UNC

RESEARCH
THE UNIVERSITY
of NORTH CAROLINA
at CHAPEL HILL

OFFICE OF THE VICE CHANCELLOR FOR RESEARCH

312 SOUTH BUILDING T 919.962.1319

CAMPUS BOX 4000 F 919.962. 1476
September 20, 2019 CHAPEL HILL, NC 27599-4000 http://research.unc.edu

Robert King
Assistant Secretary
Department of Education
400 Maryland Ave., S.W.
Washington, DC 20202

Dear Mr. King:

I am writing in response to your letter of August 29, 2019, regarding the Duke-UNC Consortium
for Middle East Studies and its use of federal funds from the Department of Education’s “Title
VI” program. The Consortium deeply values its partnership with the Department of Education
and has always been strongly committed to complying with the purposes and requirements of
the Title VI program. In keeping with the spirit of this partnership, the Consortium is committed
to working with the Department to provide more information about our programs.

1. Middle East language enrollment

Duke and UNC offer a broad range of language and area studies courses in Middle East
studies, leveraging the contributions of Title VI funds and demonstrating the universities’
commitment to teaching and research on the region, which is one of the Department of
Education’s selection criteria for Title VI National Resource Centers (Federal Register, May 25,
2018, p. 24300).

Your letter asks whether the number of students in Middle East language courses at Duke and
UNC in the academic year 2017-2018, as presented in the Consortium’s 2018 Title VI grant
application, refers to distinct students or to course enrollments. This figure counts semester-long
enrollments, so students who enrolled in both fall and spring semesters were counted twice.

The letter also asks for clarification of the level of language proficiency achieved by the
Consortium’s students in each Middle East language. These figures for the 2017-2018
academic year -- counting distinct students, not semester-long enrollments -- are as follows:

Elementary Intermediate Advanced Total

Arabic 150 88 62 300

Coptic 15 0 0 15

Hebrew (Biblical) 20 0 0 20

Hebrew (Modern) 48 24 8 80

Persian 25 15 4 44
 Turkish 15 7 8 30

Urdu 31 41 19 91

Total 304 175 101 580

According to the latest figures in the Modern Language Association’s Language Enrollment
Database, enrollment in the Consortium’s Urdu language courses is the highest in the United
States, enrollment in Arabic is 8th highest, and enrollment in Turkish is 8th highest.

2. STEM fields

The letter expresses concern about the Consortium’s compliance with “the requirement that
National Resource Centers help students in science, technology, engineering, and mathematics
fields achieve foreign language fluency,” citing 20 U.S. Code §1122(a)(2)(J). The wording of
§1122(a)(2)(J) suggests that this is one of 10 authorized activities for which Title VI funds “may
be used,” and improved collaboration with STEM fields is a priority for the Consortium, which
includes affiliated faculty in biostatistics, dentistry, environmental sciences, epidemiology,
medicine, and psychiatry. In 2016-2017, the most recent year for which data are currently
available, students in STEM fields comprised 28 percent of all students with declared majors
who enrolled in Middle East language courses at Duke and UNC.

3. Cultural and historical subjects

Your letter suggests that the Consortium’s programs on cultural and historical aspects of the
Middle East fail to support “the development of foreign language and international expertise for
the benefit of U.S. national security and economic stability,” and that programs on topics such
as Iranian art and film “should not be funded or subsidized in any way by American taxpayers
under Title VI unless you are able to clearly demonstrate that such programs are secondary to
more rigorous coursework helping American students to become fluent Farsi speakers and to
prepare for work in areas of national need.”

The Consortium has organized, co-sponsored, facilitated, or publicized dozens of educational

programs each year related to security and economic issues in the Middle East,
including multiple events featuring former national security officials who had worked on Middle
East issues in the Trump, Obama, and Bush administrations. (A list of the Consortium’s past
events is archived online.) The Consortium collaborates with the Triangle Center on Terrorism
and Homeland Security and the Triangle Institute for Security Studies on programs focused on
security issues in the Middle East.

The Consortium also organizes or assists with an array of programs on cultural and historical
subjects that are closely linked with the Consortium’s language programs. Students in language
courses are encouraged and sometimes required to attend Middle Eastern films and engage
with Middle Eastern arts to improve their language acquisition, for example, and programs on
cultural and historical subjects help to attract students to the Consortium’s language courses.

In addition, cultural and historical programs provide essential preparation for work in areas of
national need. As noted later in the letter, “cultural studies providing historical information about
customs and practices in the Middle East and assisting students to understand and navigate the
culture of another country, in concert with rigorous language training, could help develop a pool
of experts needed to protect U.S. national security and economic stability and may well be
within Title VI’s ambit.”

To this end, the Consortium’s programs encompass “a variety of disciplines throughout

undergraduate and graduate education,” contributing to “a full understanding” of the Middle
East, so as to produce “experts in and citizens knowledgeable about world regions, foreign
languages, and international affairs,” as stipulated in 20 U.S. Code §1121-1122.

4. Religious minorities

The letter claims that the Consortium “appears to lack balance as it offers very few, if any,
programs focused on the historic discrimination faced by, and current circumstances of,
religious minorities in the Middle East, including Christians, Jews, Baha'is, Yadizis, Kurds,
Druze, and others.” In fact, the Consortium has organized or assisted with programs on the
persecution of the Yazidis in each of the past three years, along with numerous programs on the
persecution of Armenian Christians, Iranian Baha’is, and other minorities in the Middle East.
These subjects are also covered in the Consortium’s coursework on the politics, history, and
cultures of the region.

The letter also suggests that the Consortium’s activities for elementary and secondary students
and teachers emphasize “positive aspects of Islam, while there is an absolute absence of any
similar focus on the positive aspects of Christianity, Judaism, or any other religion or belief
system in the Middle East.” In fact, positive appreciation for Christianity, Judaism, and other
religions of the Middle East suffuses all of the Consortium’s K-12 outreach activities, including
specific events that have focused on Christianity and Judaism in the Middle East, such as a visit
to a Jewish center to explore Jewish traditions, presentations on Christianity in Lebanon, and
presentations on religious diversity throughout the Middle East.

5. Diversity of perspectives

The letter states that the Consortium places “quite a considerable emphasis on advancing
ideological priorities,” including activities that are not “consistent with a National Resource
Center and lawfully supported by taxpayer funds.” Your letter identifies two activities that you
consider to be inappropriate for Title VI funding, out of more than 100 programs that the
Consortium organizes or promotes each year. Neither of these activities, as it happens, were
supported with Title VI funding.

The Consortium’s activities “reflect diverse perspectives and a wide range of views and
generate debate on world regions and international affairs,” in compliance with 20 U.S. Code
1122(e)(1).

As I wrote in my letter to the Department of Education on June 20, 2019, the Consortium
organizes public events presenting diverse perspectives and a wide range of views on many of
the Middle East’s most challenging subjects, including – in recent years -- conferences on
censorship in Turkey, Islam and religious identity, World War I and the transformation of the
Middle East, the aftermath of the Arab Spring; and lectures on human rights in Iran, civil war in
Syria, repression in Egypt, and many other subjects. (Documentation is available on-line at the
Consortium’s conference webpage and event archive.)
6. Job placement

The letter suggests that job placement of the Consortium’s language fellowship awardees
reflects “critical shortcomings and impermissible biases.” In particular, the letter indicates that
the Consortium “provides opportunities and support primarily for individuals to pursue academic
careers rather than in government or business as Congress directs.” The letter quotes the
Consortium’s statistics, from Table C4 of its 2018 Title VI grant application, that 35 percent of its
fellowship graduates hold jobs in higher education, while 11 percent are in government
positions. However, Table C4 also indicates that 30 percent of the Consortium’s fellowship
graduates hold positions in business. Thus, the combined total of awardees employed in the
government or business sector exceeds the percentage of awardees employed in higher
education, thereby demonstrating that the Consortium actively promotes careers in government
and business.

7. Teacher training

The letter states that the Consortium’s teacher-training activities focus on “narrow, particularized
views of American social issues” and exhibit “a startling lack of focus on geography, geopolitical
issues, history, and language of the area, as Congress required in Title VI.” The letter identifies
one activity on multicultural education as evidence of a narrow and particularized view, but the
letter does not mention the many teacher-training activities each year that focus on geography,
geopolitical issues, history, and language. The same annual report that included the activity on
multicultural education, for example, also included teacher-training activities on the religious
diversity of the Middle East, Middle Eastern terrorism, Middle Eastern refugee crises, how to
incorporate Middle East studies into economics courses, educational resources about Morocco,
and enrichment of K-12 Arabic language programs – the very sorts of topics your letter
endorses.

8. Events related to national security and economic stability

The letter stipulates that “as a condition for future Title VI funding, the Duke-UNC CMES is
directed to provide a revised schedule of activities that it plans to support for the coming year,
including a description demonstrating how each activity promotes foreign language learning and
advances the national security interests and economic stability of the United States.”

Foreign language learning is discussed in section 9 of this letter. As for security and economic
issues, the Consortium will continue to organize or assist with programs related to the security,
stability, and economic vitality of the United States. The following events, all of which directly
address United States national security concerns, are currently planned for Fall 2019:

- Stopping violent extremism, with former U.S. diplomat Farah Pandith (September 2019).
- U.S.-Israeli partnership in cybersecurity, with Samantha Ravich of the Foundation for
Defense of Democracies (September 2019).
- U.S.-Israel relations, with Israeli journalist Amir Tibon (October 2019).
- U.S.-Taliban negotiations, with former U.S. diplomat Annie Pforzheimer (November 2019).

Additional events on security and economic issues are in preparation.

9. Support for foreign language instruction

The letter requires the Consortium to “demonstrate that it has prioritized foreign language
instruction as required by law.”

Duke and UNC were the first universities in the Southeast to teach modern Middle Eastern
languages on a regular basis, with UNC offering its first Arabic classes in 1959. The Consortium
now offers three or more years of language instruction in Arabic, Modern Hebrew, Persian,
Turkish, and Urdu, all of which have been identified by the Department of Education as priority
languages for Title VI programs. As a National Resource Center, the Consortium assists Duke
and UNC in growing these language programs; the Consortium also supports Arabic language
instruction through partnership with Durham Technical Community College, a minority-serving
institution.

During the 2019-2020 academic year, the Consortium is supporting Middle East language
learning through:

- Language facilitators for the joint Duke-UNC program in Turkish (Fall 2019-Spring 2020).
- New section of Persian 102 at Duke University (Spring 2020).
- First-ever Urdu instruction at Duke University (Fall 2019-Spring 2020).
- “Language Across the Curriculum” course in Arabic at UNC (Spring 2020).
- Arabic instruction at Durham Technical Community College (Fall 2019).
- Pedagogical training grants for Duke, UNC, and Durham Tech language instructors
(ongoing).

10. Language faculty credentials

The letter notes that “most of the instructors of foreign language courses are non-tenure track
lecturers or teaching assistants, whereas most of the instructors of other courses are tenured
faculty. Given the important role tenured faculty play in attracting students to foreign language
instruction and majors and enabling students to overcome the difficulty of mastering a language,
the lack of tenured foreign languages faculty relative to the number of tenured culture studies
faculty, may signal a potentially serious misalignment between Title IV requirements and the
Duke-UNC CMES’s orientation and activities.” The letter also suggests that “[m]ore equal
utilization of comparably credentialed faculty in foreign language instruction might prove to be
an appropriate measure in this regard.”

The Consortium shares the Department of Education’s interest in appropriately credentialed and
effective instructors in foreign languages. All but one of the instructors in Duke’s and UNC’s
Middle East language courses this semester have advanced degrees, and 47 percent have
doctorates.

With regard to tenure-track positions in language instruction, much of American higher

education has come to rely on non-tenure-track faculty for instruction in many disciplines
(including foreign languages) that focus on teaching rather than on a combination of teaching
and research. Both Duke and UNC have created long-term career tracks for teaching-focused
faculty, parallel to the research-oriented faculty track: at Duke these positions are titled assistant
professor of the practice, associate professor of the practice, and professor of the practice; at
UNC these positions are titled teaching assistant professor, teaching associate professor, and
teaching professor.
11. Faculty rank and employment status

The letter requires that the Consortium “provide the Department with a full list of courses in
Middle East studies, including academic rank and employment status of each instructor who
teaches each course.” A list of Middle East-related courses at Duke and UNC is available online
at the Consortium’s courses page and in Appendix 3 of the Consortium’s 2018 grant application
to the Department of Education. Faculty rank, credentials, and biographical information are
available online in Appendix 1 of the grant application. An updated list of courses for Fall 2019,
with faculty rank and employment status, is included as an appendix to this letter.

12. Program monitoring

The letter requires the Consortium “develop and implement effective institutional controls
ensuring all future Title VI-funded activities directly promote foreign language learning and
advance the national security interests and economic stability of the United States, thereby
meeting statutory requirements and meriting taxpayer funding.”

The Consortium will re-examine its procedures to ensure that its Title VI-funded activities
continue to match the purposes and requirements of the Title VI program. These procedures
already include pre-approval of budget commitments by a joint Duke-UNC executive board
comprised of Middle East studies faculty members and staff from each campus; ongoing
oversight of the Duke and UNC center directors by deans on both campuses; ongoing oversight
of the Consortium’s budget by the business offices of the Duke University Center for
International and Global Studies and the UNC College of Arts and Sciences; annual review of
the Consortium’s Title VI budget by Duke’s Office of Research Support, Duke’s Office of
Sponsored Programs, and UNC’s Office of Sponsored Research; and annual review of the
Consortium by the U.S. Department of Education.

Further, Duke and UNC will establish an advisory board to review the Consortium’s program
and proposed activities. The Consortium will also add an additional mechanism of transparency,
namely record-keeping of the relationship of each Title VI expenditure to the purposes and
requirements of the Title VI program. This information will be included with the annual report
that the Consortium submits to the Department of Education.

Sincerely,

Terry Magnuson, PhD

Vice Chancellor for Research
Appendix. Faculty in Duke-UNC Middle East-Related Courses, Fall 2019

Course Number Course Title Instructor Academic Rank Employment Highest

Status Degree

Duke:

Language Courses

Arabic:

ARABIC 101.1 Elementary Arabic Mbaye Lo Associate Professor Full-Time Ph.D.

of the Practice

ARABIC 101.2 Elementary Arabic Mbaye Lo Associate Professor Full-Time Ph.D.

of the Practice

ARABIC 101.3 Elementary Arabic Cheikh Abdi Instructor B Part-Time M.A.

Vall

ARABIC 203.1 Intermediate Arabic Amal Lecturing Fellow Full-Time M.A.

Boumaaza

ARABIC 203.2 Intermediate Arabic Amal Lecturing Fellow Full-Time M.A.

Boumaaza

ARABIC 281 Media Arabic I Amal Lecturing Fellow Full-Time M.A.

Boumaaza

ARABIC 305 Advanced Arabic Maha Lecturer Full-Time M.A.

Houssami

ARABIC 407 Issues in Arabic Maha Lecturer Full-Time M.A.

Literature/Language II Houssami

Hebrew:

HEBREW 101.1, Elementary Modern Michal Instructor Full-Time M.A.

JEWISHST Hebrew Bigman
101.1

HEBREW 203.1, Intermediate Modern Michal Instructor Full-Time M.A.

JEWISHST Hebrew Bigman
204.1
HEBREW 305.1, Advanced Modern Michal Instructor Full-Time M.A.
JEWISHST Hebrew Bigman
305.1

Persian:

PERSIAN 101.1 Elementary Persian Shahla Adel Visiting Lecturer Full-Time Ph.D.

PERSIAN 203.1 Intermediate Persian Shahla Adel Visiting Lecturer Full-Time Ph.D.

Turkish:

TURKISH 101.1 Elementary Turkish Didem Lecturing Fellow Full-Time Ph.D.

Havlioglu

TURKISH 203.1 Intermediate Turkish Didem Lecturing Fellow Full-Time Ph.D.

Havlioglu

TURKISH 305.1 Contemporary Turkish Didem Lecturing Fellow Full-Time Ph.D.

Composition and Havlioglu
Readings

Urdu:

URDU 101.1 Urdu Script Peter Adjunct Instructor Part-Time Ph.D.

Knapczyk

Area Studies Courses

Arabic:

ARABIC 610 Quranic Arabic Mbaye Lo Associate Professor Full-Time Ph.D.

of the Practice

Arts of the Moving Image:

AMI 272, AMES The Middle East Through Anna Instructor Full-Time M.A.
218, VMS 273, Film Kipervaser
POLSCI
273, DOCST
274
Asian and Middle East Studies:

AMES 195 Introduction to Asian and Leo Ching Associate Professor Full-Time Ph.D.
Middle East Studies

AMES 204FS, Focus Program: Nancy Kalow Lecturing Fellow Full-Time M.A.
DOCST 204FS, Documenting the Middle
AMI 218FS, East: Community and
RIGHTS 204FS Oral History

AMES 205FS, Focus Program: Literary Ellen Associate Professor Full-Time Ph.D.
RELIGION 225 Islam: Poetry, Scripture, McLarney
Philosophy

AMES 210, LIT Introduction to the Middle Fadi Bardawil Assistant Professor Full-Time Ph.D.
251 East: Culture, Politics,
and Language

AMES 283, Istanbul: City of Two Erdag Goknar Associate Professor Full-Time Ph.D.
CULANTH 283, Continents
ICS 249,
HISTORY 397

AMES 490S, Arabic Sources on US Mbaye Lo Associate Professor Full-Time Ph.D.

AMES 503S.02 Slavery of the Practice
(Duke), RELI
681 (UNC)

AMES 620 Critical Genealogies of Erdag Goknar Associate Professor Full-Time Ph.D.
the Middle East

Economics:

ECON 751, The Political Economy of Timur Kuran Professor Full-Time Ph.D.
POLISCI 762 Institutions

Gender, Sexuality, and Feminist Studies:

GSF 369, ICS Transnational Feminism Frances Associate Professor Full-Time Ph.D.
208, GLHLTH Hasso
208,
HISTORY 249,
RIGHTS 369
GSF 374S, ICS Global Men and Frances Associate Professor Full-Time Ph.D.
274S, SOCIOL Masculinities Hasso
375S, HISTORY
229S, LIT 274S

History:

HISTORY Focus Program: Great Malachi Professor/Associate Full-Time Ph.D.

190FS, Abrahamic Books Hacohen, Professor
JEWISHST Lauren
190FS, Winner
RELIGION
190FS

HISTORY 214, The Modern Middle East Adam Assistant Professor Full-Time Ph.D.
JEWISHST 258, Mestyan
AMES
127

Literature:

LIT 320, AMI Social Movements/Social Negar Associate Professor Full-Time Ph.D.
246, AAAS 247, Media Mottahedeh
ICS 320,
LATAMER 320,
ISS 323, VMS
323,
RIGHTS 323,
AMES 318

Political Science:

POLISCI 322 Introduction to Middle Abdeslam Associate Professor Full-Time Ph.D.

East Politics Maghraoui of the Practice

Public Policy:

PUBPOL 190FS Focus Program: 9/11, David Professor of the Full-Time Ph.D.
Islam and Modern Middle Schanzer Practice
East

Religious Studies:

RELIGION 175, Religions of Asia Seth Ligo Graduate Teaching Part-Time M.A.
ICS 108, AMES Fellow
115
RELIGION 237, Religion in American Life Andrew Instructor Full-Time Ph.D.
VMS 233 Coates

RELIGION 268, Religion in Film Andrew Instructor Full-Time Ph.D.

DOCST 268, Coates
AMI 273

RELIGION 301, Religion, Restrictions, Abdullah Associate Professor Full-Time M.Div.

JEWISHST 301, Violence Antepli and of the Practice
POLSCI colleagues
303, PUBPOL
313, ETHICS
303, AMES
301

RELIGION 375, Islamic Civilization I Mona Hassan Associate Professor Full-Time Ph.D.
CULANTH 256,
HISTORY
210, MEDREN
268, AMES 122

Slavic and Eurasian Studies:

SES 370, Islam in Asia Mustafa Tuna Associate Professor Full-Time Ph.D.
HISTORY 209,
RELIGION 378,
RUSSIAN 370,
ICS 370

Sociology:

SOCIOL 178, Refugees, Rights, Suzanne Associate Research Full-Time Ph.D.

ETHICS 199, Resettlement Shanahan Professor
RIGHTS 178

UNC:

Language Courses

Arabic:

ARAB 101.1 Elementary Arabic I Che Sokol Graduate Teaching Part-Time B.A.
Fellow
ARAB 101.2 Elementary Arabic I Doria El Teaching Associate Full-Time M.A.
Kerdany Professor

ARAB 101.3 Elementary Arabic I Che Sokol Graduate Teaching Part-Time B.A.
Fellow

ARAB 101.4 Elementary Arabic I Khalid Shahu Teaching Assistant Full-Time Ph.D.
Professor

ARAB 101.5 Elementary Arabic I Khalid Shahu Teaching Assistant Full-Time Ph.D.
Professor

ARAB 203.1 Intermediate Arabic I Doria El Teaching Associate Full-Time M.A.

Kerdany Professor

ARAB 203.2 Intermediate Arabic I Doria El Teaching Associate Full-Time M.A.

Kerdany Professor

ARAB 203.3 Intermediate Arabic I Doria El Teaching Associate Full-Time M.A.

Kerdany Professor

ARAB 305.1 Advanced Arabic I Khalid Shahu Teaching Assistant Full-Time Ph.D.
Professor

ARAB 305.2 Advanced Arabic I Khalid Shahu Teaching Assistant Full-Time Ph.D.
Professor

Hebrew:

HEBR 101.1 Elementary Hebrew I Hanna Teaching Associate Full-Time M.A.

Sprintzik Professor

HEBR 101.2 Elementary Hebrew I Hanna Teaching Associate Full-Time M.A.

Sprintzik Professor

HEBR 203 Intermediate Hebrew I Hanna Teaching Associate Full-Time M.A.

Sprintzik Professor

Hindi-Urdu:

HNUR 101.1 Elementary Hindi-Urdu I Premlata Visiting Lecturer Full-Time Ph.D.

Vaishnava
HNUR 101.2 Elementary Hindi-Urdu I Premlata Visiting Lecturer Full-Time Ph.D.
Vaishnava

HNUR 101.3 Elementary Hindi-Urdu I Premlata Visiting Lecturer Full-Time Ph.D.

Vaishnava

HNUR 203.1 Intermediate Hindi-Urdu I John Caldwell Teaching Associate Full-Time M.A.
Professor

HNUR 203.2 Intermediate Hindi-Urdu I John Caldwell Teaching Associate Full-Time M.A.
Professor

HNUR 221 Introduction to the Urdu John Caldwell Teaching Associate Full-Time M.A.
Script (Nastalliq) Professor

HNUR 305 Advanced Hindi-Urdu I Afroz Taj Associate Professor Full-Time Ph.D.

HNUR 407 South Asian Society and John Caldwell Teaching Associate Full-Time M.A.
Culture Professor

Persian:

PRSN 101.1 Elementary Persian I Shahla Adel Teaching Associate Full-Time Ph.D.
Professor

PRSN 101.2 Elementary Persian I Shahla Adel Teaching Associate Full-Time Ph.D.
Professor

PRSN 203 Intermediate Persian I Shahla Adel Teaching Associate Full-Time Ph.D.
Professor

Turkish:

TURK 101 Elementary Turkish I Didem Lecturer Full-Time Ph.D.

Havlioglu

TURK 203 Intermediate Turkish I Didem Lecturer Full-Time Ph.D.

Havlioglu

TURK 305 Advanced Turkish I Didem Lecturer Full-Time Ph.D.

Havlioglu
Area Studies Courses

African Studies:

AAAD 101.1 Introduction to Africa Michael Associate Professor Full-Time Ph.D.

Lambert

AAAD 101.2 Introduction to Africa Eunice Sahle Associate Professor Full-Time Ph.D.

AAAD 101.3 Introduction to Africa David Pier Associate Professor Full-Time Ph.D.

AAAD 421 Introduction to the Mohamed Teaching Assistant Full-Time Ph.D.

Languages of Africa Mwamzandi Professor

Asian Studies:

ASIA 359 Literary Diasporas of the Claudia Assistant Professor Full-Time Ph.D.
Middle East Yaghoobi

ASIA 435 The Cinemas of the Yaron Associate Professor Full-Time Ph.D.
Middle East and North Shemer
Africa

ASIA 785 Critical Genealogies of Claudia Assistant Professor Full-Time Ph.D.

Middle East and North Yaghoobi
Africa Studies

Classics and Archaeology:

CLAR 242 Archaeology of Egypt Jennifer Gate- Associate Professor Full-Time Ph.D.
ARTH 242 Foster

Global Studies:

GLBL 210.1 Global Issues and Michal Teaching Associate Full-Time Ph.D.
GEOG 210.1 Globalization Osterweil Professor

GLBL 210.2/ Global Issues and Jonathan Teaching Professor Full-Time Ph.D.
GEOG 210.2 Globalization Weiler
History:

HIST 174H Seminar in Africa, Asia Klaus Larres Professor Full-Time Ph.D.
and Middle East History

HIST 273/ Water, Conflict, and Sarah Shields Professor Full-Time Ph.D.
PWAD 273 Connection in the Middle
East

HIST 312/ History of France and Maximilian Teaching Assistant Full-Time Ph.D.
PWAD 312 Algeria Owre Professor

HIST 484 Islam in Tsarist and Eren Tasar Associate Professor Full-Time Ph.D.
Soviet Russia

Music:

MUSC 146 Introduction to World Megan Ross Graduate Teaching Part-Time M.A.
Musics Fellow

Peace, War, and Defense:

PWAD 150.1 International Relations Maria Mosley Professor Full-Time Ph.D.

and Global Politics

PWAD 150.2 International Relations Bailee Graduate Teaching Part-Time M.A.

and Global Politics Donahue Fellow

PWAD 150H International Relations Mark Professor Full-Time Ph.D.

and Global Politics Crescenzi

PWAD 330/ Negotiation and Shai Tamari Teaching Assistant Full-Time M.A.
PLCY 330 Mediation: The Practice Professor
of Conflict Management

Political Science:

POLI 233 Comparative Politics of Ashley Assistant Professor Full-Time Ph.D.

the Middle East Anderson
Religious Studies:

RELI 63 The Archaeology of Jodi Magness Professor Full-Time Ph.D.

Qumran and the Dead
Sea Scrolls

RELI 64 Reintroducing Islam Juliane Associate Professor Full-Time Ph.D.

Hammer

RELI 103/ Introduction to Hebrew David Associate Professor Full-Time Ph.D.

JWST 103 Bible/Old Testament Lambert
Literature

RELI 106/J Introduction to Early Jodi Magness Professor Full-Time Ph.D.

WST 103 Judaism

RELI 123 Introduction to Jewish Andrea Assistant Professor Full-Time Ph.D.

Studies Cooper

RELI 180/ Introduction to Islamic Carl Ernst Professor Full-Time Ph.D.

ASIA 180 Civilization

RELI 211 Classical Hebrew I: A Joseph Lam Assistant Professor Full-Time Ph.D.
Linguistic Introduction to
the Hebrew Bible

RELI 485 Gender and Sexuality in Juliane Associate Professor Full-Time Ph.D.
Islam Hammer

RELI 502 Myths and Epics of the Joseph Lam Assistant Professor Full-Time Ph.D.
Ancient Near East

RELI 583 Religion and Culture in Waleed Ziad Assistant Professor Full-Time Ph.D.
Iran, 1500- Present

RELI 681/ASIA Readings in Islamicate Carl Ernst Professor Full-Time Ph.D.

681 Literatures

RELI 712 Early Jewish History and David Associate Professor Full-Time Ph.D.
Literature Lambert