645 Studies in Urban and Community Design 

Theory (Includes international 

perspectives)

Witzling, Esswein, 

Isaacs, 

VanOudenalle, 

Dicker 

Fall 

Spring 

3 11 

8 

11 

12 

10 

14 

Urban Planning 

315 Planning for Great Cities of the World: 

Their Growth and Guided Urbanization 

Carlson, Strigens Fall 

Spring 

3 

42 51 

ARTS 

Visual Art 

309 Issues in Contemporary Art Lampert Fall 

Spring 

Summer 

3 51 

81 

58 

46 

6 

92 

82 

6 

BUSINESS ADMINISTRATION 

Business Administration 

320 Managerial Economics (role of applied 

economics in decision-making, in global 

context) 

Marcus, Ye 

Gomes 

Fall 

Winter 

Spring 

Summer 

3 390 

31 

383 

60 

418 

34 

420 

63 

417 

38 

443 

36 

427 International Accounting Bauman, Saeman Fall 

Spring 

3 

46 

PR/Award # P016A090005 e11
ADVANCED TRANSNATIONAL CONTENT COURSES 

enrolled/offered 

Course # 

Course Title) Instructor(s) 

Terms 

Credits 

06-07 07-08 08-09 

435 Emerging Information Technologies 

(emerging technologies impacting business 

around world) 

Wilson, Chiravuri 

Bansal 

Fall 

Spring 

3 31 

35 

30 

25 

438 Management Information Systems: Global 

Information Systems 

Mao, Srite Fall 

Spring 

Summer 

3 29 

31 

10 

26 

12 5 

441 Diversity in Organizations (examines 

cultural values and practices among 

diverse groups in organizations; 

discrimination, stereotyping, prejudice) 

James, Ragins Fall 

Spring 

3 48 

44 

61 

45 47 

456 International Financial Management Kim, Garba, Ng Fall 

Spring 

Summer 

3 94 

96 

28 

88 

101 

50 

126 

155 

28 

462 Marketing Research (international 

examples) 

Nikolaeva, Johnson Fall 

Spring 

Summer 

3 174 

163 

24 

155 

179 

36 

160 

188 

9 

463 Marketing Management (development and 

implementation of marketing plans; issues 

pertinent to target markets) (25%) 

Ringberg, Shaffer Fall 

Spring 

Summer 

3 121 

160 

28 

137 

173 

31 

144 

171 

20 

465 International Marketing Blankenburg, 

Brachman, Shaffer, 

Barrett, Gupta, 

Lowengart 

Fall 

Spring 

Summer 

Winter 

3 186 

234 

30 

41 

218 

230 

44 

39 

225 

233 

16 

40 

468 Internet Marketing (global context of 

internet marketing) 

Bhatnagar, Johnson Fall 

Summer 

3 45 46 39 

496 International Business Berg, Shaffer, 

Brachman, Wentz, 

Garba 

Fall 

Spring 

Summer 

Winter 

3 179 

176 

20 

48 

173 

199 

33 

49 

171 

200 

28 

46 

530 Introduction to eBusiness (exploration of 

applications of global internet technology 

to business practice) 

Ambrose, 

Jarupathirun 

Fall 

Spring 

Summer 

3 22 

8 

24 

17 

14 

4 

EDUCATION 

Curriculum & Instruction 

313 Teaching Economics in the Social Studies 

Curriculum 

Schug Fall 

Spring 

3 27 

13 

29 

13 

24 

16 

321 Introduction to the Teaching of Social 

Studies 

Goree Fall 

Spring 

3 11 

16 

10 

14 

11 

19 

323 Teaching of Social Studies Goree, TiezziWaldera, Mueller, 

Post, Muirhead 

Fall 

Spring 

Summer 

3 140 

71 

23 

122 

89 

13 

100 

89 

11 

334 Teaching of Modern Foreign Languages Curtain, Oxford Fall 3 18 

522 Economic Education Staff Fall 3 10 

543 Developing Literacy Skills in the Bilingual 

Classroom 

Kuschel Spring 

Summer 

3 32 18 

18 

20 

655 Applied Linguistics for Teachers Krause, AntropGonzalez Fall 

Summer 

3 28 

9 

18 

20 

20 

5 

PR/Award # P016A090005 e12
ADVANCED TRANSNATIONAL CONTENT COURSES 

enrolled/offered 

Course # 

Course Title) Instructor(s) 

Terms 

Credits 

06-07 07-08 08-09 

Educational Policy and Community Studies 

375 Cultural Foundations of Education 

(examines cultural influences of diasporic 

communities as they affect education in the 

US) 

Harris, Brosio, 

Troiano, Johnson, 

Gallant, Tapia, 

Tomala-Nita, FarmerHinton, Byrnes 

Fall 

Spring 

Summer 

Winter 

3 209 

178 

33 

14 

219 

184 

22 

17 

207 

195 

7 

17 

411 Conflict and Change (examines bargaining 

and conflict in community education in a 

variety of contexts) (50% international)

Porter Spring 3 19 

520 Peace Education (how education can 

address the threat of nuclear weapons; 

prepares students to teach about war and 

peace) 

Harris, Foley Fall 

Spring 

3 15 5 

18 

550 Comparative Education (survey of foreign 

school systems))

Staff Spring 3 10 

579 Current Topics in the Cultural Foundations 

of Education (focus on international topics)

Galland, Byrnes Spring 

Summer 

1-6 

9 10 

660 History of Western Education (examines 

educational systems in western countries 

through the development of various 

civilizations from ancient Egypt to Europe)

Gallant Fall 3 10 

HEALTH SCIENCES 

Health Care Administration 

297/

497 

Health Care Administration Study Abroad Fall 

Spring 

Summer 

1-

12 

7 

INFORMATION STUDIES 

Library and Information Science 

620 Ethics and the Information Society (focus 

on global information society, ethical 

implications of IT, digital divide)

Buchanan Fall 

Spring 

Summer 

3 27 

7 

38 

635/

682 

Digital Libraries (evaluation of 

international digital libraries and 

gateways) 

Xie Fall 3 25 15 24 

SOCIAL WELFARE 

Criminal Justice 

291 International Terrorism Skoll Fall 

Spring 

Summer 

3 49 

114 

14 

33 

103 93 

410 Comparative Criminal Justice (comparative 

study of criminal justice systems in selected 

countries) (75%)

Bokas Spring 3 29 37 33 

Social Work 

665 Cultural Diversity and Social Work 

(Emphasis on culture, race and ethnicity, 

theories of prejudice and racial minority 

groups and the politics of human services in 

multicultural society) (25%)

Lowery, Torres, 

Singer, Grisby 

Fall 

Spring 

Summer 

3 53 

93 

36 

41 

82 

37 

48 

96 

25 

PR/Award # P016A090005 e13
Budget Narrative

Budget Narrative

Attachment 1:

Title: Pages: Uploaded File: 1234-Budget.pdf

PR/Award # P016A090005 e115
UW-Milwaukee Proposed UISFL Budget: 

Strengthening Middle East and North African Language and Area Studies

% US/ED US/ED UWM UWM

Pg. Direct Costs Time Year 1 Year 2 Year 1 Year 2

PERSONNEL (projected annual rate increase of 2%)

Faculty

13 Seymour-Jorn, Caroline: Principal Investigator, Assistant Professor* of 

Comparative Literature, Co-Director of Middle Eastern and North African 

Studies Program

20%

Provide academic oversight over all grant administration activities; coordinate 

advisory committee, co-curricular program and curriculum planning meetings; 

develop Palestinian and Israeli Literature and Film course; assess/develop 

Jordan study abroad options; coordinate MENA certificate program

requesting 1/9 Summer Salary for 2 years prorated from 9-month salary of 

$52,542, with Year 1 balance provided by CIE in June 09

2,838 6,408

in-kind university academic year match 10,908 11,535

* expected to receive tenure Fall 2009 - carries $4000 salary increase

15 Alkhas, Anita, Associate Professor of French 20%

Lead efforts to strengthen French students' participation in Arabic language and 

MENA studies programs; strengthen Francophone study abroad in N. Africa, 

develop Picturing the Maghreb French course; coordinate Workshop on 

Francophone N. Africa for K-12 French teachers

requesting 1/9 Summer Salary for 2 years prorated from 9-month salary of 

$57,085, with Year 1 balance provided by CIE in June 09

3,343 6,470

AY salary exceeds match requirement; in-kind not shown

14 Amster, Ellen: Assistant Professor* of History, Co-Director of Middle 

Eastern and North African Studies Program

20%

Participate in advisory committee, co-curricular program and curriculum planning 

meetings; develop Health and Environment in the Middle East and North Africa 

course; develop/lead Morocco summer study abroad program; organize MENA 

film festival

requesting 1/9 Summer Salary for 2 years prorated from 9-month salary of 

$54,107

6,012 6,577

AY salary exceeds match requirement; in-kind not shown

* expected to receive tenure Fall 2010

13 Ouali, Hamid: Assistant Professor of Arabic/Linguistics 20%

Participate in MENA curriculum planning meetings; plan, document and submit 

for campus approval Arabic Minor curriculum; develop Language Variation in the 

Arab World course; assess/develop Egypt study abroad program options; 

supervise Arabic Language Roundtable activities

requesting 1/9 Summer Salary for 2 years prorated from 9-month salary of 

$55,030, with Year 1 balance provided by CIE in June 09

3,114 6,237

in-kind university academic year match 11,006 11,226

Professional/Academic Staff

16 Maguire, Thomas: Research Coordinator, CIE 20% 9,050 9,231

Coordinate project evaluation and assessment activities, including development 

of portfolio assessment instrument for MENA Certificate; assist with 

development/implementation of co-curricular programs

in-kind salary prorated from $45,248.17 annual rate

17 Palasz, Nicole: K-12 Programs Coordinator, CIE 15%

Plan/implement summer institutes for K-12 teachers; develop teaching resources, 

curricular guides; assist K-12 teachers with professional development plans 

incorporating MENA studies

salary exceeds federal match requirement; in-kind not shown

17 Savage, Douglas: Assistant Director, Institute of World Affairs, CIE 15%

Coordinate development of K-12 learning objects and teaching materials, as well 

as IWA efforts to expand public access through Int'l Focus, webcasting, 

advertising, video production and web development

salary exceeds federal match requirement; in-kind not shown

Page 1 of 3

PR/Award # P016A090005 e0
% US/ED US/ED UWM UWM

Pg. Direct Costs Time Year 1 Year 2 Year 1 Year 2

Student Workers

9 Student Assistant, Project Support 50%

Development and administration of co-curricular programs: Arabic Language 

Roundtable, MENA Speaker Series, MENA Distinguished Lectures, MENA Film 

Festival - $9/hour at 1040 hours/year

9,360 9,360

Subtotal/Personnel: 24,667 35,051 30,964 31,991

FRINGE BENEFITS (projected annual rate increase of 1%)

Faculty @ 38.5% FY09; 39.5% FY10 5,893 10,148 8,437 8,990

Academic Staff @ 38.5% FY09; 39.5% FY10 3,484 3,646

Student Workers @ 3.5% FY09; 4.5% FY10 328 421

Subtotal/Fringe Benefits: 6,221 10,569 11,921 12,637

TRAVEL

8 Study Abroad Program Development -Morocco

program seed funds to cover faculty director E. Amster's travel/housing/per diem 

and instruction costs in Fes

5,500

8 Study Abroad Program Development -Egypt

inter-institutional partnership development with University of Cairo, 

AMIDEAST/Egypt; funds to cover program development travel for H. Ouali

3700

8 Study Abroad Program Development -Jordan

AMIDEAST/Jordan program assessment and partnership development to 

establish range of language and area studies options for UWM students; funds to 

cover program development travel for C. Seymour-Jorn

3,700

8 Study Abroad/Course Development for Francophone N. Africa

course/program development funding for A. Alkhas' travel to Rabat, Morocco to 

strengthen partnership with Muhammad V University, AMIDEAST and collect 

instructional materials

3,700

Travel to UISFL Project Director Meetings

PI to travel to UISFL project director meetings each year 2,000 2,000

est. at $2000 for airfare, hotel, per diem

Subtotal/Travel: 13,100 7,500

EQUIPMENT

None

Subtotal/Equipment:

SUPPLIES

7 Library Materials Supporting Instruction 10,000

acquisition of multimedia and print instructional materials in Arabic and English

9 Arabic Language Roundtable 500 500

printing and supplies supporting weekly structured discussion groups of Arabic 

language students and speakers

Arabic Minor/ Middle Eastern and North African Studies Certificate 

Program Brochures

1,000

supplies, printing

Subtotal/Supplies: 11,500 500

Page 2 of 3

PR/Award # P016A090005 e1
% US/ED US/ED UWM UWM

Pg. Direct Costs Time Year 1 Year 2 Year 1 Year 2

OTHER

28 External Review: Year 1 (Project Start)

professional services and travel expenses for team of two external evaluators to 

review Arabic language and MENA Studies programs at beginning of grant 

period; $2000 professional service fee, $500 airfare, $120/day lodging and meals 

for two-day visit

5,480

28 External Review: Year 2 (Project End)

professional services and travel expenses for team of two external evaluators to 

review project outcomes, facilitate planning for sustaining activities at end of 

grant period; $2000 professional service fee, $500 airfare, $120/day lodging and 

meals for two-day visit

5,480

27 ACTFL OPI Workshop for Arabic Instructors/TAs 5,000

professional services for a four-day on-site Oral Proficiency Interview workshop 

for all Arabic instructors and teaching assistants

9 MENA Speaker Series 2,200 1,500

professional services, travel/parking, and publicity expenses for monthly guest 

speakers from Chicago/Milwaukee/Madison region to expand cultural/linguistic 

programming for students and faculty

10 MENA Distinguished Lectures (2 per year)

professional services and travel expenses for two visiting speakers/year; $2000 

professional service fee, $500 airfare, $120/day lodging and meals for two-day 

visit

5,480 5,480

10 Global Studies Summer Institute for Teachers

three-day professional development workshop focusing on teaching about MENA 

regional topics; 6,000

professional services and travel expenses for speakers; housing and meals for 

participating teachers; materials; presentation equipment rental

10 Weekend Workshop on Francophone North Africa for K-12 French 

teachers 3,000

professional development workshop focusing strategies and resources 

supporting teaching about Francophone N. Africa and Maghreb culture in K-12 

French classes

professional services and travel expenses for speakers; housing and meals for 

participating teachers; materials; presentation equipment rental

10 Multimedia Teaching Materials Development 3,500 2,200

taping, production and post-production (editing, sound editing) costs

9 MENA Film Festival 12,000

purchase/rental of films, costs associated with use of projection room/equipment, 

professional service fees/travel/meals for moderators, printing and dissemination 

of informational materials 

Subtotal/Other: 27,660 29,660

Total Direct Costs: 83,148 83,280 42,885 44,628

Indirect Costs (8% of Directs): 6,652 6,662 3,431 3,570

TOTAL REQUEST: 89,800 89,943 46,316 48,198

Page 3 of 3

PR/Award # P016A090005 e2