new academic program implementation request · 16.08 iranian/persian languages, literatures, and...

Persian and Iranian Studies 1

NEW ACADEMIC PROGRAM – IMPLEMENTATION REQUEST

I. PROGRAM NAME, DESCRIPTION AND CIP CODE

A. PROPOSED PROGRAM NAME AND DEGREE(S) TO BE OFFERED – for PhD programs indicate whether a terminal Master’s degree will also be offered. Persian and Iranian Studies, PhD

B. CIP CODE – go to the National Statistics for Education web site

(http://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55) to select an appropriate CIP Code or contact Pam Coonan (621-0950) [email protected] for assistance.

16.08 Iranian/Persian Languages, Literatures, and Linguistics

C. DEPARTMENT/UNIT AND COLLEGE – indicate the managing dept/unit and college

for multi- interdisciplinary programs with multiple participating units/colleges. Roshan Graduate Interdisciplinary Program in Persian and Iranian Studies, Graduate College

D. Campus and Location Offering – indicate on which campus(es) and at which location(s) this program will be offered (check all that apply). __X__In-person Main Campus Program ____Fully online degree offered through Student Affairs and Academic Initiatives– please note that Vincent Del Casino Jr., Vice Provost for Digital Learning and Associate Vice President of Student Affairs and Enrollment Management must sign this document to indicate financial approval. ____Distance learning (non-Main Campus programs offered at UA South, Yuma, Chandler, North Valley)– please note that Joel Hauff, Associate Vice President of Student Affairs and Enrollment Management/Academic Initiatives and Student Success must sign this document to indicate financial approval. Specify locations for degree.

II. PURPOSE AND NATURE OF PROGRAM–Please describe the purpose and nature of your program and explain the ways in which it is similar to and different from similar

http://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55


programs at two public peer institutions. Please use the attached comparison chart to assist you. Description Try another way of looking. Try you looking and the whole universe seeing.

~Rumi, Persian poet

The College of Social and Behavioral Sciences and the School of Middle Eastern and North African Studies (MENAS), as well as that of the School’s affiliated Title VI Center for Middle Eastern Studies (CMES) and international, Tucson-housed Middle Eastern Studies Association (MESA), support the development of a GIDP in Persian and Iranian Studies PhD program that will specialize in the languages, literatures, and histories of Iran and Persia as distinct and unique geopolitical and sociocultural spaces. The Persian and Iranian Studies degree will focus specifically on either modern or classical Persian literature and culture, or Iranian (or other Persian speaking societies’) history, religion, social organization, and politics. For either, superior language competency in Persian is expected.

Similarities & Differences to Two Public Peer Institutions Don't be satisfied with stories, how things have gone with others. Unfold your own myth. ~Rumi

Just as there is much to recommend general expertise in a world region – such as is gained through the existing MENAS programs here at the UA –an assessment suggests that there is also significant advantage to becoming a deep expert in one facet of a region. Such expertise can not only advantage graduates in the academic job market, it can also bring to civil and public domains the nuanced intellectual leadership that our increasingly complex world demands.

One public peer with an MA in Iranian/Persian studies is the University of Washington. The degree program is structured around core competencies – primary (research) language, concentration Near Eastern language, secondary Near Eastern language, individualized reading list, general culture of the Near East, and then a specialized exam (again in a customized field). Students in the MA program can choose a thesis or a seminar paper to complete their degrees. A second peer, UCLA, does not offer a terminal master’s degree in Iranian Studies as such; they do offer an MA in Near Eastern Languages and Civilizations but it is not specialized (meaning, students “learn about the peoples of the Silk Road, Israeli identities, early Christianity, Turkish poetry, Islamic Law, the Dead Sea Scrolls, and much more.”i) The PhD program in Iranian Studies, which is the more specialized program (see PhD GIDP request), does not offer a terminal MA, but students fulfill the requirements of an MA en route to PhD completion. See Appendix C for Comparison Chart.


III. PROGRAM REQUIREMENTS – list the program requirements, including minimum number of credit hours, required courses, and any special requirements, including subspecializations, subplans, theses, internships, etc. Use the comparison chart to explain how your requirements are similar to and different from the two programs at the two public peer institutions to which you compared your program in Section II.

PhD in Persian and Iranian Studies The PhD in Persian and Iranian Studies will consist of 36 units of major coursework, 9 units of minor coursework, and 18 dissertation units. These courses can be from other departments including MENAS, Anthropology, English, History, SLAT, Linguistics, etc. All PhD candidates will be required to take four core courses (12 units), two colloquia (6 units), two seminars (6 units), one research methods course (3 units), four to six elective courses selected in consultation with the candidate’s major advisor (12-18 units with 9 units qualifying as the candidate’s minor), and demonstrate a fourth-year Persian language proficiency, which may include taking 6 units in Persian language courses.

Core Courses (12 units total): MENA/GWS 563, PRS/MENA 571, MENA 580, MENA 595D

Colloquium options (choose 2; 6 units total; repeatable as long as topics vary): PRS 595

Seminar options (choose 2; 6 units total; repeatable as long as topics vary): PRS 596A, PRS 596B

Method options (choose 1; 3 units total): ANTH 609, ENGL 596B, ENGL 596L, HIST 695K, LING 503, LING 696A, MENA 530A, MENA 596S, MENA 696J, PRS 5XX

Electives and Minor coursework options (choose 4-6; 12-18 units total): See Appendix A

Language Proficiency (complete proficiency assessment or take these 2 courses; 0-6 units total): PRS 507, PRS 508

A. CURRENT COURSES AND EXISTING PROGRAMS -- list current courses and existing university programs which will give strengths to the proposed program. If the courses listed belong to a department that is not a signed party to this implementation request, please obtain the department head’s permission to include the courses in the proposed program and information regarding accessibility to the course(s) for students in the proposed program.

PhD in Persian and Iranian Studies—36 units in major coursework, 9 units for minor coursework, and 18 dissertation units (63 units)


Please refer to Appendix B for letters of support from the department heads of the home department of these courses. Active Core Courses Students are required to take these 4 core courses: MENA/GWS 563, PRS/MENA 571, MENA 580, MENA 595D. All 4 of these courses are currently active in the catalog. MENA 595D - Middle East (3 units) The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may or may not be required of course registrants. Home department: MENAS

MENA 580 The Middle East in the Twentieth Century (3 units) The modern Middle East in the age of imperialism, world wars, state formation, decolonization, and Islamic resistance. Graduate-level requirements include additional readings on selected topics and an extensive research paper. Home department: MENAS

MENA/GWS 563 Gender Issues and Women's Literature in the Middle East (3 units) This course introduces Middle Eastern women's issues through a critical reading of literary works written by women in the major languages of the Near East (Arabic, Hebrew, Persian, and Turkish) that are available in translation. Readings include poetry, short stories, and novels all analyzed within their social context. Graduate-level requirements include additional reading from the suggested bibliography, longer written papers, an oral presentation and bi-weekly meeting with instructor. Theoretical issues will be addressed and presented in additional material. Home department: MENAS

PRS/MENA 571 Iranian Cinema, Gender Issues, and Social Change (3 units) Iran has been lauded as one of the great exporters of cinema during the last two decades. During this time, Iranian films have won countless international awards and enjoyed great reviews. Through the analysis of movies, the history of Iranian cinema, cinematic criticism, and historical texts, this course helps students understand the process of social change in that society and the ways such changes influence the production of art. Home department: MENAS Active Colloquia and Seminars Students must take at least two (2) colloquia (PRS 595) and two (2) seminars (PRS 596 A or B). Students can repeat any of these colloquia or seminars as long as they


are on a different topic. PRS 596A and PRS 596B are the only courses active in the catalog at this time. PRS 596A Topics in Classical and Ancient Persian Literature and Culture (3 units) Topics vary, including Classical Persian Literature in English Translation; Classical Persian Literature in the Original Language; Medieval Cultural and Political History of Persia; and Ancient Persian Language, Literature and Culture. Focus on student-faculty discussion/interaction and exchange of scholarly information, students engage in research activities and exchange results through discussion, reports, and/or papers. Graduate-level requirements include a class presentation. Home department: MENAS

PRS 596B Topics in Modern Persian Literature and Iranian Culture (3 units) Various topics including Modern Persian Literature in English Translation; Modern Persian Literature in the Original Language; Contemporary Cultural and Political History of Iran, Ideology and Revolution in Iran, and Women and Gender Issues in Contemporary Iran. Exchange of scholarly information, research by course registrants, exchange results through discussion, reports, and/or papers. Graduate-level requirements include a longer paper. Home department: MENAS

Active Methods Courses Students must take at least one of the following methods1 courses as part of their core: ANTH 609, ENGL 596B, ENGL 596L, HIST 695K, LING 503, LING 696A, MENA 530A, MENA 596S, MENA 696J, PRS 5XX. With the exception of PRS 5XX, all of these courses currently active in the catalog. Please refer to Appendix A for course descriptions. Active Language Proficiency Courses Prior to writing a dissertation, PhD candidates must demonstrate superior proficiency in Persian, or complete PRS 507 and 508 with a B or better. To demonstrate superior proficiency in Persian, students will have to take an exam as determined by the executive committee of the GIDP. PRS 507 4th Year Persian I (3 units) This course offers advanced students the opportunity to study professional, academic, technical, and creative texts. It will help them develop superior level proficiency by improving their vocabulary, reading ability, writing skills, and knowledge of the nuances of the language. Reading skills will be acquired through the use of texts and media. Listening skills will be acquired through discussions and exposure to news broadcasts, interviews, songs, and audio-visual materials. Writing skills will be improved though writing assignments followed by feedback from the

1 Descriptions and home departments for these courses are included in Appendix A.


instructor and fellow students. Superior speaking skills will be practiced in class discussions, group activities, presentations, and through the simulation of cultural and linguistic contexts. Graduate-level requirements include translation and incorporation of primary sources use in the course in research projects (25%). Home department: Persian PRS 508 4th Year Persian II (3 units) Graduate-level requirements include translation and incorporation of primary sources use in the course in research projects (25%). Home department: Persian

Active PhD Elective Courses In consultation with their major advisor, PhD candidates would choose 12-18 units of electives courses, with 9 units qualifying as the candidate’s minor, from the list on Appendix A. Please refer to Appendix A for the course descriptions and home departments.

With permission from the Director of the GIDP, PhD students may include electives from other departments not listed on Appendix A. Active PhD Dissertation Courses PhD candidates need to complete 18 units of dissertation. A PRS 920 Dissertation course will need to be created. There is not an active dissertation course in the catalog for PRS.

B. NEW COURSES NEEDED - list any new courses which must be added to initiate the

program; include a course prefix, number, title, catalog description and number of units for each of these courses. PRS 5XX Persian as a Global Language Persian as a Global Language focuses on Persian language as a Franca lingua and its different cultural contexts. As an Indo-European language, Persian is spoken in Iran, Afghanistan, Tajikistan, and many communities in Central and South Asia. However, the languages spoken and written in these societies vary to some degree. This course introduces students to all these varieties. PRS 5XX Modern Persian Literature in Translation (3 units) This graduate/upper-undergraduate course will study modern Persian literature in translation from the late nineteenth century to the present. It will engage in a theoretical analysis of these literary texts to understand the literary products of any one period of modern Persian literature especially in regard to their ideological representation of socio-political issues. Readings (select novellas, short stories, and poetry in English translation) will be discussed within nationalist, Marxist, feminist, and Islamic paradigms to provide a comparative theoretical context, generate class


discussion, and provide a better comprehension of modern Persian literature. In addition to these literary analyses, we also read the texts in their historical, social, and political contexts to gain a thorough understanding of the modern history of Iran and the way culture is produced. Readings include the fiction and poetry major authors. In addition to class participation, students will write a research paper based on the literary and theoretical readings (see below for more information about the term paper). PRS 5XX Classical Persian Literature in English (3 units) This course will investigate classical Persian poetry and prose. It presents a history of Persian literature from Rudaki to Hafiz through the study of Persian poetic genres as well as through the analysis of didactical and historgraphical texts. The epics of Ferdowsi, love poetry of Nezami, mystic poetry of Rumi, and epigrams of poets such as Amareh will provide examples of how themes such as religion, love, and wine are constructed. The course is conducted in English but readings may include poetry in Persian. Students unfamiliar with the Persian language may consult the professor about the readings and requirements. PRS 5XX Theory and Methodology in Iranian [and Middle Eastern] Studies This course is designed primarily for graduate students majoring or minoring in Persian and Iranian studies interested in broader theoretical issues in the study different aspect of Iranian society. Advanced undergraduate students who are planning to pursue graduate studies in similar fields (and with a plan for a final project) might also participate. It will help students develop and exchange scholarly information related to their interests or ongoing projects. Class will meet every week to discuss the state of issues in such fields as politics, sociology, cinema, gender studies, arts, history, media, journalism, literature, web blogging, etc., and their relation to the other participants' projects. In addressing these issues, theories and methodologies will be applied. Outside scholars may at times be invited to participate in the discussion. Students will provide critical responses to the readings every week. They will also present in class and submit a written work related to a final research project. The list of readings will be provided at the outset of the course. PRS 595 Special Topics in Persian and Iranian Studies This course aims to address the interests of students in Persian and Iranian studies who have a variety of academic goals. Based on their needs, the topics vary from year to year. They can include: Modern Persian Literature in English Translation; Modern Persian Literature in the Original Language; the Contemporary Cultural and Political History of Iran, Ideology and Revolution in Iran, and Women and Gender Issues in Contemporary Iran. The course emphasizes student-faculty discussion/interaction and exchange of scholarly information, in order for students to engage in research activities about their desired subject and the exchange of the results of such research through discussion, reports, and/or papers. Requirements


for graduate students include class participation, a class presentation, and a term paper. PRS 799 Independent Study (variable units) Qualified students working on an individual basis with professors who have agreed to supervise such work. Graduate students doing independent work which cannot be classified as actual research will register for credit under course number 599, 699, or 799. PRS 920 Dissertation (variable units) Research for the doctoral dissertation (whether library research, laboratory or field observation or research, artistic creation, or dissertation writing).

C. REQUIREMENTS FOR ACCREDITATION -- describe the requirements for accreditation

if the program will seek to become accredited. Assess the eligibility of the proposed program for accreditation.

N/A

IV. STUDENT LEARNING OUTCOMES AND ASSESSMENT

A. STUDENT OUTCOMES -- describe what students should know, understand, and/or

be able to do at the conclusion of this program of study.

After completing a PhD in Persian and Iranian Studies student will be able to

Speak, read, and write with superior proficiency in the Persian language.

Analyze the historical, artistic, and political debates most relevant to Persian and Iranian culture.

Articulate clear and critical distinctions between certain historical, cultural, and literary practices in Persian and Iranian studies and their implications for current and future debates on the region.

Apply various methodologies to study the regional and global implications of Persian and Iranian history, culture, and language.

Formulate and pursue research projects of scholarly importance to the field of Persian and Iranian studies.

Contribute through presentations, publications, and scholarly projects to knowledge making in Persian and Iranian studies.


B. STUDENT ASSESSMENT -- provide a plan for assessing intended student outcomes while the students are in the program and after they have completed the degree.

Each semester PhD students will complete a self-evaluation. Students will meet for a face-to-face evaluation with the student’s faculty advisor and each student is ranked on a 1-4 scale. The evaluation ranking and justifications are then communicated to the student.

The specific guidelines include:

Annual Self-Evaluation The faculty in the Persian and Iranian Studies GIDP will meet yearly to consider the progress of students. Students are informed of the results of these discussions by email. Students must submit a self-evaluation in advance of this meeting each year so that the faculty has the necessary information to reach a fair evaluation of each student’s progress. Submission of the annual self-evaluation by the deadline announced by the advising office is one of the criteria defining Satisfactory Academic Progress. Student records do not reveal extenuating circumstances that may have resulted in a grade of ‘Incomplete,’ nor do they include information on awards, papers published, delivered at meetings, etc. Forms needed for the self-evaluations will be provided online. First year students are not expected to fill out the form as completely as more advanced students do. You should meet with your principal advisor to discuss your progress after receiving the evaluation result.

SATISFACTORY ACADEMIC PROGRESS We have developed a set of criteria for monitoring student progress through the program. These standards assist faculty in their annual evaluations of student progress toward degree completion and, equally important, they help students assess their own progress.

Criteria for satisfactory academic progress towards the completion of your post-baccalaureate degrees include the following:

1. Submission of an annual self-evaluation;

2. Regular meetings with your advisor(s) on a schedule negotiated between you and

your advisors;

3. Adherence to appropriate schedules (outlined below), including completion of MA

thesis and written and oral exams, and timely filing of plans of study and dissertation

proposals; and

4. Fulfillment of all formal Graduate College requirements (GPA, etc.) as specified in

the Graduate Catalog.

Students in the PhD also must complete the following exams and projects:


Qualifying Examination A qualifying examination or diagnostic evaluation may be required to demonstrate acceptability to pursue the doctorate as well as to determine areas of study where further course work is necessary. This examination is waived if the candidate has completed a master’s degree at The University of Arizona in Persian and Iranian Studies or MENAS. The examination should be taken during the first semester of residence and preferably during the first two weeks of residence. Time Limitation All requirements for the degree of Doctor of Philosophy must be completed within 5 years of passing the Comprehensive Exam. Should a student not finish within that time period, he or she may be allowed to re-take the Comprehensive Exam with permission of the program, and then proceed to complete other requirements, e.g., the dissertation. Comprehensive Examination Each student must select a PhD committee of tenured or tenure-track faculty members, three in major field (GIDP in Iranian and Persian Studies) and one in the minor field. One of the members may be a specially approved member, who must be pre-approved by the student’s committee and the Dean of the Graduate College. Students must register for up to 6 credits of PRS 799, Independent Reading for the Comprehensive Exam, in the semester after completion of other coursework or the semester in which the Comprehensive Exam will be taken. Before admission to candidacy for the doctoral degree, the student must pass a written and an oral Doctoral Comprehensive Examination. This examination is intended to test the student’s comprehensive knowledge of the major and minor subjects of study, both in breadth across the general field of study and in depth within the area of specialization. The Comprehensive Examination consists of written and oral parts. The written part consists of four fields: two in the student’s major field as defined in consultation with the committee; one in Middle Eastern History, and one in the minor field. A student will pass the written portion before sitting for the oral portion, and the oral portion should come early enough to allow the student to advance to candidacy in a timely fashion. The written and oral portions of the comprehensive examination must take place at least three months prior to the Final Oral Examination (i.e., the dissertation defense). Upon successful completion of the written examinations in the major and minor(s), the Oral Comprehensive Examination is conducted before the examining committee of the faculty. This is the occasion when faculty committee members have both the opportunity and obligation to require the student to display a broad knowledge of the chosen field of study and sufficient depth of understanding in areas of specialization. Discussion of proposed dissertation research may be included. The examining committee must attest that the student has demonstrated the professional level of knowledge expected of a junior academic colleague. Students who do not pass a portion of their comprehensive examination may retake that portion within six months of the initial exam. Students who do not pass the failed portion of


the exam a second time will not be admitted to PhD candidacy and will have the opportunity to fulfill the requirements for an MA in Persian and Iranian Studies or MENAS if they have not done so already. Dissertation The student’s dissertation advisor will approve the subject matter of his or her dissertation. The dissertation must engage theoretically and methodologically primary sources in one or more Middle Eastern languages and the relevant secondary literature. Primary sources include, but are not limited to, texts, media outlets, internet sources, survey data, and interviews. Dissertations typically are 200-400 pages long. Final Oral Examination The Final Oral Examination, more popularly known as the dissertation defense, is the forum at which the doctoral candidate must demonstrate his or her dissertation’s contribution to scholarship and respond to the examining committee’s questions concerning its contents and implications. All dissertation committee members are expected to attend the final defense. All members of the student’s PhD committee must be present at the Final Oral Examination. The exact time and place of the Final Oral Examination must be scheduled with the Graduate Degree Certification and the GIDP Director at least 7 working days in advance. After completion of the Final Oral Examination, students must formally defend a dissertation proposal before their dissertation committee to qualify for ABD (All But Dissertation) status. V. STATE'S NEED FOR THE PROGRAM A. HOW DOES THIS PROGRAM FULFILL THE NEEDS OF THE STATE OF ARIZONA AND THE

REGION? -- INCLUDE AN EXPLANATION OF THE PROCESS OR SOURCE FOR ARRIVING AT ALL NUMBERS USED IN THIS SECTION

Raise your words, not voice. It is rain that grows flowers, not thunder. ~Rumi Language, Knowledge, and Security: Common language is sine qua non of human communication. Over 60 million people in the world speak Persian2 in countries including Iran, Iraq, Afghanistan, Tajikistan, and many communities in Central Asia and the Persian Gulf states – areas with rich and vibrant histories that have been delegated to status of ‘security threat’ in recent decades. Over 54,000 US troops are stationed in Afghanistan and other Middle East/Gulf State areas. Here in Arizona, we support five military bases - Davis-Monthan Air Force Base, Fort Huachuca, Luke Air Force Base, and the Marine Corps Air Station in Yuma, and the Yuma

2 https://www.ethnologue.com/statistics/size

https://www.ethnologue.com/statistics/size


Proving Ground – with over 21,000 men and women in active military, along with over 18,000 in the Reserve and National Guard.3 Arizona is training and supporting our security forces for work in the part(s) of the world that this program of study helps us all better understand. Close to 80 million people live in Iran; of the 4 -5 million people of Persian/Iranian extraction who live outside of Iran, over 1.5 million live in the United States.4 From 2000-2009, 76,755 people sought lawful permanent status in the United States.5 Despite these figures, there are no formal diplomatic relations between the Islamic Republic of Iran and the United States of America. Culture and Environment: According to a report funded by the Farhang Foundation and Public Affairs Alliance of Iranian Americans (PAAIA) Arizona has, compared to most other states, a large population of Iranians.6 We have a number of organizations that exist to celebrate and promote Iranian and Persian culture, including the Persian Society of Arizona and the Iranian-American Society of Arizona, a non-political, non-religious and non-profit organization based in Scottsdale. Our faculty and UA visiting scholars often give talks in the community in Tucson and occasionally in the Phoenix area. 1. IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM? Reviewing the contributions of MENAS MA and PhD students (2000-2015) with an interest in Iranian and Persian studies reveals a strong representation of graduate students who focus on Iranian and Persian studies (15 PhDs and 29 MAs), and an equally strong representation of those students who were teaching as Fulbright Foreign Language Teaching Assistants:

Alyeh Mehin Jafarabadi (20015-16)

Mohammad Fardous Asem Rahmani (Afghanistan, 2012-2013)

Hamidreza Mahboobi Arani (Iran, 2010-2011)

Fariba Bolourieh (Iran, 2007-2008)

Zaheer Dauwer (Afghanistan, 2006-07)

Nazafarin Malektojar (Iran, 2006-07)

Shahla Simin (Iran, 2005-06), winner of 2006 ISA “International Hall of Fame” Building on this current strength, both the MA and PhD will make UA the premier destination for graduate studies in Iranian and Persian culture. We also anticipate that the degree will attract students to MENAS for the MA, where they can explore the broader region, but these same students may well matriculate to the PhD in Iranian and Persian Studies. We also see these degrees as complementary as we add faculty to the GIDP, UA will further its well-earned reputation as a premiere destination to study in middle and near eastern languages, cultures, histories, and politics.

3 http://usmilitary.about.com/library/milinfo/statefacts/blaz.htm 4 www.migrationpolicy.org; data.un.org 5 www.dhs.gov

6 www.paaia.org

http://usmilitary.about.com/library/milinfo/statefacts/blaz.htm

http://www.migrationpolicy.org/

http://www.dhs.gov/

http://www.paaia.org/


2. What is the anticipated student enrollment for this program? (Please utilize the following tabular format).

5-YEAR PROJECTED ANNUAL ENROLLMENT

1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Majors 5

10 15 20 25

3. What is the local, regional and national need for this program? Provide market analysis data or other tangible evidence of the need for and interest in this program. This might include results from surveys of current students, alumni, and/or employers or reference to student enrollments in similar programs in the state or region. Include an assessment of the employment opportunities for graduates of the program during the next three years.

Let the beauty of what you love be what you do. ~Rumi

With the PhD, we anticipate that many of our graduates will find work as faculty in institutions of higher education. With thanks to UNC-Chapel Hill, we can see that over a dozen higher education positions have been advertised since 2015. We also expect our graduates to be ready to fill critical employment positions in international diplomacy, public interest research and writing, public or non-profit service, cultural or historical organizations, and government and NGO consulting and advising.

4. Beginning with the first year in which degrees will be awarded, what is the anticipated number of degrees that will be awarded each year for the first five years? (Please utilize the following tabular format).

PROJECTED DEGREES AWARDED ANNUALLY

1st Year 2nd Year 3rd Year 4th Year 5th Year

Number of Degrees 0 0 0 5 10

IV. APPROPRIATENESS FOR THE UNIVERSITY -- Explain how the proposed program is consistent with the University mission and strategic direction statements of the university and why the university is the most appropriate location within the Arizona University System for the program. Please explain how this proposed program is consistent with the College strategic plan. Stop acting so small. You are the universe in ecstatic motion. ~Rumi Among the UA’s competitive advantages is our commitment to global knowledge exchange. Never Settle calls for the following, all of which the new GIPD bolsters (bold added for emphasis):


Under Engaging: Preparing students to lead thoughtful, intellectually curious, productive, and personally satisfying lives within an inclusive global society.

Under Innovating: Collaborating boundlessly to increase local-to-global impact.

Under Partnering: Expanding our land-grant mission for the 21st century to include strategic global partnerships and Increasing university and state capacities in critical and emerging fields such as health sciences, STEM, education, and cultural competence.

Under Synergy: Creating processes and structures that encourage and support global opportunities.

Further, the University of Arizona already has the infrastructure to leverage expertise in Persian and Iranian Studies across a variety of domains:

Research and Discovery: the Defense and Security Research Institute was created in part to “serve as the UA's front door to the external defense community.”

Academic and Administrative Units: Between MENAS, CMES, MESA, and the Arizona Center for Turkish Studies, we have a formidable group of experts in the region. A Persian and Iranian Studies program would fortify and enhance the reputation and effectiveness of these existing entities.

Alumni Relations: The UA has worked hard to maintain relationships with Gulf Coast alumni – the UA-Gulf Coast Cooperative Alumni Association just celebrated its 6th anniversary here at the University of Arizona, where the topics of conversation centered on common challenges in our similar climates in Southern Arizona and the GCC countries.

V. EXISTING PROGRAMS WITHIN THE ARIZONA UNIVERSITY SYSTEM A. Arizona University System -- List all programs with the same CIP code definition at

the same academic level (Bachelor's, Master's, Doctoral) currently offered in the Arizona University System. (Please utilize the following tabular format).

CIP

CODE1

PROGRAM

LOCATION

University & Site

PROGRAM ACCREDITATION?

YES/NO

1 N/A N/A N/A N/A

2

ASU offers only undergraduate language credit in Persian, but nothing at the graduate level.


Contact Pam Coonan (621-0950) [email protected] for CIP Code information. Curricular Affairs (and the Graduate College for graduate programs) will determine if you are required to complete a comparison chart to discuss the ways in which the proposed program differs from University of Arizona programs.

VI. EXPECTED FACULTY AND RESOURCE REQUIREMENTS A. FACULTY

1. Current Faculty -- List the name, rank, highest degree, primary department and estimate of the level of involvement of all current faculty members who will participate in the program. If proposed program is at the graduate level, also list the number of master's theses and doctoral dissertations each of these faculty members have directed to completion. Attach a brief vita for each faculty member listed (See Appendix D).

2. Additional Faculty --Describe the additional faculty needed during the next three years for

the initiation of the program and list the anticipated schedule for addition of these faculty members.

3.

3. Current Student and Faculty FTEs -- Give the present numbers of Student FTE (identify number by graduate and undergraduate students) and Faculty FTE in the department or unit in which the program will be offered.

There are currently no existing students in the newly established GIDP.

NAME, RANK, AND DEPARTMENT Degree Teaching Effort/ Involvement

Kamran Talattof, Professor (MENAS) PhD 100%

Ben Fortna, Professor (MENAS) PhD advising

Dick Eaton, Professor (History) PhD 50% and advising

Simin Karimi, Professor (Linguistics) PhD advising/100%

Leila Hudson, Associate Professor (MENAS) PhD 1 course/advising

Anne Betteridge, Professor (MENAS) PhD 100%

Scott Lucas, Associate Professor (MENAS) PhD 1 course/advising

Yaseen Noorani, Associate Professor (MENAS) PhD 50%

Linda Darling, Professor (History) PhD 1 course/advising

Julia Clancy-Smith, Professor (History) PhD advising

Parviz Nikravesh (College of Engineering) PhD Executive Committee

Masud Mansuripur (College of Optical Sciences) PhD Executive Committee

Melissa Fitch (College of Humanities) PhD Executive Committee

Kevin Fitzsimmons (CALS) PhD Executive Committee

New Roshan Faculty (endowed position), Assistant

PhD 100% Funds will be provided by RCHI.


4. Projected Student and Faculty FTEs -- Give the proposed numbers of Student FTE and

Faculty FTE for the next three years in the department or unit in which the program will be offered.

Year 1: Students =5 Majors Faculty = 4 FTE Year 2: Students = 10 Majors Faculty = 5 FTE Year 3: Students = 15 Majors Faculty = 5 FTE

B. LIBRARY

1. Acquisitions Needed -- Describe additional library acquisitions needed during the next three years for the successful initiation of the program. None

C. PHYSICAL FACILITIES AND EQUIPMENT

1. Existing Physical Facilities -- Assess the adequacy of the existing physical facilities and equipment available to the proposed program. Include special classrooms, laboratories, physical equipment, computer facilities, etc.

Facilities are adequate. Space for the program will be provided by MENAS. Core courses will be scheduled by the home departments of the teaching faculty.

2. Additional Facilities Required or Anticipated -- Describe physical facilities

and equipment that will be required or are anticipated during the next three years for the proposed program.

Upon the hire of another colleague in the program, there will be a need for an additional office, which will be in MENAS, and a standard faculty start-up package of $30,000, which will be provided by SBS, and 25% of a staff position for the administrative support of the degree.

D. OTHER SUPPORT 1. Other Support Currently Available -- Include support staff, university and

non-university assistance. None.


2. Other Support Needed, Next Three Years -- List additional staff needed and other assistance needed for the next three years.

As enrollments increase, Roshan funding may be directed to support outreach and programming for the degree.

VII. FINANCING

A. SUPPORTING FUNDS FROM OUTSIDE SOURCES --List. The Roshan Cultural Heritage Institute ($2 Million). This fund will be used to support these components of the Roshan Graduate Interdisciplinary Program: 1. Roshan Institute Chair in Persian and Iranian Studies; 2. Roshan Institute Professor in Persian and Iranian Studies; and 3. Operational support for the Roshan Graduate Interdisciplinary Program in Persian and Iranian Studies (25% staff position). RCHI had already provided $300,000 endowment in support of graduate research.

B. BUDGET PROJECTIONS FORM -- Complete the budget projections form describing

the current departmental budget and estimating additional costs for the first three years of operation for the proposed program. Please note that these costs for each year are incremental costs, not cumulative costs. Include in this budget the anticipated costs for support for instruction, administration of the program, graduate students, marketing, the support discussed in Section VI-D.2, and any other costs that will be needed.

VIII. OTHER RELEVANT INFORMATION

IX. REQUIRED SIGNATURES: Managing Unit Administrator: ___Kamran Talattof, Professor ______________________

(name and title)

Managing Administrator’s Signature: Date: March 10, 2016

Managing Unit Administrator: ____________________________________________________

(name and title)

Managing Administrator’s Signature: ____________________________ Date:

Managing Unit Administrator: ____________________________________________________

(name and title)

Managing Administrator’s Signature: ____________________________ Date:


Dean’s Signature: ___________________________________________ Date:

Dean’s Signature: ____________________________________________ Date:

All programs that will be offered through distance learning must include the following signature. The signature of approval does not indicate a commitment to invest in this program. Any potential investment agreement is a separate process. Joel Hauff, Associate Vice President of Student Affairs & Enrollment Management/Academic Initiatives and Student Success Signature: ________________________________________________ Date: All programs that will be offered fully online must include the following signature: The signature of approval does not indicate a commitment to invest in this program. Any potential investment agreement is a separate process. Vincent Del Casino Jr., Vice Provost for Digital Learning and Associate Vice President of Student Affairs & Enrollment Management Signature: ________________________________________________ Date: Note: In some situations signatures of more than one unit head and/or college dean may be required.


Appendix A: Methods, Electives, and Minor Courses All courses listed here are 3 units.

Academic Organization: Anthropology ANTH 609 Mixed Methods in Applied Anthropology Introduction to the fundamental principle of the scientific method and demonstration of qualitative and quantitative methods used in contemporary applied anthropology.

Academic Organization: English ENGL 596B Studies in Colonial and Post-Colonial Literature and Theory The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers. ENGL 596L Theories of Criticism The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

Academic Organization: History HIST 545 Women in Islamic History Examination of the roles women have played throughout Islamic history and of the changing discourse in the Islamic community about women and their roles. Graduate-level requirements include additional readings and meetings with the instructor and an additional research paper. HIST 573 History of Modern India and Pakistan: 1750-Present Survey of political, social and economic developments in South Asia from the mid-18th century to the present. Writing emphasis for India-Pakistan specialization. Graduate-level requirements include additional research or writing; see instructor for details. HIST 577 Comparative History of World Revolutions This course examines the historical context against the theoretical, cultural, political, social, and economic elements of sudden revolutionary upheaval. Revolutions from the French Revolution of 1789 to the Cuban Revolution of 1959 will be studied. Graduate-level requirements include additional reading material, some in the original language; additional writing; meeting separately with the instructor for more level appropriate discussion and analysis. HIST 585A History of the Iranian Plateau: Authority, Religion, and Literature, 633-1501 This course examines the history of the Iranian plateau from the rise and spread of Islam until the establishment of the Safavid Empire (1501). Thematically, it focuses on the impact of geography and the environment on social and political history; the conversion and Islamicization of local populations; the proliferation of communities and institutions of Islamic knowledge; the development of Persian Sufi literature and brotherhoods; state legitimization


through the patronage of literature, court chronicles, and art; the rise of Shi`i messianic movements; and the role of women at court and in society. This course examines the history of the Iranian plateau from the rise and spread of Islam until the establishment of the Safavid Empire (1501). Thematically, it focuses on the impact of geography and the environment on social and political history; the conversion and Islamicization of local populations; the proliferation of communities and institutions of Islamic knowledge; the development of Persian Sufi literature and brotherhoods; state legitimization through the patronage of literature, court chronicles, and art; the rise of Shi`i messianic movements; and the role of women at court and in society. Graduate-level requirements include a final paper 20-25 pages including 15-20 sources. You are expected to write a historiographical paper that engages seriously with the secondary literature. HIST 585B Social, Cultural and Political History of Iranian Plateau: 7th Century – Present The Iranian plateau in the modern era of western imperialism and nationalistic Islamic responses. Graduate-level requirements include additional readings and an extensive research paper. HIST 595E Struggle and Survival: Modern Mid East and North Africa, c. 1850 – Present The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may or may not be required of course registrants. HIST 695K Historiography The exchange of scholarly information and/or secondary research, usually in a small group setting. Instruction often includes lectures by several different persons. Research projects may or may not be required of course registrants.

Academic Organization: Linguistics LING 503 Foundation of Syntactic Theory An introduction to syntactic theory with an emphasis on data analysis, critical thinking, and theory development. Taught within the generative Principles and Parameters approach to syntax. Graduate-level requirements include a greater number of problems. LING 696A Topics in Syntactic Theory The development and exchange of scholarly information, usually in a small group setting examining in depth topics in syntactic and semantic theory. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.

Academic Organization: Middle East and North African Studies MENA 503 Art and Architecture of the Islamic World Principal achievements in Islamic architecture 680-1600, AD/CE, understand the achievements in social/cultural contexts, become familiar with vocabulary and basic methodologies of the field, and consider historical evolution of our knowledge and understanding of this architecture.


Graduate-level requirements include a 6-10 page comparative essay on a set group of readings designed for each group. MENA 508A Islamic Movements in the Contemporary Muslim World The course's objectives are (1) to acquaint students with traditional literature and contemporary research on Islamic movements, and 2) to introduce students to the historical and ideological basis of an emerging globalized political Islam. Graduate-level requirements include a 12 page student essay and final paper 25-30 pages. MENA 530A Language and Society in the Middle East Explores the social and linguistic aspects of the languages and cultures of Middle Eastern countries with the central goal of introducing students to the correlation between social and linguistic variables from a contemporary sociolinguistic perspective. Graduate-level requirements include additional readings and meeting with the instructor biweekly to discuss the readings of which written critiques will be submitted. MENA 544 Islamic Mysticism Origin and development of Sufism and its impact on Muslim and non-Muslim worlds. MENA 590 Women in Middle Eastern Society Middle Eastern society viewed from the perspective of women. Examines the extent to which formal definitions of women's nature and roles coincide with women's self-images and activities. Graduate-level requirements include an additional paper. MENA 596H Shi'ism This graduate seminar explores the rich legal, theological, and political traditions of Shi'ism. MENA 596S Colonialism and the Critique of Modernity What modernity is and how it came about have long been hotly contested questions. The relationship between modernity and colonialism has often been central in these debates. The course considers this relationship by investigating how intellectuals in colonized lands have understood and critiqued modernity in comparison with Western theories. Graduate-level requirements include reading secondary articles, a five-page paper for discussion, lead weekly readings, a more substantial final paper. MENA 696J Ethnography of the Middle East: Issues and Methods This course presents an overview of issues in Middle East ethnography and ways in which they have altered over time. The course has a dual focus: to examine key issues in the field of Middle Eastern ethnography, and to provide experience in the development of research projects and writing of grant proposals.


Academic Organization: Persian PRS 599 Independent Study Qualified students working on an individual basis with professors who have agreed to supervise such work. Graduate students doing independent work which cannot be classified as actual research will register for credit under course number 599, 699, or 799. PRS 699 Independent Study Qualified students working on an individual basis with professors who have agreed to supervise such work. Graduate students doing independent work which cannot be classified as actual research will register for credit under course number 599, 699, or 799

Academic Organization: SLAT SLAT 587 - Assessment in Second/Foreign Language Learning The primary objective of this online course is the development of language teachers' assessment literacy, which includes knowledge of key assessment principles and skill in creating or adopting assessment tools and procedures for the language classroom. Participants in this course will develop their knowledge and skills related to assessing all skill areas in the language classroom, including productive skills (writing, speaking), receptive skills (reading, listening), and assessing grammar and vocabulary. Grading and student evaluation will also be important topics of consideration and exploration in this course. Designed specifically for in-service (and pre-service) language teachers, the course combines theory with practice by covering essential principles of effective classroom assessment and the development of effective assessment tools for classroom use. Participants completing this course will become more assessment literate and better able to evaluate student performance in their classrooms fairly and effectively. SLAT 615 - Second Language Acquisition Theory Survey of major perspectives on second language acquisition processes, including interlanguage theory, the Monitor Model, acculturation/pidginization theory, cognitive/connectionist theory, and linguistic universals. Analysis of research from the different perspectives includes consideration of grammatical, pragmatic, and sociolinguistic dimensions of language learning.

Appendix B: Letters and Emails of Support


March 2, 2016

Dear Colleagues,

I write to underscore the strong commitment and support that the School of Middle Eastern

and North African Studies (MENAS) offers the new Roshan Graduate Interdisciplinary

Program (GIDP) in Persian Studies at the University of Arizona. Persian studies lies at the

core of what we do in our School and it is with great expectation and enthusiasm that we

anticipate the founding of the GIDP.

One of the many ways we intend to support the GIDP is through the eventual creation of joint

degrees at the MA and PhD levels between MENAS and the GIDP. We would also expect to

work with our colleagues in the Center for Middle Eastern Studies to support grant

applications that would allow us to leverage the generous support from the Roshan Foundation

to increase our provision of Iranian studies capacity.

We look forward to a close working relationship with the new GIDP and have high hopes for

the expansion of Persian Studies at the University of Arizona.

Sincerely,

Benjamin Fortna

MENAS Director

Arizona’s World Class University

– Since 188

School of Middle Eastern and

North African Studies

Marshall Building

845 N Park Ave #440

College of Social and Behavioral Sciences PO Box 210158B

Tucson AZ 85721-0158

Tel: (520) 621-8013

Fax: (520) 621-2333

http://menas.arizona.edu/

http://menas.arizona.edu/


Center for Middle Eastern Studies

Marshall Bldg., Room 470

P.O. Box 210158B Tucson, AZ 85721- 0158 Tel: (520) 621-5450

Fax: (520) 621-9257

www.cn1es.arizona.edu [email protected]

April 29, 2016

Dear Colleagues:

I am writing to express the Center for Middle Eastern Studies' (CMES') enthusiastic support for the new, Roshan Graduate

Interdisciplinary Program (GIDP) in Persian and Iranian Studies at the University of Arizona (UA). A strong and vibrant Persian

and Iranian Studies program is essential to the high quality of Middle East studies-related teaching, research and outreach

activities. With existing Persian and Iranian studies expertise in the School of Middle Eastern and North African Studies

(MENAS), the Department of History, and the Department of Linguistics, the UA is well positioned to contribute importantly

to understanding of the Persianate world. The new Roshan program will help realize the UA's substantial potential in the

field of Persian and Iranian studies,

CMES routinely screens an Iran or Persian studies-related film in its fall and spring film series. The Center also cooperates

with colleagues in MENAS and other departments to include presentations about Iran and the Persianate world in weekly

MENAS Colloquium presentations. When CMES' Director of Educational Outreach organized a K-12 teachers workshop in

conjunction with the Middle East Studies Association’s annual conference, it focused on Iran and depended on UA faculty

for presentations. We look forward to partnering with the new Roshan GIDP to enhance these activities through

collaboration.

The new GIDP will solidify and strengthen studies of lran and Persianate world by attracting top students, and training the

next generation of Persian and Iranian studies scholars and Persian language teachers.

The hire of a new faculty member in Persian and Iranian studies will expand and add depth to existing course offerings and

contribute to the UA's larger research and outreach missions, I expect that the presence of the Roshan GIDP will enhance

Persian and Iranian studies campus wide, and result in an increase in undergraduate, as well as graduate, student

enrollments in Persian language and Persian studies courses. With US Department of Education funding, CMES awards

undergraduate and graduate FLAS fellowships to excellent students engaged in Middle Eastern language study, We look

forward to receiving more strong applications from students interested in Persian language study. With the impetus provided

by the new Roshan program, I am sure that will happen soon. More personally, as someone who has conducted research in

Iran, I am perfectly delighted by the prospect of salutary developments the Roshan GIDP will encourage and facilitate.

Anne H. Betteridge Director

http://www.cn1es.arizona.edu/

mailto:[email protected]


From: Talattof, Kamran - (talattof)

To: Kimme Hea, Amy C - (kimmehea); Salazar, Ricky M - (ricar22)

Subject: FW: a request for cross listing course

Date: Thursday, February 25, 2016 8:09:54 AM

-----Original Message-----

From: Austin, Diane E - (daustin)

Sent: Wednesday, February 24, 2016 10:03 PM

To: Talattof, Kamran - (talattof); Ellegood, Scott A - (ellegood) Cc: Fortna,

Benjamin C - (bcfortna)

Subject: RE: a request for cross listing course Certainly, you can list the

course in your plan of study. Dr. Austin



To: Austin, Diane E - (daustin); Ellegood, Scott A - (ellegood) Cc: Fortna,


Subject: RE: a request for cross listing course

Dear Diane,

I need to correct a mistake I made in my request. We actually do not need the courses cross-listed, but rather we need the permission

to include the courses as options in the MA and PhD degree plan of study.

Thank you, Kamran

--

Kamran Talattof, Professor

School of Middle Eastern and North African Studies Department of Gender & Women's Studies, Affiliated Grad Program in 2nd

Language Acquisition & Teaching, Affiliated The University of Arizona, http://menas.arizona.edu/talattof

-----Original Message-----

From: Austin, Diane E - (daustin)


To: Talattof, Kamran - (talattof); Ellegood, Scott A - (ellegood) Cc: Fortna,


Subject: RE: a request for cross listing course Dear Ben and

Kamran,

We would be happy for you cross-list ANTH 609. We won't be teaching it next year, but we should be bringing it back into a regular

rotation the following year.

Diane



To: Ellegood, Scott A - (ellegood); Austin, Diane E - (daustin) Cc: Fortna,


Subject: a request for cross listing course Dear Diane,

We, at MENAS, have received a grant in support of establishing a Persian GIDP. Dean Jones, SBS, and I are writing an academic

planning request in which we have listed the following courses from your program because we financially support students from other

departments who do a joint degree or a minor with us. Our students might also need these courses in order to do a minor with you, as

they have done in the past.



http://menas.arizona.edu/talattof


I would appreciate it if you could write a short note to me today or tomorrow approving the following course to be cross-listed.

ANTH 609

With many thanks,

Kamran, and on behalf of Ben (copied on this message),

--


School of Middle Eastern and North African Studies Department of Gender & Women's Studies, Affiliated Grad Program in 2nd

Language Acquisition & Teaching, Affiliated The University of Arizona, http://menas.arizona.edu/talattof


To: Kimme Hea, Amy C - (kimmehea); Salazar, Ricky

M - (ricar22)


Date: Thursday, February 25, 2016 8:10:09

From: Medovoi, Leerom - (medovoi)


To: Talattof, Kamran - (talattof)

Cc: Vega, Monica J De Soto - (movega); Fortna,


Subject: Re: a request for cross listing course

Dear Kamran and Ben,

Tenney got back to me and confirmed that it would be

fine for you to list these two courses for your

programs. Please send us a copy for our records when

you can.

Thanks, and best wishes with the proposal. Best,

Lee

—

Lee Medovoi Professor and Head Department of

English University of Arizona

Affiliated Faculty:

Program in Gender and Women's Studies Program in

Religious Studies

Institute for the Environment

1423 E. University Blvd. PO Box 210067

Modern Languages Bldg. Room 445 Tucson, AZ

85721-0067

520.621.9917 phone

520. 621.7397 fax

www.english.arizona.edu/users/medovoi-leerom

From: <Medovoi>, Lee Medovoi

<[email protected]>



Date: Wednesday, February 24, 2016 at 3:17 PM

To: Kamran Talattof <[email protected]>

Cc: Monica Vega <[email protected]>,

"Fortna, Benjamin C - (bcfortna)"

<[email protected]>

Subject: Re: a request for cross listing course

Dear Kamran,

Both of the courses you list below are graduate courses

in the Literature program. I'm copying Tenney

Nathanson, director of that program, to loop him in on

your request. I'll consult with him and get back to you

quickly as possible.

Best, Lee

------

Lee Medovoi Professor and Head Department of

English University of Arizona

Affiliated Faculty:

Program in Gender and Women's Studies Program in

Religious Studies

Institute for the Environment

1423 E. University Blvd. PO Box 210067

Modern Languages Bldg. Room 445 Tucson, AZ

85721-0067

520.621.9917 phone

520. 621.7397 fax

www.english.arizona.edu/users/medovoi-leerom

On Feb 24, 2016, at 3:11 PM, "Talattof, Kamran -

(talattof)" <[email protected]> wrote:

Dear Lee,

We, at MENAS, have received a grant in support of

establishing a Persian GIDP. Dean Jones, SBS, and I

are writing an academic planning request in which we

have listed the following courses from your program

because we financially support students from other

departments who do a joint degree or a minor with us.

Our students might also need these courses in order to

do a minor with you, as they have done in the past.

I would appreciate it if you could write a short note to

me today or tomorrow approving the following

courses to be cross-listed.

ENGL 596B ENGL 596L

With many thanks,

Kamran, and on behalf of Ben (copied on this


message),

--


School of Middle Eastern and North African Studies

Department of Gender & Women's Studies, Affiliated

Grad Program in 2nd Language Acquisition &

Teaching, Affiliated The University of Arizona,




To: Kimme Hea, Amy C - (kimmehea); Salazar, Ricky M - (ricar22); Fortna, Benjamin C - (bcfortna)


Date: Wednesday, March 02, 2016 4:53:05 PM

Fyi:

From: Gosner, Kevin M - (kgosner) Sent: Wednesday, March 02, 2016 4:05 PM To: Talattof, Kamran - (talattof) Subject: RE: a request for cross listing course

Dear Kamran, You have our formal endorsement to include all of the History classes that are listed in your proposal

to support the Persian GIDP. Good luck with the proposal moving forward and please let us know what we can do

to help.

Kevin Gosner

Associate Professor and Department Head (520) 621-1168

From: Talattof, Kamran - (talattof) Sent: Wednesday, February 24, 2016 6:45 PM To: Gosner, Kevin M - (kgosner); Balooshi, Noora - (noorab); [email protected] Cc: Fortna, Benjamin C - (bcfortna); Milliman, Paul R - (milliman); Morrissey, Katherine G - (kmorriss) Subject: RE: a request for cross listing course

Dear Kevin,

I need to correct a mistake I made in my request. We actually do not need the courses cross- listed, but rather

we need the permission to include the courses as options in the MA and PhD degree plan of study. And it will

be for the new Persian GIDP program.

Thank you, Kamran

--


School of Middle Eastern and North African Studies Department of

Gender & Women's Studies, Affiliated

Grad Program in 2nd Language Acquisition & Teaching, Affiliated The University of

Arizona, http://menas.arizona.edu/talattof

From: Gosner, Kevin M - (kgosner) Sent: Wednesday, February 24, 2016 3:45 PM To: Talattof, Kamran - (talattof); Balooshi, Noora - (noorab); [email protected] Cc: Fortna, Benjamin C - (bcfortna); Milliman, Paul R - (milliman); Morrissey, Katherine G - (kmorriss) Subject: RE: a request for cross listing course

Dear Kamran, Thanks for touching base with us on this. All of the classes on this list are already cross-listed,

except History 577: Comparative Revolutions and History 695K: Historiography. Can I just ask if classes that

support a GIDP actually need to be cross-listed? Our understanding is that








they do not; in other words, the curriculum for a GIDP includes an approved list courses that fulfill the requirements

for the program, regardless of whether they are cross-listed or not. I think I’m right that we’d have to initiate a

request to have Hist 577 and Hist 696K cross-listed with the Persian GIDP, but we think that probably won’t be

necessary for your purposes. I am copying this to Paul Milliman and Katherine Morrissey, our committee chairs who

oversee curriculum changes, to give them a chance to weigh in. Best, Kevin

Kevin Gosner

Associate Professor and Department Head (520) 621-1168

From: Talattof, Kamran - (talattof) [mailto:[email protected]] Sent: Wednesday, February 24, 2016 3:16 PM To: Balooshi, Noora - (noorab); [email protected] Cc: Fortna, Benjamin C - (bcfortna) Subject: RE: a request for cross listing course

Dear Kevin,

We, at MENAS, have received a grant in support of establishing a Persian GIDP. Dean Jones, SBS, and I are

writing an academic planning request in which we have listed the following courses from your program

because we financially support students from other departments who do a joint degree or a minor with us.

Our students might also need these courses in order to do a minor with you, as they have done in the past. I

should mention that Linda and Dick are on the EC committee of this GIDP.

I would appreciate it if you could write a short note to me today or tomorrow approving the following

courses to be cross-listed.

HIST 545

HIST 573

HIST 577 HIST 585A HIST

585B HIST 595E HIST 695K

HIST 695K

With many thanks,

Kamran, and on behalf of Ben (copied on this message),

--


School of Middle Eastern and North African Studies Department of

Gender & Women's Studies, Affiliated

Grad Program in 2nd Language Acquisition & Teaching, Affiliated

The University of Arizona, http://menas.arizona.edu/talattof






To: Kimme Hea, Amy C - (kimmehea); Salazar, Ricky M - (ricar22)


Date: Wednesday, February 24, 2016 6:56:56 PM

Hi again,

Absolutely. You are welcome to list them as options for your students.

There are also phonology classes (for example Ling 510) you can use on your list.

There is a typology course (Shayna, what is the course number?) that could be of interest to your students as well.

We can discuss cross-listing them later if you decide you need to do so (as I said before, the committee does not have anything against it).

Best,

--sk

Simin Karimi Professor and Head

Department of Linguistics Communication

106 University of Arizona Tucson, AZ

85721

http://www.u.arizona.edu/~karimi

You are not a drop in the ocean, You are an ocean in a drop. ~Rumi

x-msg://211/O%3DFIRST%20ORGANIZATION/OU%3DEXCHANGE%20ADMINISTRATIVE%20GROUP%20(FYDIBOHF23SPDLT)/CN%3DRECIPIENTS/CN%3DTALATTOF%2C%20KAMRAN%20-%20(TALATTOF)09C

x-msg://211/kimmehea%40email.arizona.edu

x-msg://211/ricar22%40email.arizona.edu

http://www.u.arizona.edu/~karimi


Appendix C: Comparison Chart

Program Name UA Proposed Masters GIDP

UCLA Masters University of Washington Masters

Currently enrolled students None as of yet 0 (non-terminal program) 2 graduate students involved with Persian studies

Focus NA Near and Middle Eastern Language and Civilization with focus in Persian and Iranian Studies

Starting framework NA NA

Methodological Approaches NA NA – highly individualized

Exemplary Question NA Students “will develop a thorough understanding of historical and cultural contexts and skills in critical analysis of texts, research procedures, and integrative thinking.”

Sample Course

NA PRSAN 541 Introduction to Persian Literature

Target Careers NA

Total Units NA 36 credits (18 at level 500 or above)

Upper -division Units NA NA NA

Foundation courses NA NA NA

English Composition NA NA NA

Foreign Language NA NA NA

Math NA NA NA

Tier 1 GE Requirements NA NA NA

INDV NA NA NA

NATS NA NA NA

TRAD NA NA NA

Tier 2 GE Requirements NA NA NA

Arts NA NA NA

Humanities NA NA NA

INDV NA NA NA

NATS NA NA NA

Diversity Emphasis NA NA NA

# of Units required in major

# of Upper-division Units required in the major

NA NA NA

Supporting Coursework to be Completed Prior to Admission and/or Declaration of the Major

NA NA NA

Introductory 1st Tier Core Courses in the Major

NA NA NA

2nd Tier Core Courses in the Major

NA NA NA

Research Methods, Data Analysis, and Methodology Requirements

NA NA – highly individualized

Internship, Practicum, Applied Course Requirements. (Yes/no. If yes, please describe.)

NA NA

Senior Thesis or Senior Project Required (Yes/No)

NA NA NA

Additional Requirements (Please Describe.)

NA Submit a seminar paper or a thesis


# of Elective Units in the Major.

Minor (Optional or Required)

Core Courses in Program

Exam Topics

(1) The Concentration Near Eastern Language Exam (2) The Second Near Eastern Language Exam (3) The Research Language Exam (4) The General Culture of the Near East Exam (5) Specialization Exam

1 http://depts.washington.edu/nelc/pdf/MA_files/NELC%20MA%20Handbook_August%202015.pdf

http://depts.washington.edu/nelc/pdf/MA_files/NELC%20MA%20Handbook_August%202015.pdf


Appendix D: CVs for GIDP Members

Kamran Talattof (Curriculum Vitae)

Ph.D. in Near Eastern Studies, Department of Near Eastern Studies (History of Persian and Middle

Eastern Literary Movements), The University of Michigan, Ann Arbor, 1996.

2006–present: Professor of Persian Language and Literature and Iranian Culture, Dept. of Near Eastern

Studies, University of Arizona (since 2011 the School of Middle Eastern and North African Studies);

Director of Persian and Iranian Studies Program and Affiliated Faculty with the Department of Gender &

Women’s Studies (GWS); and also affiliated with SLAT and CMES.

Sample Publication

Persian Language, Literature and Culture New Leaves, Fresh Looks, ed. Kamran Talattof. London:

Routledge, 2015.

Conflict and Development in Iranian Film, co-edited with Asghar Seyed Gohrab. Leiden: Brill, 2013.

Eshq va Jensiyat dar Dastan-ha-ye Adabiayt-e Kohan [Love and Gender in Classical Persian Literature],

Special Issue of Iran Nameh 27:4 (2012).

Modernity, Sexuality, and Ideology in Iran: The Life and Legacy of a Popular Female Artist. Syracuse:

Syracuse University Press, 2011.

This Book Has Received the Following Awards: 1. Choice’s Annual Outstanding Academic Titles, 2011

http://lqp.arizona.edu/node/4748 2. The Latifeh Yarshater Book Award (ISIS), co-recipient, 2012

http://iranianstudies.com/awards/latifehYarshater/.

Modern Persian: Spoken and Written (Volume III though Volume VI). Tucson: CERCLL, Bound format,

2010.

Modern Persian: Spoken and Written (Volume I), by D. Stilo, K. Talattof, and J. Clinton. New Haven:

Yale University Press, 2005.

Modern Persian: Spoken and Written (Volume II), by D. Stilo, K. Talattof, and J. Clinton. New Haven:

Yale University Press, 2005.

Essays on Nima Yushij: Animating Modernism in Persian Poetry, edited, introduction, contributions by

Ahmad Karimi-Hakkak and Kamran Talattof. Leiden: Brill, 2004.

Contemporary Debates in Islam: An Anthology of Modernist and Fundamentalist Thought, edited,

introduction, and translated texts by M. Moaddel and K. Talattof. New York: St. Martin’s Press, 2000.

Also published as: Modern and Fundamentalist Debates in Islam: A Reader. Basingstoke: Palgrave

Macmillan, 2002.

The Poetry of Nizami Ganjavi: Knowledge, Love, and Rhetoric, edited, introduction, and major

contributions by K. Talattof and J. Clinton. New York: Palgrave Macmillan, 2000.

The Politics of Writing in Iran: A History of Modern Persian Literature. Syracuse: Syracuse University

Press, 2000. This book was MERIP Editor's Pick No. 215 (Summer, 2000).

Siyasat-e Neshtar: Pazhuheshi dar Shir va Dastan-e Moaser (A translated and expanded version of The

Politics of Writing in Iran), Tr. by M. Kamali (Tehran: Nashr-e Namak, 2015).

I Won't Dance for You: A Collection of Shahrzad's Poetry: Written by Kubra Saidi in Hello Sir, Tuba, and

Thirsty We Age. Translated by Kamran Talattof, Completed.

Touba and the Meaning of Night by Shahrnush Parsipur, intro. by Kamran Talattof, trans. Havva

Houshmand and Kamran Talattof. New York: Feminist Press, 2006.

Women Without Men by Shahrnush Parsipur, intro. by Kamran Talattof, trans. K. Talattof and J. Sharlet.

Syracuse: Syracuse University Press, 1998.

"Literature: Persian," in The Encyclopedia Britannica (Book of the Year, 14). Chicago: The Encyclopedia

Britannica, Inc. (January 2016).

"Early Twentieth-Century Journals in Iran: Response to Modernity in Literary Reviews," In A History of

Persian Literature XI (General Ed. Ehsan Yarshater) - Literature of the Early Twentieth Century: From

http://lqp.arizona.edu/node/4748

http://iranianstudies.com/awards/latifehYarshater/


the Constitutional Period to Reza Shah (Ed. A. Seyed-Gohrab), I.B.Tauris & Co. Ltd, London, 2015, pp.

411-447.

"Introduction: Leading literary: on Ahmad Karimi-Hakkak’s Scholarship and Service and about this

Collection," Persian Language, Literature and Culture: New Leaves, Fresh Looks, ed. Kamran Talattof.

London: Routledge, 2015, 1-21.

"Social Causes and Cultural Consequences of Replacing Persian with Farsi: What’s in a Name?" Persian

Language, Literature and Culture: New Leaves, Fresh Looks, ed. K. Talattof. London: Routledge, 2015,

1-21.

"Literature: Persian," in The Encyclopedia Britannica (Book of the Year, 14). Chicago: The Encyclopedia

Britannica, Inc. (January 2015).

"Sexuality and Cultural Change: The Presentation of Sex and Gender in Pre and Postrevolutionary Iranian

Cinema," in Conflict and Development in Iranian Film, ed. A. S. Gohrab and K. Talattof. Leiden: Brill,

2013.

"Politics and Persistence: The Development of Iranian Film," with A. S. Gohrab, in Conflict and

Development in Iranian Film, ed. A. S. Gohrab and K. Talattof. Leiden: Brill, 2013.

"Literature: Persian," in The Encyclopedia Britannica (Book of the Year, 2012). Chicago: The

Encyclopedia Britannica, Inc., 2013.

"Nezami Ganjavi, the Wordsmith: The Concept of Sakhon in Classical Persian Poetry," in A Key to the

Treasure of Hakim Nizami, ed. Johan Christoph Bürgel and Christine van Ruymbeke. Leiden: Leiden

University Press, 2011.

"Modern Novel in Iran," in The Encyclopedia of the Novel, ed. Peter Melville Logan et al. Malden, MA:

Wiley-Blackwell, 2011.

"Personal Rebellion and Social Revolt in the Works of Forugh Farrokhzād: Challenging the

Assumptions," in Nasrin Rahimieh and Dominic Brookshaw, Forugh Farrokhzad, Poet of Modern Iran.

London: I.B. Tauris, 2010.

"Postrevolutionary Persian Literature," Radical History Review 105 (2009),145–50.

"I Will Rebuild You, Oh My Country": Simin Behbahani’s Work and Sociopolitical Discourse," The

Journal of Iranian Studies 41:1 (2008), 19–36.

"The Power of Metaphor: Ideology and Politics in Modern Persian, Arabic, and Turkish Literatures," in

Critical Encounters: Essays on Persian Literature and Culture Costa Mesa, CA : Mazda Publishers,

2007.

"Comrade Akbar: Islam, Marxism, and Modernity," Comparative Studies of South Asia, Africa and the

Middle East 25:3 (November 4, 2005), 634–49.

"Breaking Taboos in Iranian Women’s Literature: The Work of Shahrnush Parsipur," World Literature

Today (September-December 2004), 43–46.

"Once Upon a Time by Muhammad Ali Jamalzadeh: A Historical Analysis," in World Literature and Its

Times, vol. 6: Middle Eastern Literatures and Their Times, ed. Joyce Moss. Farmington Hills, MI:

Thomson Gale, 2004, 377–85.

"Ideology and Self-Portrayal in the Poetry of Nima Yushij," in Nima Yushij: His Life, His Works, His

Legacy, ed. A. Karimi-Hakkak and K. Talattof. Leiden: Brill, 2004, 69–99.

"Islam And Modernity: Ideology and Violence in the Middle East," in International Seminar on Nuclear

War and Planetary Emergencies, ed. R. Ragaini. Hackensack, NJ: World Scientific, 2003, 26–32.

"Nizami’s Unlikely Heroines: A Study of The Characterizations of Women in Classical Persian

Literature," in The Poetry of Nizami Ganjavi: Knowledge, Love, and Rhetoric, ed. K. Talattof and J.

Clinton. New York: Palgrave Macmillan, 2000, 51–81.

"Nizami Ganjavi and His Poetry," with J. Clinton, in The Poetry of Nizami Ganjavi: Knowledge, Love,

and Rhetoric, ed. K. Talattof and J. Clinton. New York: Palgrave Macmillan, 2000, 1–13.


"The Changing Mode of Relationship Between Modern Persian Literature and Islam: Karbala in Fiction,"

in The Postcolonial Crescent: Islam’s Impact on Contemporary Literature, ed. John Hawley. New York:

P. Lang, 1998, 249–265.

"Iranian Women’s Literature: From Pre-revolutionary Social Discourse to Postrevolutionary Feminism,"

International Journal of Middle East Studies 29:4 (Nov. 1997), 531–58.


SIMIN KARIMI Curriculum Vitae

CONTACT INFORMATION

Work Home Address Department of Linguistics 4750 N. Scenic Mountain Dr. The University of Arizona Tucson, AZ 85750 Communication 106 (520) 955-2593 Tucson, AZ 85721 (520) 621-5399 (Office), [email protected] (520) 621-6897 (Department) http://www.u.arizona.edu/~karimi/ (520) 626-9014 (fax)

CHRONOLOGY OF EDUCATION

Doctor of Philosophy Department of Linguistics, The University of Washington, April 1989 Dissertation Title: Aspects of Persian Syntax,,Specificity, and the Theory of Grammar Dissertation Advisor: Professor Joe Emonds

MAJOR FIELDS Theoretical Syntax, Syntax of Iranian languages Syntax-morphology interface, Syntax-semantics interface

CHRONOLOGY OF EMPLOYMENT (Last ten years) July 2011-Present Head, Department of Linguistics, University of Arizona. April 2008-Present Professor of Linguistics, Dept. of Linguistics, The University of Arizona (UA) January-July 2007 Interim Head, Dept. of Linguistics, The University of Arizona. July 2001-April 2008 Associate Professor of Linguistics, Dept. of Linguistics, UA.

GRANTS, SCHOLARSHIPS & AWARDS (Last ten years)

PI, NSF Grant: A Descriptive and Theoretical Analysis of Complex Predicates in Iranian

Languages. Co-PIs: Andrew Carnie, Heidi Harley. July 1, 2015-December 31, 2018

($278,764).

SBS Excellence Award in Graduate Teaching, University of Arizona, 2011 Evolutionary Anthropology, and Vida Samiian, CSU Fresno), 2005

Editorial Board (2012-Present) International Journal of Applied Linguistics and English Literature (2008-2013) Lingua


http://www.u.arizona.edu/~karimi/


(1994-Present) Linguistic Analysis.

[April 29, 2016]

Simin Karimi

2

PUBLICATIONS

SCHOLARLY BOOKS/JOURNALS Karimi, Simin, Guest Editor of a special issue on Complex Predicates for the Journal Lingua, 2013.

Korn, Agnes, Geoffrey Haig, Simin Karimi, Pollett Samvelian (2011) Issues in Iranian Linguistics, Reichert Publishers, Germany.

Lewis, Will, Simin Karimi, Heidi Harley, Scott Farrar (eds) ) (2009) Time and Again: Theoretical Perspectives and Formal Linguistics. John Benjamins Publishing.

Karimi, Simin; Vida Samiian, Don Stilo (eds) (2008) Aspects of Iranian Linguistics. Cambridge Scholars Publishing.

Karimi, Simin; Vida Samiian, Wendy Wilkins (eds) (2007) Clausal and phrasal architecture: syntactic derivation and interpretation. John Benjamins Publishing.

Karimi, Simin (2005) A Minimalist Approach to Scrambling: Evidence from Persian, Mouton de Gruyter.

Karimi, Simin, ed. (2003) Word Order and Scrambling, Blackwell Publishering.

ARTICLES (Last ten years)

Invited: Karimi, S. ‘Persian Syntax.’ To appear in Anousha Sedighi and Pouneh Shabani-Jadidi (eds) Handbook of Iranian Linguistics, Oxford University Press.

Sato, Yosuke and Simin Karimi (2016) Subject-Object Asymmetries in Persian Argument Ellipsis and the Anti-Agreement Theory. Glossa.

Karimi, Simin and Michael Brame (2012) ‘A Generalization Concerning the EZAFE Construction in Persian. Linguistic Analysis 38:11-143

Karimi, Simin (2009) Review of Gema Chocano’s Narrow Syntax and Phonological Form. John Benjamins Publishing Company, 2007, in Language.

Karimi, Simin (2008) ‘Scrambling’, Language and Linguistics Compass (solicited)

Karimi, S. ‘Raising and control in Persian,’ (2008) In Aspects of Iranian Linguistics, S. Karimi, V. Samiian, and D. Stilo (eds). Cambridge Scholars Publishing.

Karimi, Simin & Azita Taleghani (2007) 'Wh-movement, interpretation, and optionality in Persian, In Karimi, S., V. Samiian, W. Wilkins (eds) . Clausal and phrasal

Simin Karimi

3

architecture: syntactic derivation and interpretation. PP 167-187. John Benjamins Publishing.

Folli, Raffaella; Heidi Harley, Simin Karimi (2005) 'Determinants of event type in Persian complex predicates,' Lingua 115: 1365-1401.

UNDER REVIEW

Karimi, S, Greg Key and Deniz Tat ‘Contrast in focus: Persian and Turkish focus constructions,’

Karimi, S, Ryan Smith ‘The mystery of Persian –râ.’ .

Kevin M. Fitzsimmons

CV

Professor, Extension Specialist & Research Scientist

Ph.D., Wildlife and Fisheries, 1999,

phone (520) 626-3324

fax (520) 573-0852

[email protected]

HONORS and AWARDS:

President of World Aquaculture Society 2004-2005

President of the US Aquaculture Society 1999-2000

Fulbright Scholar - Asian Institute of Technology - Thailand 2004

Outstanding Service Award - Aquaculture CRSP 2007

Certified Professional Fisheries Scientist, No. 1932, American Fisheries Society

John Heinje Memorial Award - Tilapia International Foundation 2006

Chairman - Aquaculture Without Frontiers 2007

Editorial Advisory Board for Reviews in Fisheries Science

PUBLICATIONS

Books:

6. Contreras-Sanchez, W. and Fitzsimmons, K. 2006 eds. Tilapia, Sustainable Aquaculture

from the New Millennium - Proceedings of the Seventh International Symposium on Tilapia in

Aquaculture. American Tilapia Association, Aquaculture CRSP 389pp.

5. Morrison, C., Fitzsimmons, K. and J.R. Wright 2006. Atlas of Tilapia Histology, World

Aquaculture Society, Baton Rouge, LA. 96pp.

4. Bolivar, R., Mair, G. and Fitzsimmons, K. 2004. New Dimensions in Farmed Tilapia:

Proceedings of the Sixth International Symposium on Tilapia in Aquaculture. Editors:

American Tilapia Association, Aquaculture CRSP, and Ministry of Agriculture, Philippines.

Manila. 854pp.

3. Fitzsimmons, K. and Carvalho, J. 2000. Tilapia Aquaculture in the 21st Century:

Proceedings of the Fifth International Symposium on Tilapia in Aquaculture. Editors, Ministry

of Agriculture, Brazil and Aquaculture CRSP. Rio de Janeiro. 682 pp.

2. Fitzsimmons, K. 1997. Tilapia Aquaculture: Proceedings of the Fourth International

Symposium on Tilapia in Aquaculture. Editor. Northeast Regional Agricultural Engineering

Service Publication No. NRAES - 106. Ithaca, N. Y. 808pp.

1. Glenn, E., Moore, D., Machado, C., Fitzsimmons, K. and Menke, S. 1996. Atlas of

Gracilaria Spore Culture. National Coastal Research and Development Institute, Portland, OR

Book Chapters: (Peer reviewed)

9. Walker, D., Brusseau, M. and Fitzsimmons, K. (2006) Chapter 3. Physical-Chemical

Characteristics of Waters. In: Pepper, I. and Gerba, C. Pollution Science. Academic Press.

8. Walker, D., Baumgartner, D. Gerba, C. and Fitzsimmons, K. (2006) Chapter 18. Surface

Water Pollution. In: Pepper, I. and Gerba, C. Pollution Science. Academic Press.

7. Fitzsimmons, K. (2006). Harvest, Handling, and Processing. pp. 607-618. In: Lim, C and

Webster, C., eds. Tilapia: Biology, Culture, and Nutrition. Hawthorn Press.

6. Fitzsimmons, K. (2006) Prospect and Potential for Global Production. pp. 51-72. In: Lim, C

and Webster, C., eds. Tilapia: Biology, Culture, and Nutrition. Hawthorn Press.

5. Watanabe, W. Fitzsimmons, K. and Yang Yi. (2006) Farming Tilapia in Saline Waters. pp.

347-447. In: Lim, C and Webster, C., eds. Tilapia: Biology, Culture, and Nutrition. Hawthorn

Press.

4. Fitzsimmons, K. (2005) Tilapia culture. pp. 563-590. In: Kelly A.M. and Silverstein, J. eds.

Aquaculture in the 21st Century. American Fisheries Society, Symposium 46, Bethesda,

Maryland.

3. Zimmerman, S. and Fitzsimmons, K. (2004) Tilapia Intensiva. Pp. 239-266. In: Cyrino,

J.E.P., Urbinati, E.C., Fracalossi, D.M. and Castagnolli, N. (Eds.) Topicos Especiais em

Piscicultura de Agua Doce Tropical Intensiva. Sociedade Brasileira de Aquicultura e Biología

Aquatica. TecArt, Sao Paulo.

2. Fitzsimmons, K. 2000. Tilapia aquaculture in Mexico. Pp. 171-183 In: Costa-Pierce, B.A.

and J.E. Rakocy, eds. Tilapia Aquaculture in the Americas, Vol. 2. The World Aquaculture

Society, Baton Rouge, Louisiana, United States.

1. Fitzsimmons, K. 2000. Future Trends of Tilapia Aquaculture in the Americas. Pp. 252-264

In: Costa-Pierce, B.A. and J.E. Rakocy, eds. Tilapia Aquaculture in the Americas, Vol. 2. The

World Aquaculture Society, Baton Rouge, Louisiana, United States.

Refereed journal articles:

19. Bymers, L. Glenn, E., Nelson, S. and Fitzsimmons, K. 2005. Diversity and biomass

dynamics of marine algae in Biosphere II’s tropical reef macrocosm. Ecological Engineering

25 (4): 442-456.

18. McIntosh, D., Ryder, E., Dickenson, G., and Fitzsimmons, K. 2004. Laboratory

determination of a phosphorus leaching rate from trout (Onchorhynchus mykiss) feces. Journal

of the World Aquaculture Society. 35(4): 506-512.

17. Ryder, E, Nelson, S., McKeon, C., Glenn, E.P., Fitzsimmons, K., and S. Napolean 2004.

Effect of water motion on the cultivation of the economic seaweed Gracilaria parvispora

(Rhodophyta) on Molokai, Hawaii. Aquaculture 238:207-219.

16. Ryder, E., Nelson, S., Glenn, E., Nagler, P., Napoleon, S. and Fitzsimmons, K. 2004.

Review: Production of Gracilaria parvispora in two-phase polyculture systems in relation to

nutrient requirements and uptake. Bulletin of Fisheries Research Agency, Supplement 1:71-76.

15. Langdon, C., Broecker, W.S., Hammond, D.E., Glenn, E., Fitzsimmons, K., Nelson, S.G.,

Peng, T.H., Hajdas, I. and Bonani, G. 2003. Effect of elevated CO2 on the community

metabolism of an experimental coral reef. Global Biogeochemical Cycles 17(1): 1011,

doi:10.1029/2002GB001941.

14. McIntosh, D., King, C., and Fitzsimmons, K. 2003. Tilapia for biological control of Giant

Salvinia. Journal of Aquatic Plant Management 41:28-31.

13. McIntosh, D. and Fitzsimmons, K. 2003. Characterization of effluent from an inland, low-

salinity shrimp farm: what contribution could this water make if used for irrigation.

Aquacultural Engineering 27:147-156.

12. Watanabe, W., Losordo, T., Fitzsimmons, K. and Hanley, F. 2002. Tilapia production in

the Americas: Technological advances, trends and challenges. Reviews in Fisheries Science 10

(3&4):465-498.

11. Nelson, S.G., Glenn, E.P., Moore, D., Walsh, T. and Fitzsimmons, K.M. 2001. Use of an

edible seaweed to improve effluent from shrimp farms. Journal of Phycology 37(3):37-38.

10. Galindo-Bect, M.S., Glenn, E.P., Page, H.M., Fitzsimmons, K., Galindo-Bect, L.A.,

Hernandez-Ayon, J.M., Petty, R.L., Garcia-Hernandez, J. and Moore, D. 2000. Penaeid

shrimp in the Upper Gulf of California in relation to Colorado River discharge. Fishery

Bulletin 98(1): 222-225.

9. Glenn, E., Cohen, M., Morrison, J., Valdes-Casilla, C. and Fitzsimmons, K. 1999. Science

and policy dilemas in the management of agricultural waste waters: The case of the Salton Sea,

CA, USA. Environmental Science and Policy 2:413-423.

8. Brown, J.J., Glenn, E.P., Fitzsimmons, K.M. and Smith, S.E., 1999. Halophytes for the

treatment of saline aquaculture effluent. Aquaculture 175:255-268.

7. Fitzsimmons, K., Lovely, C. and E. Glenn. 1998. Growth differences among widely

separated geographic accessions of fourwing saltbush (Atriplex canescens) in the Great Basin

desert, New Mexico, USA. Arid Soil Research and Rehabilitation 12(2):87-94.

6. Glenn, E., Moore, D., Brown, J.J., Tanner, R., Fitzsimmons, K., Akutigawa, M. and S.

Napoleon. 1998. A sustainable culture system for Gracilaria parvispora (Rhodophyta) using

sporelings, reef growout and floating cages in Hawaii. Aquaculture 165:221-232.

5. Glenn, E., Tanner, R., Miyamoto, S. Fitzsimmons, K. and Boyer, J. 1998. Water use,

productivity and forage quality of the halophyte Atriplex nummularia grown on saline waste

water in a desert environment. J. of Arid Environments 38:45-62.

4. Fitzsimmons, K., Dickenson, G., Brand, C., and J. Davis. 1997. Effects of reducing dietary

lipid levels on growth of hybrid tilapia in an intensive recirculating water system. Progressive

Fish Culturist 59:293-296.

3. Riley, J.J., Fitzsimmons, K. M. and E. Glenn. 1997. Halophyte irrigation: An overlooked

strategy for management of membrane filtration concentrate. Desalination 110:297-211.

2. Glenn, E., Moore, D. Fitzsimmons, K. and Azevedo, C. 1996. Spore culture of the edible

red seaweed, Gracilaria parvispora (Rhodophyta) Aquaculture 142:59-74.

1. Moore, D., Fitzsimmons, K., Borgeas, H. Akutakawa, M. and Glenn, E. 1995. Hatchery

methods and early development of Gracilaria parvispora. Journal of Phycology 31(3):5.

Leila Hudson, PhD

Associate Professor

School of Middle Eastern and North African Studies

University of Arizona

Tucson, AZ 85721

5208917171

[email protected]

EDUCATION

PhD Anthropology and History, University of Michigan, Ann Arbor. Dissertation: Cultural

Capital: Wealth and Values in Late Ottoman Damascus (cochaired by Brinkley Messick and Juan Cole)

MA Anthropology, University of Michigan, Ann Arbor

BA (cum laude) Anthropology with minor in Near Eastern Languages and Civilizations,

Yale College, New Haven, CT with Junior Year Abroad, LudwigMaximilians Universität, Munich,

Germany

PROFESSIONAL EXPERIENCE

2008 present Associate Professor, School of Middle Eastern and North African Studies

(MENAS) University of Arizona

20122015 Associate Director, School of MENAS, University of Arizona 20082012

Director of Graduate Studies, School of MENAS, University of Arizona

20122014 CoDirector, Arizona Arabic Flagship

2010present Director, Southwest Initiative for the Study of Middle East Conflicts (SISMEC)

University of Arizona

BOOKS

2016 (in progress under contract discussion) Lines of Flight from the Syrian Civil

War: A Damascus Family’s Displacement, Migration and Exile

2014 Media Evolution on the Eve of the Arab Spring. Palgrave, New York. coedited with Adel

Iskandar and Mimi Kirk

2010 Middle Eastern Humanities: An Introduction to Cultures of the Middle East. Kendall Hunt,

Dubuque, IA

2008 Transforming Damascus: Space and Modernity in an Islamic City. IB Tauris, New York

SELECTED ARTICLES AND CHAPTERS

“Dynamics of the Syrian Migration” for EuroMediterranean Migrations: From Current Stalemate to

Shared Development Perspectives, edited by Emanuela del Re and Ricardo Laremont. Rome: Aracne

Roma, 2016 (forthcoming).

“Liquidating Syria, Fracking Europe” Middle East Policy, 22(4) Winter 2015: 22–39.


“Order, Freedom and Chaos: Sovereignties in Syria.” Middle East Policy, 20(2) Summer 2013

"Drone Warfare in Yemen: Fostering Emirates Through Counterterrorism?” Middle East Policy 19(3)

Fall 2012: 142156. With Colin S. Owens and David Callen

“Drone Warfare: Blowback from the New American Way of War” in Middle East Policy 18(3) Fall

2011:122132. With Colin Owens and Matthew Flannes

"Le voile et le portable: l'adolescence sous Bachar alAssad" in La Syrie au present: reflets d'une

societe. edited by Baudoin Dupret et al. Paris: 2007, Sindbad, Actes Sud

“Late Ottoman Damascus: Investments in Public Space and the Emergence of Popular Sovereignty” in

Critique: Critical Middle Eastern Studies, 15 (2) 2006

“Investing by Women or Investing in Women?: Money, Merchandise and Marriage in Late Ottoman

Damascus” in Comparative Studies in Africa, South Asia and the Middle East, 26 (1) 2006

“The New Ivory Towers: Strategic Studies, Think Tanks and Counterrealism” in Middle East Policy

12(4) Winter 2005: 118132

"Lessons from Walmart and the Wehrmacht: Team Wolfowitz on Administration in the Information

Age." Middle East Policy 11(2) Summer 2004: 2539

"Reading alSha'rani: The Sufi Genealogy of Islamic Modernism in Late Ottoman Damascus." Journal of

Islamic Studies 15(1) 2004: 3968

GRANTS AND AWARDS

OpEd Public Voices Project Fellow, 201314

CoPrincipal Investigator (25%) Arizona Arabic Flagship Award with Sonia Shiri, 2012 ($660,000)

Graduate Innovation Award, University of Arizona, 2010 ($65,000)

Principal Investigator FulbrightHays Research Grant, December 20012002 ($50,000)

Principal Investigator New Learning Environments Instructional Technology Grant, 2000 ($25,000)

EDITORIAL, BOARDS, REVIEWS

Contributor to alJazeera English, alJazeera America, the Oxford Encyclopedia of the Modern Islamic

World, the Encyclopedia of Women and Islamic Culture

Book, manuscript and grant reviewer for Middle East Policy, Middle East Journal, the Historian, MIT

Journal of Middle East Studies, the City and Society, Journal of Middle East Women’s Studies,

Transgender Quarterly, Journal of Islamic Studies, American Anthropologist, American

Ethnographer, International Journal of Middle East Studies, Cooperation and Conflict, Journal of

Anthropological Research, Westview Press, Social Science Research Council

Editorial Board for Middle East Journal, SISMEC Bulletin

LINDA T. DARLING

Curriculum Vitae

Department of History 3121 N. Gill Avenue

The University of Arizona Tucson, AZ 85719

Tucson, AZ 85721 (520) 326-0582

(520) 621-9754/1586 [email protected]

(520) 621-2422 (fax) March 2016

INSTITUTIONAL AFFILIATION AND STATUS:

Professor, Department of History, University of Arizona

Professor, School of Middle Eastern and North African Studies (courtesy)

Professor, Department of Religious Studies (courtesy)

Center for Middle East Studies, faculty affiliate

Arizona Center for Turkish Studies, faculty affiliate

EMPLOYMENT:

2013-present Professor, Department of History, University of Arizona

1996-2013 Associate Professor, Department of History, University of Arizona

1989-1996 Assistant Professor, Department of History, University of Arizona

1986-1989 Administrator, American Research Institute in Turkey, Philadelphia

1986 Instructor in Middle East History, Office of Continuing Education, University

of Chicago

1981-1983 Accessions and Serials Processor, Near East Collection, University of

Chicago Library

1980-1981 Teaching Assistant, Introduction to Islamic Civilization, Division of the

Social Sciences, University of Chicago

EDUCATION:

1978-1990 University of Chicago, Chicago, IL 60637

1967-1969, University of Chicago, Chicago, IL 60637

1973 MAT, English/Education

1963-1967 University of Connecticut, Storrs, CT 06268

BA, English Literature

BOOKS A History of Social Justice and Political Power in the Middle East: The Circle of Justice from

Mesopotamia to Globalization (London: Routledge Press, 2013).

Revenue-Raising and Legitimacy: Tax Collection and Finance Administration in the Ottoman Empire,

1560-1660 (Leiden: E. J. Brill, 1996). Electronic version 2015.

RECENT SCHOLARLY ARTICLES:

“The Sultan’s Advisors and Their Opinions on the Identity of the Real Ottoman Elite,” in Living in the

Ottoman Realm: Sultans, Subjects, and Elites, ed. Christine Isom-Verhaaren and Kent F. Schull

(Bloomington, IN: Indiana University Press, 2016), 171-81. “Justice and Power in the Ottoman Empire: Translations of Two Imperial Adaletnameler (Justice

Decrees),” in Turkish Language, Literature, and History: Travellers’ Tales, Sultans, and Scholars since

the Eighth Century, ed. William Hickman and Gary Leiser (London: Routledge, 2015), 79-98.

“Ottoman Customs Registers (Gümrük Defterleri) as Sources for Global Exchange and Interaction,”

Review of Middle East Studies 49.1 (2015): 1-22.

“Nasîhatnâmeler, İcmal Defterleri, and the Timar-Holding Ottoman Elite in the Late Sixteenth

Century – Part II, Including the Seventeenth Century,” Osmanlı Araştırmaları 45 (2015): 13-35.

RECENT SCHOLARLY PRESENTATIONS: “Financial Crimes in Early Ottoman Egypt,” American Research Institute in Turkey, Istanbul, Turkey,

June 15, 2015 (invited).

“The Fiscal Administration of the Arab Provinces after the Ottoman Conquest of 1516,” for conference,

“The Mamluk-Ottoman Transition: Continuity and Change in Egypt and Bilad al-Sham in the Sixteenth

Century,” Bonn, Germany, March 5-7, 2015 (invited).

“Ottoman Political Thought and the Critique of the Janissaries: Perceptions and Evidence,” keynote

speech for Halcyon Days in Crete, “Ottoman Political Thought and Practice,” Rethymnon, Greece,

January 9-11, 2015 (invited).

RECENT HONORS AND AWARDS: 2014-15 Graduate College Graduate and Professional Education Teaching and Mentoring

Award nomination

SELECTED CURRENT PROFESSIONAL SERVICE: President, Ottoman and Turkish Studies Association

General Secretary, International Association for Ottoman Social and Economic History

Board of Directors and Executive Committee, Intl. Assn. for Ottoman Economic and Social History,

Delegate of University of Arizona to ARIT

Organizing Committee, Arizona Center for Turkish Studies (ACTS)

Interim Executive Committee, Roshan GDP in Persian and Iranian Studies

Secretary to the Board, American Research Institute in Turkey

Editorial Board, Medieval Confluences: Studies in the Intellectual History and Comparative History of

Ideas of the Medieval World, Vasileios Syros, Editor

History Department Graduate Committee

Editorial Board, Queenship and Power, Carole Lewis and Charles Beem, Editors, 2008-present

Editorial Board, Journal of Islamic Perspectives and Culture, MacroWorld Publishing, 2014-present

Cooperation Partner, “Order and Transgression: Divergent Representation in Ottoman Texts, 1687-

1730,” Felix Konrad, Christian-Albrechts-Universitat, Kiel, Germany

Prize Committee, Article Prize, Comité International d’Études Ottomanes et Pré-ottomanes

International Organizing Committee, “Sokolovic Family and Its Place in History,” conference at the

Oriental Institute, University of Sarajevo, Bosnia, 14-16 October, 2016.

Manuscript reviews for International Journal of Middle East Studies, Comparative Studies in Society

and History, Journal of the Economic and Social History of the Orient, Univ. of California Press,

Proposal reviews, National Humanities Center, 2015

Masud Mansuripur 3/28/201

6

Education

Stanford University PhD, Electrical Engineering 1981

Stanford University MS, Mathematics 1980

Employment History

University of Arizona Chair of Optical Data Storage, 2002-present

Professor 1991-present

Associate Prof. 1988-91 (College of Optical Sciences)

Select Departmental/University Committee Memberships

Member/Chair, Admissions Committee, COS, U.A., 1990-95, 2010-11, 2014-16

Member, Executive Committee, College of Optical Sciences, 1992-93, 2000-01, 2016-217

Member, Preliminary Examinations Committee, 1999-2000, 2003-04, 2007-08, Chair 2008-11

Member/Chair, Faculty Search Committee, College of Optical Sciences, 1995-2008, 2010-

2012, 2014-15

Select Professional Society/Committee Memberships

Fellow, Optical Society of America (OSA), 2000-present.

Fellow, Society of Photo Instrumentation Engineers (SPIE), 2010-present.

Program Director, MediaTech Showcase and Conference, 2006-07.

Contributing Editor, Optics & Photonics News, 1996-2006.

Editorial Board Member, Reports on Progress in Physics, IOP Publishing, London, 2009-16.

Associate Editor, Frontiers of Optoelectronics, a publication of Springer-Verlag, 2013-2016.

Selected Publications

a. Books

1. M. Mansuripur, Introduction to Information Theory, Prentice-Hall, New Jersey, 1987.

2. M. Mansuripur, The Physical Principles of Magneto-optical Recording, Cambridge

University Press, United Kingdom, 1995 (paperback 1997).

3. M. Mansuripur, Classical Optics and its Applications, Cambridge University Press, U.K.,

2002; 2nd expanded edition, 2009; 1st Japanese edition, New Technology Communications,

Tokyo, 2006; 2nd expanded Japanese edition, Advanced Communication Media, 2012.

4. M. Mansuripur, “Field, Force, Energy and Momentum in Classical Electrodynamics,”

Bentham e-books, Bentham Science Publishers, August 2011.

b. Journal Articles

1. M. Mansuripur, J.W. Goodman, E.G. Rawson, R.J. Norton, "Fiber optics receiver error

rate prediction using the Gram-Charlier series," IEEE Trans. Comm. 28, 402 (1980).

2. M. Mansuripur, "Magnetization reversal in thin magnetic films with perpendicular

anisotropy," J. Appl. Phys. 53, 1660, (1982).

3. M. Mansuripur, G.A.N. Connell, and J.W. Goodman, "Laser-induced local heating of

multilayers," Appl. Opt. 21, 1106, (1982).

4. M. Mansuripur, G.A.N. Connell, and J.W. Goodman, "Signal and noise in magneto-

optical readout," J. Appl. Phys. 53, 4485 (1982).

5. M. Mansuripur and G.A.N. Connell, "Laser induced local heating of moving multilayer

media," Appl. Opt. 22, 666, (1983).

6. M. Mansuripur, "Orientational effect of the extensional flow field on solutions of rigid

rod-like macromolecules–disappearance of the isotropic to nematic phase transition," Int.

J. Multiphase Flow 9, 229 (1983).

7. M. Mansuripur and G.A.N. Connell, "Thermal aspects of magneto-optical recording," J.

Appl. Phys. 54, 4794, (1983).

8. G. A. N. Connell, D. Treves, R. Allen, and M. Mansuripur, "Signal-to noise ratio for

magneto-optic readout from quadrilayer structures," Appl. Phys. Lett. 42,742 (1983).

9. M. Mansuripur and G.A.N. Connell, "Energetics of domain formation in thermomagnetic

recording," J. Appl. Phys. 55, 3049 (1984).

10. M. Mansuripur, "High-density magneto-optical disk storage and the effect of finite beam-

size in readout," J. Appl. Phys. 56, 1165 (1984).

c. Review Articles and Book Chapters

1. M. Mansuripur, M. Ruane, M. Horenstein, "Erasable Optical Disks for Data Storage:

Principles and Applications" (invited), Ind. Eng. Chem. Prod. R&D 24, 80 (1985)

2. M. Mansuripur, "Disk Storage: Magneto-Optics Leads the Way" (invited), Photonics

Spectra 18, 59 (1984).

3. M. Mansuripur, "Optical Disk Data Storage" (invited), The Physics Teacher 23, 408

(1985).

4. M. Mansuripur, "Computer Modeling of Optical Storage Media and Systems", SPIE

Proceedings 1316, 70-80 (1990).

5. M. Mansuripur, "Vector Diffraction Theory of Focusing in Systems of High Numerical

Aperture," Optics and Photonics News 3, 72-75 (March 1992).

Selected Conference Papers/Presentations

1. M. Mansuripur, G.A.N. Connell, and J.W. Goodman, "Signal to noise in magneto-optic

storage" (contributed), presented at the meeting of the Society of Photo-optical

Instrumentation Engineers (SPIE), January 1982, Los Angeles, California. Published in

Proc. SPIE 329, 215 (1982).

2. M. Mansuripur, G.A.N. Connell, and D. Treves, "Optimum disk structures and energetics

of domain formation in magneto-optical recording" (contributed), presented at the 3rd

joint Intermag-Magnetism and Magnetic Materials Conference, July 1982, Montreal,

Canada. Published in IEEE Trans. Mag. 18, 1241 (1982).

3. G.A.N. Connell, R. Allen and M. Mansuripur, "Magneto-optical properties of amorphous

terbium-iron alloys" (contributed), presented at the 3rd joint Intermag-Magnetism and

Magnetic Materials Conference, July 1982, Montreal, Canada. Published in J. Appl.

Phys. 53, 7759 (1982).

4. M. Mansuripur and G.A.N. Connell, "Magneto-optical recording" (contributed), presented

at the meeting of the Society of Photo-optical Instrumentation Engineers (SPIE),

Arlington, Virginia, June 1983. Published in Proc. SPIE 420, 222 (1983).

5. M. Mansuripur, "Erasable gigabyte magneto-optic data storage disks," invited talk at the

Engineering Colloquium Series, Goddard Space Flight Center (NASA), Greenbelt,

Maryland, October 1983.

Parviz E. Nikravesh Department of Aerospace and Mechanical Engineering

College of Engineering, The University of Arizona Tucson, Arizona 85721

Tel: (520) 621-4966; Fax: (520) 621-8191 e-mail: [email protected]

Education Ph.D. EE/Bio-Mechanics, Tulane University, 1976 M.S. Electrical Engineering, Tulane University, 1973 B.S. Physics, Tehran University, 1968 Employment 1990-date Professor: Aerospace and Mechanical Engineering, University of Arizona: 1992-1995 Department Head: Aerospace and Mechanical Engineering, University of Arizona 1984-1990 Associate Professor: Aerospace and Mechanical Engineering, University of Arizona 1979-84 Assistant Professor: Mechanical Engineering, University of Iowa 1976-79 Research Scientist: Civil Engineering Laboratory, Port Hueneme, California

1968-71 Product Design Engineer: Shahab-Hitachi Mfg., Tehran, Iran Honors and Awards Honorary Doctorate, Technical University of Lisbon, Portugal, 2001 Research Interests and Expertise Analytical and Computational methods in multibody kinematics and dynamics, mechanical design, vehicle and tire dynamics, biomechanics Professional Societies SAE (Faculty Advisor, Student Section), ASME Editorial Associate Editor, ASME Journal of Computational and Nonlinear Dynamics, 2011-2014 Member of the Board of Contributing Editors for the International Journal of Multibody Systems Dynamics, 1997-present Guest Technical Editor for several Journals Publications Textbooks: Nikravesh, P. E., Planar Multibody Dynamics: Formulation, Programming and Applications, Taylor & Francis CRC Press, 2008, ISBN 978-1-4200-4572-7 Nikravesh, P.E., Computer-Aided Analysis of Mechanical Systems , Prentice-Hall, 1988 Chinese translation, 1989 Persian translation, 1997 Book Chapters: 10 Journal Papers: 66 Conference Papers: more than 100

YASEEN NOORANI CURRICULUM

VITAE

Education Ph.D. University of Chicago, Department of Comparative Literature, 3/97

Dissertation: “Visionary Politics: Self, Community and Colonialism in Neoclassical Arabic

and Persian Literature” M.A. University of Chicago, Committee on Comparative Studies in Literature, 6/90

B.A. (History) University of Virginia, 5/88

Employment

Assistant Professor, University of Arizona, 8/04 to present.

Lecturer in Arabic Literature, University of Edinburgh, 10/98-7/04.

Visiting Professor, University of Michigan, Department of Near Eastern Studies and

Department of Comparative Literature, 9/00-5/01

Publications

“Estrangement and Selfhood in the Classical Arabic Concept of Watan,” Journal of Arabic

Literature, 47.1-2 (2016), 1-27.

Review of Madina Vladimirovna Tlostanova, and Walter Mignolo, Learning to Unlearn:

Decolonial Reflections from Eurasia and the Americas, Journal of Global History, 9, pp 168-

169.

“Muhammad Iqbal and the Immanence of God in Islamic Modernism,” Religion Compass,

8:60-69 (February 2014). “Hard and Soft Multilingualism,” Critical Multilingualism Studies, vol.1, no.2 (2013): 7-28.

Culture and Hegemony in the Colonial Middle East, Palgrave Macmillan, 2010.

“Iraqi Modernism and the Representation of Femininity”, International Journal of Contemporary Iraqi Studies, vol. 4 no. i-ii , pp. 101-119, 2010.

“Notions of Public and Private in Early Islamic Culture”, in Harem Histories, Marilyn Booth

ed., Duke University Press, 2010, pp. 49-68.

Counterhegemony in the Colony and Postcolony, John Chalcraft and Yaseen Noorani eds.,

Palgrave Macmillan, 2007.

“Redefining Resistance: Counterhegemony, the Repressive Hypothesis and the Case of

Arabic Modernism” in Counterhegemony in the Colony and Postcolony, 2007.

“Introduction”, Counterhegemony in the Colony and Postcolony, 2007. “The

Rhetoric of Security,” Centennial Review 5.1 (Spring 2005), 13-41. “Heterotopia and the Wine Poem in Early Islamic Culture,” International Journal of Middle

East Studies 36 (August 2004), 345-366.

“Visual Modernism in the Poetry of Abd al-Wahhab al-Bayati,” The Journal of

Arabic Literature (JAL) XXXII no.3 (2001), 1-17. "Islamic Modernity and the Desiring Self: Muhammad Iqbal's Poetics of Narcissism,"

Iran 38 (2000), 123-135.

"The Lost Garden of al-Andalus: Islamic Spain and the Poetic Inversion of Colonialism,"

International Journal of Middle East Studies 31 (1999), 237-254.

"The Rebellious Subject: Political Self-Fashioning in Arabic and Persian Poetry of the

Colonial Period," The Journal of Arabic Literature 29 (July, 1998), 1-30.

"A Nation Born in Mourning: The Neoclassical Funeral Elegy in Egypt," The Journal of

Arabic Literature 28 (April, 1997), 38-67.

Work in Progress

Book project: “Aestheticism, Citizenship, and the Rise of Islamism”

Articles:

“The Aesthetic Foundation of Islamism in Sayyid Qutb”

“Literary Aestheticism and the Formation of the Notion of ‘Islamic Civilization’”, under

review, Middle Eastern Literatures.

“The Divided City in Modernist Arabic Poetry”

“The Normative Logic of Modernity”

“Orientalism and the Moral Discourse of Modernity ”

“Time and Narrative in the Masnavi”

Academic Presentations

“Arab Solidarity Sacrificial Palestine”, American Comparative Literature Association

Conference, Seattle, WA, March 2015 “Modernism and Baghdad in the Poetry of al-Bayati”, American Comparative Literature

Association Conference, New York (NYU), March 2014.

“Estrangement and Selfhood in the Classical Arabic Concept of Watan,” Columbia

University Conference: “Arabic Literature: Migration, Diaspora, Exile, Estrangement”,

November, 2013.

“Muhammad Qutb and the Aesthetics of Islamism”, MESA Conference, New Orleans,

October 2013.

“Realism, Aestheticism and the Idea of Islamic Civilization”, Panel: “Repositioned

Realisms”, American Comparative Literature Association Conference, Toronto, March 2013.

“The Secular Justification of Islamic Political Order”, Boston, MA. American Oriental

Society Conference, March 2012. “Literary Aestheticism and the Formation of the Notion of “Islamic Civilization”, Stanford

University. Workshop on Language, Literacy and the Construction of Social Authority in

Islamic Societies. March 2011.

“Justice and Hierarchy in Early Islamic Culture”, University of Arizona, September 2010.

“Romantic Aestheticism and the Foundations of Islamism in Sayyid Qutb”, Conference:

Mirror Images: Challenges for Arab and Islamic Studies, Villanova University, April 2009

“Gender and the Concealment of Desire in Early Islamic Poetry”, Classical Arabic Poetry

Workshop, Rutgers University, April 2008. “Modernity: What, Where, When”, Roundtable Panel, MLA, 2007

“The Moral Discourse of Modernity – Orientalism and Gender in Early 20th Century Egypt”, MESA 2007

“Poetry, Imitation, and the Struggle over Self-Definition in Early 20th Century Egypt”, MESA

2006

“Time and Narrative in Rumi’s Masnavi”, Iranian Studies Conference, London, July 2006.

“Normative Conceptions of Public and Private in Early Islamic Culture”, MESA 2005.

“Visuality, Resistance and the Repressive Hypothesis in Arabic Modernism,”

Counterhegemony in the Colony and Postcolony (Conference), Edinburgh, July 2004. “Vision

and Revolution in Arabic Modernism”, American Comparative Literature Association Conference, March 2004.

“Gender and Representation in Colonial Egypt,” Distinguished Lecture Series, Center for

Middle East Studies, University of Michigan, February 2001.

“Visual Modernism in the Poetry of Abd al-Wahhab al-Bayati.” Middle East Studies

Association Conference, 2000. “Space, Place and Nation in the Nahdah.” First Conference on Literature and Nationalism

in the Middle East, University of Edinburgh, July 2000.

"Gender and Representation in the Nahdah," research workshop "Communities of Knowledge

and its Modes of Transmission," NYU, February, 2000.

"Poetry and Prophecy in Arabic and Persian Literature," University of Glasgow, July, 1999.

"Colonialism and Domesticity in the Arab Renaissance," Nationalism and

LiteratureConference, University of Edinburgh, May, 1999. "Ekphrasis in

Classical Arabic Literature," School of Oriental and African Studies, University of London, July, 1997.

"The Lost Garden of al-Andalus: Islamic Spain and the Poetic Inversion of Colonialism,"

New York University, February, 1997.

"A Hero Among Dwarves: Neoclassical Poetry of Political Discontent," Middle East Studies

Association Conference, 1996.

"Some Versions of Ghazal: Sexual Allure and Anxiety in the Colonial Encounter," Middle

East Studies Association Conference, 1995.

"Colonialism and Authenticity: Ahmad Shawqi and Muhammad Iqbal in Spain," Middle East

Studies Association Conference, 1994.

"Truth and Irony in the Masnavi-e Ma'navi of Mawlana Jalal al-Din Rumi", Middle East

Studies Association Conference, 1992.

"Heteroglossia in the Masnavi-e Ma'navi," Middle East History and Theory

Conference,University of Chicago, 1990.

Scott C. Lucas School of Middle Eastern and North African Studies Marshall Building,

Room 446 845 N. Park Ave.

University of Arizona Tucson, AZ 85721-0158 (520) 979-6736

[email protected] https://arizona.academia.edu/ScottLucas/Papers

EDUCATION

Ph. D. University of Chicago, Near Eastern Languages & Civilizations,

August 2002 (with honors)

M.A. University of Chicago, Near Eastern Languages & Civilizations, 1998

B.A. Yale University, Near Eastern Languages & Civilizations and Political

Science (double major), 1995

Certificate of Advanced Arabic: Yemen Language Center, San‘a’, Republic of Yemen,

Spring 1994 and Fall 1995

EMPLOYMENT

Associate Professor, School of Middle Eastern and North African Studies, University of

Arizona, July 2011-present

Director, School of Middle Eastern and North African Studies, University of Arizona, July

2012-August 2015

Interim/Acting Director, School of Middle Eastern and North African Studies, University of

Arizona, July 2011-July 2012

Associate Professor, Department of Near Eastern Studies and Religious Studies Program,

University of Arizona, August 2010- July 2011

Assistant Professor, Department of Near Eastern Studies and Religious Studies Program,

University of Arizona, August 2004- August 2010

PUBLICATIONS

Monograph:

Constructive Critics, Hadith Literature, and the Articulation of Sunni Islam: The Legacy of

the Generation of Ibn Sa‘d, Ibn Ma‘in, and Ibn Hanbal, Islamic History

and Civilization: Studies and Texts, vol. 51. Leiden: Brill, 2004. (423 pages)

Book under contract:

Tafsir al-Tabari: Selections in Translation. An annotated translation commissioned by the

Royal Aal al-Bayt Institute of Islamic Thought, Amman, Jordan for inclusion in the Great

Commentaries of the Holy Qur’an series, published by Islamic Texts Society.


https://arizona.academia.edu/ScottLucas/Papers

https://arizona.academia.edu/ScottLucas/Papers

Articles and Book Chapters (selected):

“Al-Hakim al-Naysaburi and the Companions of the Prophet: An Original Sunni Voice in the

Shi‘i Century,” in The Heritage of Arabo-Islamic Learning: Studies in Honor of Wdadad

Kadi. Edited by Maurice Pomeranz and Aram Shahin. Boston: Brill, 2015. Pp. 236-249.

“Is the Qur’an Wise? Is God the Outward? Two Exegetical Debates Lost in English

Translations of the Qur’an,” in Arabic and Islamic Studies in Honor of Dr. Adel Sulaiman

Gamal. Edited by Mamoud al-Gibali. Cairo: Al-Adab, 2014. Pp. 541-566.

“‘Perhaps You Only Kissed Her?’: A Contrapuntal Reading of the Penalties for Illicit Sex in

the Sunni Hadith Literature,” Journal of Religious Ethics, 39:3 (2011): 399-415.

“Justifying Gender Inequality in the Shafi‘i Law School: Two Case Studies of Muslim Legal

Reasoning,” Journal of the American Oriental Society, 129.2 (2009): 237-58.

“Where are the Legal Hadith? A Study of the Musannaf of Ibn Abi Shayba,” Islamic Law

and Society, 15.3 (2008): 283-314.

“Divorce, Hadith-scholar Style: From al-Darimi to al-Tirmidhi,” Journal of Islamic Studies,

19.3 (2008): 325-68.

“Abu Bakr Ibn al-Mundhir, Amputation, and the Art of Ijtihad,” International Journal of

Middle East Studies, 39.3 (2007): 351-68.

“The Legal Principles of Muhammad b. Isma‘il al-Bukhari and their relationship to

Classical Salafi Islam,” Islamic Law and Society, 13.3 (2006): 289-324.

FELLOWSHIPS AND HONORS

SBSRI Research Professorship, Spring 2017

Editorial Board, Islamic Law and Society, Brill, 2012-present

College of Social and Behavioral Sciences Dean’s Award for Excellence in Lower Division

Teaching, University of Arizona, April 2010

Commission to translate a portion of al-Tabari’s Qur’an commentary, The Royal Aal

al-Bayt Institute for Islamic Thought, Amman, Jordan, 2007-11

PROFESSIONAL EXPERIENCE AND SERVICE (selective, 2012-2016)

Search Committee Member, Middle East Environmental Studies Assistant Professor Search,

College of SBS, 2015-16

Member, Board of Directors, University of Spiritual Healing and Sufism, Pope Valley, CA,

July 2015-present

Acting Director of Graduate Studies, School of Middle Eastern and North African Studies,

August 2014-June 2015

Director, School of Middle Eastern and North African Studies, July 2012-August 2015

LANGUAGES

Fluent in Arabic and French

Curriculum Vitae ANNE HENDERSON BETTERIDGE Office Address: 520/621-5456 Center for Middle Eastern Studies E-mail: [email protected] University of Arizona Marshall Building #470 Tucson, AZ 85721 Education Ph.D. University of Chicago, Anthropology, 1985 M.A. University of Chicago, Anthropology, 1974 B.A. Mount Holyoke College, Philosophy, 1971 Employment July 2003-present Director, Center for Middle Eastern Studies, University of Arizona July 2012-present July 2008-June 2012 July 2003-June 2008 Fall 2001-June 2003 1990-June 2002

Associate Professor, Center for Middle Eastern Studies, University of Arizona Associate Professor of Practice, School of Middle Eastern and North African Studies (formerly Dept. of Near Eastern Studies), University of Arizona Associate Professor, Department of Near Eastern Studies, University of Arizona Interim Director, Center for Middle Eastern Studies, University of Arizona Executive Director, Middle East Studies Association of North America

1986-June 2003 Adjunct Assistant Professor, Center for Middle Eastern Studies, University of Arizona

Fall 1985-Fall 1989 Research Associate, Southwest Institute for Research on Women, University of Arizona (Including: Assistant Project Director for "Teaching Women's Studies from an International Perspective," a U.S. Department of Education faculty development

project, Oct. 1987-Nov. 1989)

Spring 1985-Spring 1986

Visiting Assistant Professor, Department of Oriental Studies, University of Arizona

1977-78 Instructor, Department of National Development and Sociology, Pahlavi University, Shiraz, Iran

Honors, Prizes and Fellowships Foundation for Iranian Studies Dissertation Prize, 1985 ITT International Fellowship, 1974-75, to support research in Iran NDEA, Title VI, NDFL Fellowships for the study of Persian summer 1972, 1972-73, 1973-74


Phi Beta Kappa Thesis Ph.D. "Ziarat: Pilgrimage to the Shrines of Shiraz" committee members: Terence Turner, Victor Turner, Manning Nash, Marvin Zonis Selected Publications “’Caught Among the Unbelievers:’ How Pilgrimage Shapes Iranians’ Understanding of Sectarian Difference.” In Everyday Life in the Middle East. Donna Lee Bowen, Evelyn A. Early, and Becky Schultheis, eds. Bloomington: Indiana University Press, 3rd ed.,2014. “Title VI and Foundation Support for Area Studies: Its History and Impacts.” In International and Language Education for a Global Future: Fifty Years of Title VI and Fulbright-Hays Programs for Language and International Expertise in the United States. David Wiley and Robert S. Glew, eds. E. Lansing, MI: Michigan State University Press, 2010. “Muslim Women and Shrines in Shiraz,” In Donna Lee Bowen and Evelyn A. Early, eds. Everyday Life in the Muslim Middle East, 2nd ed. Bloomington: Indiana University Press, 2002. “Shi’ite Festivals,” Encyclopaedia Iranica, Ehsan Yar-Shater, ed. Mazda Publishers, 1998. "Specialists in Miraculous Action: Some Shrines in Shiraz," in Sacred Journeys: The Anthropology of Pilgrimage, Alan Morinis, ed. Westport, CT: Greenwood Press, 1992. "Domestic Observances: Muslim." In The Encyclopaedia of Religion. Mircea Eliade, ed. New York: Macmillan, 1986. "Gift Exchange in Iran: The Locus of Self Identity in Social Interaction." Anthropological Quarterly 58 (4), Fall 1985, pp. 190-202. "The Controversial Vows of Urban Muslim Women in Iran." In Unspoken Worlds: Women's Religious Lives in Non-Western Cultures. Nancy A. Falk and Rita M. Gross, eds. San Francisco: Harper & Row, 1980, pp. 141-155. Selected Professional Service Co-chair, Council of Title VI National Resource Center Directors, September 2010-present Editorial Board, Journal of Persianate Studies, 2009-December 2012 Academic Steering Committee, Fares Center for Eastern Mediterranean Studies, Tufts University, Aug. 2003-July 2012 Conference Organizer, Iranian Studies Biennial Conference, May 2004 Member, Presidential Search Committee, American Council of Learned Societies, Spring 2002 Board of Directors, International Association for the Study of Persian-Speaking Societies, November 1995-2001 Chair, Executive Committee, Conference of Administrative Officers, and, consequently, Member, Board of Directors, American Council of Learned Societies, May 1993-April 1995

BENJAMIN CARR FORTNA School of Middle Eastern & North African Studies

Marshall Building, Room 440 845 N. Park Avenue P O Box 210158B

Tucson, AZ 85721-0158 Tel: +1 520 621-1732

[email protected] POSITION HELD University of Arizona Director and Professor, School of Middle Eastern & North African Studies, 2015 - present. EDUCATION University of Chicago. Ph.D., Department of Near Eastern Languages and Civilizations, June, 1997, with Departmental Honors. Major Field: Modern Middle Eastern History. Minor Fields: Modern European History; Late Ottoman Literature. Dissertation: “Education for the Empire: Ottoman State Secondary Schools during the Reign of Sultan Abdülhamid II (1876-1909).” Advisor: Professor Rashid Khalidi Columbia University. M.A., School of International Affairs, 1987. Certificate of the Middle East Institute. Master’s Thesis: “The Ottoman Merchant Marine in the Eighteenth Century.” Advisor: Professor Richard W. Bulliet. Yale University. B.A., Department of Near Eastern Languages and Literatures, 1984. SELECTD PUBLICATIONS “Süleyman Askerî” 1914-1918-Online: International Encyclopedia of the First World War (WWI) (forthcoming). The Circassian: A Life of Eşref Bey, Late Ottoman Insurgent and Special Agent London: Hurst and New York: Oxford University Press (Forthcoming, 2016). Childhood in the Late Ottoman Empire and After (editor) Leiden: Brill, 2015. “Bonbons and Bayonets: Mixed Messages of Childhood in the Late Ottoman Empire and Early Turkish Republic” in Benjamin C. Fortna, ed., Childhood in the Late Ottoman Empire and After Leiden: Brill, 2015, 173-188. “Galatasarayı (Mekteb-i Sultani)” Encyclopaedia of Islam, 3rd edition, 2015, vol. 2, pp. 141-142. Geç Osmanlı ve Erken Cumhuriyet Dönemlerinde Okumayı Öğrenmek M Beşikçi, trans. Istanbul: Koç University Press, 2013 (Turkish translation of Learning to Read in the Late Ottoman Empire and Early Turkish Republic). State-Nationalisms in the Ottoman Empire, Greece and Turkey: Orthodox and Muslims, 1830-1945 (co-edited with S Katsikas, D Kamouzis and P Konortas) London: Routledge, 2013. “The Notion of a Divide between East and West in the Late Ottoman Empire” Bulletin of the Royal Institute for Interfaith Studies (13) 2012.

“Sovereignty in the Ottoman Empire and After” in Sally N Cummings and Raymond Hinnebusch, eds., Sovereignty after Empire: Comparing the Middle East and Central Asia (Edinburgh: Edinburgh University Press) 2011). “Reading between Public and Private in the Late Ottoman Empire and the Early Turkish Republic” Comparative Studies of South Asia, Africa and the Middle East (CSSAAME) 30:3 (2011). Learning to Read in the late Ottoman Empire and the Early Turkish Republic (Houndmills: Palgrave Macmillan, 2010). Turkish translation to appear with Koç University Press, 2013. English paperback edition published October 2012. SELECTED PRESENTATIONS “Available for Assignment: Kuşçubaşı Eşref during the Great War” Istanbul Şehir University conference on WWI and the End of the Ottoman Social Formation, 16 May 2015. “Kuşçubaşı Eşref: The Precarious Path to Power of a Komitacı” University of Basel conference on The Age of the Komitadji, 22 January 2015. “Pervin’s War: The Memoirs of the Wife of a Late Ottoman Special Operations Officer and Propagandist” Koç University RCAC Symposium on Ideology, Propaganda, and War: The Ottomans in the Great War, 10 January 2015. "Going Rogue: Ottoman Special Operations Officers and the Founding of an 'Independent State' at the end of the Balkan Wars," University of St Andrews, 24 April 2014. "Inside Out: Eşref Kuşçubaşı and the End of the Ottoman Empire", Koç University RCAC, Istanbul, 31 March 2014. “Learning to Read in the Late Ottoman Empire and the Early Turkish Republic,” Istanbul Şehir University, 26 March 2014. “Married to It: World War I as Seen by the Wife of an Ottoman Special Organization Officer,” Annual Meetings of the Middle East Studies Association, New Orleans, LA, October 2013. “Re-thinking the Balkan Wars and the End of the Ottoman Empire: A Biographical Perspective.” Keynote lecture for the inauguration of the Ottoman Studies Group at Oxford’s first annual conference, Oxford, 11 May 2013. PROFESSIONAL SERVICE Co-editor, SOAS/Routledge monograph series “Studies on the Middle East” (with Professor U Freitag, ZMO, Berlin), 2002 - present. Editorial Board Member, Turkish Historical Review, 2009 – present. Editorial Board Member, Middle Eastern Studies, 2014 – present. Panel Member, The Middle East Panel, The British Academy, 2007 – 2014. AHRC Peer Review College, Academic and International, 2009 – present. Assessor, Newton Fellowship Scheme, The British Academy, 2009 – present. Advisory Board Member, Journal of Modern Turkish History, 2013 – present. Chairman, Editorial Board, The Middle East in London, 2004-2007. Editorial Board Member, The Middle East: A Documentary Resource, Primary Source Microfilm, The Gale Group. International Editorial Board Member, Journal of Turkologia, Paris.

External Examiner, PhD Dissertations, The Universities of Birmingham, Cambridge, Manchester, Oxford and Queensland. SOAS SERVICE Head of History Department, (2007-2010) Governing Body (2007-2010). Governing Body Working Groups on Cleaning Services (2008-2010) Head of Section, Near and Middle East, History Department (2004-2007, 2011-present) Convenor, Seminars on Turkey (2003-present) Trustee, London Middle East Institute at SOAS (2010-present) Arts & Humanities Faculty Promotions Panel (2014- present) Human Resources Committee (2011-present) Academic Performance Working Group (2014-present) Chair, Publications and Publicity Working Group, London Middle East Institute at SOAS (2004-2007)

Julia Clancy-Smith, Regents Professor

Department of History

I. Publications: Books and Special Journal Issues:

Tunisian Revolutions: Reflections on Seas, Coasts, and Interiors. Occasional Papers,

Georgetown University Press and the Center for Contemporary Arab Studies. Washington, DC,

2014.

[With Charles D. Smith] The Modern Middle East and North Africa: A History in Documents.

Oxford University Press, 2013. Awarded the “First Middle East Studies Association 2013

Undergraduate Education Award.” [Second edition in preparation.]

Mediterraneans: North Africa and Europe in an Age of Migration, c. 1800-1900. Berkeley:

University of California Press, 2011, paperback, 2012. [Three book prizes.]

Guest Editor and introduction, New Research in North African Historical Studies. Special

Issue of the International Journal of Middle East Studies 44, 4 (November 2012).

Co-editor and introduction to Fathers and Daughters in Islam. Special issue of the Journal

of Persiante Studies 4, 1 (2011).

Co-editor, introduction, and chapter. Walls of Algiers: Narratives of the City through Text and

Image. Los Angeles and Seattle: The Getty Research Institute and the University of

Washington Press, 2009.

Co-editor and introduction. French Historical Studies 27, 3 (summer 2004): 497-505. Special

issue “Writing French Colonial Histories.”

Editor. North Africa, Islam, and the Mediterranean World from the Almoravids to the Algerian

War. London: Frank Cass Publications, 2001. [Published as a special issue of the Journal of

North African Studies (2001) 6, 5.]

Co-editor, introduction, and chapter. Domesticating the Empire: Languages of Gender, Race,

and Family Life in French and Dutch Colonialism, 1830-1962. Charlottesville: University

Press of Virginia, 1998.

Rebel and Saint: Muslim Notables, Populist Protest, Colonial Encounters (Algeria and Tunisia,

1800-1904) Berkeley: University of California Press, 1994. [Three book prizes]

II. Articles:

“From Household to School Room: Women, Trans-Mediterranean Networks, and

Education in North Africa.” In French Mediterraneans: Transnational and Imperial

Histories, ed. Patricia Lorcin and Todd Shepard. Lincoln: University of Nebraska Press,

2015.

“The Middle East in World History: Global Connections and Comparisons.” In Ross E. Dunn,

World History Reader. Berkeley: University of California Press, 2015.

“From Sidi Bouzid to Sidi Bou Sa`id: A Longue Durée Approach to the Tunisian

Revolutions, c. 1900-2012.” In Mark L. Haas and David W. Lesch, eds., The Arab Spring:

Change and Resistance in the Middle East. Boulder: Westview Press, 2015, pp.13-34. [Second

edition, 2016.]

“A View from the Water’s Edge: Greater Tunisia, France and the Mediterranean before

Colonialism.” In “France and the Early Modern Mediterranean,” special issue of French

History 29, 1 (March 2015): 24-30.

“Islam and the French Empire in the Maghreb.” In Islam and Empire, ed. David Motadel.

Oxford: Oxford University Press, 2014, pp. 91-111. [Selected for the Past and Present UK

book series]

“Muslim Princes and Catholic Missionaries in a Pre-colonial State: Tunisia, c. 1840-1881.” In

In God’s Empire: French Missionaries and the Modern World J. P. Daughton and Owen White,

eds. Oxford: Oxford University Press, 2012, pp. 109-128.

“Making a living in pre-colonial Tunisia: the sea, contraband and other illicit activities, c.

1830–1881.” European Review of History/ Revue européenne d'histoire 19, 1 (2012): 93-112.

Special issue: A Colonial Sea: the Mediterranean, 1798–1956/ Une mer coloniale: la

méditerranée de 1798 à 1956.

"Mediterranean Historical Migrations: An Overview" [11,000 words], Encyclopedia of Global

Human Migration, 5 vols., ed. Emmanuel Ness, London: Wiley Blackwell 2012.

“Algiers: From Ottoman Port to French Colonial Metropolis (c. 1800-1954).” In Places of

Encounters: Time, Place, and Connectivity in World History, 2 vols., ed. Aran MacKinnon.

Boulder: Westview, 2012, pp. 141-160.

“Carthage: Gateway to the World beyond the Mediterranean (c. 800 BCE-700 CE).” In Places

of Encounters: Time, Place, and Connectivity in World History, 2 vols., ed. Aran MacKinnon.

Boulder: Westview, 2012, pp. 91-110.

“Ruptures? Expatriate Communities, Legal Pluralism, and Education in Husaynid-Colonial

Tunisia, c. 1870-1914.” In Colonial and Post-Colonial Governance of Islam, eds. Veit Bader,

Annelies Moors, and Marcel Maussen. Amsterdam: University of Amsterdam Press, 2011, pp.

65-88.

“Harems and Sociability in 19th -Century Tunisia.” In The Harem in History and Imagination,

ed. Marilyn Booth. Durham: Duke University, 2010, pp. 177-210. [Arabic language edition

in press for publication in Cairo/AUC]

“Locating Women as Migrants in Nineteenth-Century Tunis.” In Contesting

Archives: Finding Women in the Sources. In Nupur Chaudhuri, Sherry

Katz,and Mary Elizabeth Perry, eds. Urbana: University of Illinois Press, 2010, pp. 35-

55 [Winner of the 2011 Kenner Award, Western the Association of Women Historians.]

“Passages: Khayr al-Din al-Tunisi et une communauté méditerranéenne de pensé (1800-

1890).” In Réformes de l'état et réformismes au Maghreb (XIXe-XXe siècles), 161-196,

ed. Odile Moreau. Paris: Éditions L'Harmattan, 2010. [Arabic language edition published

by Editions Bouregreg à Rabat, Morocco, 2014.]

Melissa A Fitch

CV

Associate Professor, Spanish and Portuguese

Modern Language 592; 520-621-5272

Email: [email protected]

Research Interest:

Border Studies

Cultural Studies

Gender Studies

Latin American Literature

Literary Theory

Luso-Brazilian Literature

Mexican and Mexican American Literature

Visual Cultural Studies

Courses Taught:

HONORS 195: Critical Thinking SPAN 480: Community Service SPAN 350: Intro to Hispanic Literature;

SPAN 425: Advanced Spanish Grammar and Composition; SPAN 449: Latin American Theater; SPAN 449:

Madrid en las artes (taught in Madrid); SPAN 571: Teoria Literaria; PORT 305: Portuguese for Spanish

Speakers; PORT 350: Survey of Brazilian Literature; PORT 449/549: Brazilian Culture; PORT 463/563: Latin

American Feminist Film; TRAD 104/SPAN 160: Issues in Latin American Society and Popular Culture; SPAN

433 Mexican and Mexican-American Literature and Culture; SPAN 449H: Honors Thesis; SPAN 401: Spanish-

American Culture and Civilization; SPAN 561: Visual Culture

Publications since 2001:

Books:

Global Tangos: Travels in the Transnational Imaginary. Bucknell University Press, 2015.

Side Dishes: Latin/a American Women and Cultural Production. Rutgers University Press, 2009.

Culture and Customs of Argentina. David William Foster, Melissa Fitch Lockhart and Darrell Lockhart.

Greenwood Press, 1998.

Articles:

"Carmen, Kitsch and my Quest for Coordinated Dinnerware" Chasqui: Revista de literatura latinoamericana

(2011).

"Vida antes da morte: Homophobia in Brazil and in Two Literary Works by Activist-Author Herbert Daniel."

Luso-Brazilian Review 43.2 (2006).

"Directing Study Abroad Programs in a Changed World: Five Lessons Learned from the Madrid Bombings"

Association of Departments of Foreign Languages Bulletin Spring 2007

"Performing Argentina in Spain after the Bombing: The Resignification of Theatrical Referents in Cecilia

Rossetto in Madrid" Latin American Theater Review 39.2. 2006

"Gender Bending in Latino Theatre: Johnny Diego, The Hispanic Zone and Deporting the Divas by Guillermo

Reyes." Latino/a Popular Culture. Eds. Michelle Habell-Pallan and Mary Romero. New York University Press,

2002. 162-73.

"Buenos Aires on the Border: Tango and Constructions of Femininity in Guillermo Reyes' Theater." Ollantay

Theater Magazine. 9.18 (2001): 70-83.

Current Work in Progress:


"Consuming Latin American Popular Culture in Asia/Asian Popular Culture in Latin America" Book-length

manuscript. 30% complete.

Awards:

2016 Fulbright Fellowship Award to India for AY 2016-17

2015 1885 Distinguished Scholar Award

2014 Borderlands Theater Arts in Education Award

2014 Outstanding Humanities Faculty Award for the Honors College

2013 UA Sherrill Creative Teaching Award

2013 Distinguished Humanities Fellow for the Honors College for AY 2013-14.

2011 Fulbright Scholar Award to the Chinese University of Hong Kong for AY 2011-12.

2010 Fulbright Hays Summer Fellowship to China (declined)

2008 UA Five Star Teaching Award (from 5 finalists, university-wide, and 60 nominees)

2004 UA Provost's General Education Teaching Award

2004 UA Teaching Center Honorary Fellowship for Outstanding Teaching and Service

2002 UA College of Humanities Outstanding Advising Award Honorable Mention

2000 UA College of Humanities Outstanding Advising Award

1997 Arizona Language Association Outstanding University Educator Award

1997 Professor of the Year Arizona International College of the University of Arizona

1995 Arizona State University College of Liberal Arts and Sciences Outstanding Graduate Student Teaching

Associate

1994 Arizona State University Faculty Women's Association Distinguished Achievement Award