ics program status application appendices july 2012

ICS Program Status Application, Hasso - 1

International Comparative Studies Duke University

Application for Formal Program Status By Frances S. Hasso

July 2012

ABSTRACT: This proposal seeks to convert International Comparative Studies, which has delivered a major at Duke for almost forty years, from an undergraduate major without authority to appoint regular rank faculty to a program that can appoint regular rank faculty to teach its core gateway, capstone and honors courses and advise its majors. ICS is distinctive from other social science and humanities majors because its structure and intellectual composition explicitly requires transnational/global expertise, foreign language training, regional expertise, and cross-disciplinary theories and methods. This configuration of requirements makes it distinct from (though partially overlapping with) political science, cultural anthropology, sociology, and history. ICS has largely relied on the intellectual interests and labor of regular rank faculty in established departments and programs, as well as non-regular rank faculty appointed elsewhere but working in ICS, to design curriculum, teach and advise majors, and lead and administer the program. While ICS has forged a pioneering and successful project at Duke, the lack of a sustainable academic infrastructure allowing the program to appoint faculty in partial or full lines is increasingly challenging and unsustainable. INTRODUCTION International Comparative Studies (ICS), formerly Comparative Area Studies, has been conferring a Bachelor of Arts degree at Duke University since the major was established in 1973-74. About 1,500 Duke students have graduated as ICS majors since 1977 (Appendix I). ICS has involved hundreds of Duke faculty members since then in teaching, advising, mentoring undergraduate research, administration and governance, and conferences and reading groups related to research and teaching in the field. Over the past forty years, regional and transnational studies have become more complex (as has the world), and courses and programs related to foreign and transnational study have multiplied at Duke. While the courses and structure of the ICS major have undergone various changes since its inception, the following continuities have worked very well: training in a region of the world defined flexibly and dynamically, a related language (including Less Commonly Taught Languages), and transnational and disciplinarily comparative concepts, problems, theories, and methodologies. ICS uniquely balances flexibility and structure in its major requirements 1 and language co-requisites. The ICS project has

1 The requirements of the ICS major:

(1) Two Core interdisciplinary courses focused on transnational questions and concerns: ICS 195, Comparative Approaches to Global Issues, taken during freshman or sophomore year, and ICS 489S, Capstone Seminar in ICS, taken during senior year. (2) Four Region Concentration courses chosen from at least two disciplinary or interdisciplinary homes throughout Duke and focused in one of the following regions of the world: Africa; China and East Asia; Europe; Latin America and the Caribbean; Middle East; Russia and Central Asia; and South Asia. Alternatively, an ICS major may propose four courses for a differently conceptualized geographic region focused on a part of the world not captured in or crossing these region designations, for example, around a body of water or proximal borders. (3) Four Comparative courses from at least two disciplinary or interdisciplinary homes throughout Duke that are organized by a connective, transnational, comparative, or international approach to cultural, social, historical, political, economic, environmental, or discursive dynamics. (4) Four Foreign Language Co-Requisite courses in one non-English language at any level related to the Region Concentration, and taken at the university level after completion of secondary school.


attended to the power inequalities that structure social, political, economic, and cultural relations in the world, as well as to differences in how academic disciplines ask questions and find answers. From its inception, ICS encouraged and facilitated study abroad and cross-cultural knowledge and interaction, vertically integrating existing Duke programs such as GEO, DukeEngage, and FOCUS as they were established. The flexible yet vertical structure of ICS and its organic interdisciplinarity have encouraged the development of unusually rich undergraduate coursework at Duke in regional and transnational studies, study abroad programs, and language programs.2

The ICS project has reached a point where its continued vitality and sustainability requires formal program status and the related capacity to build a dynamic faculty in full, partial, and secondary appointments at all ranks. Faculty face competing demands for their time. Tenure-track and other regular rank faculty at Duke are increasingly stretched over many departmental, programmatic, and institutional obligations, in addition to their research commitments. The ability to appoint regular rank faculty in the core of ICS will better sustain the delivery of a high quality core curriculum, administration of ICS, advising of undergraduates, and the continued building of relations with existing departments, programs, and offices. A change to Program status will also facilitate the ability of faculty and administrators in ICS to sustain their research agendas and contribute to a range of intellectual and pedagogical projects on campus and more widely. HISTORY OF A DISTINCTIVE INTELLECTUAL PROJECT International Comparative Studies3 has changed over the years to reflect shifts in knowledge, the world, and the interests of Duke students and faculty dedicated to this project at different historical moments. In February 1973 a committee of ten faculty members (in economics, history, education, anthropology, and political science), under the direction of Bernard Silberman (history), applied for a new undergraduate major called Comparative Area Studies: Africa, Asia, and Latin America. Its intellectual rationale was to explore the problems of contemporary societies through a study of interactions between traditional societies and the forces of social and political change. The proposal to establish the

(5) Depth Requirements in ICS (using the course numbering system that commenced in August 2012) allow no more than one course at the 100 level to fulfill the eight courses required for Region and Comparative categories; and require at least one course at the 400 level or above in the Region or Comparative categories. (6) Rising seniors who meet the requirements participate in the ICS Distinction Program through a year-long honors thesis course sequence. Successful completion of all the requirements of ICS 495S in fall term fulfills the senior capstone requirement. (7) ICS allows up to four Study Abroad/GEO courses to count for the major if they fulfill Region, Comparative, or Language Co-Requisite criteria; ICS treats such courses as intermediate rather than introductory or advanced for the purposes of the depth requirements. Further details and lists of approved courses may be found at the following URLs: http://internationalcomparative.duke.edu/the_ics_major/major_reqs http://internationalcomparative.duke.edu/courses http://internationalcomparative.duke.edu/the_ics_major/distinction (accessed 5 July 2012). 2 In the most recent ten years (2002-2012), the 408 students who graduated with an ICS major were most likely to

double major in Spanish (26), Economics (25), and Political Science (25), with Asian and Middle Eastern Studies in fourth place (19). The most common minor of ICS majors during the same period was History (41). The most common certificate completed by ICS majors in the past decade was Markets and Management Studies (76), followed by Global Health (22) (Appendix I). 3 Comparative Area Studies was renamed ICS in 2005-2006 in response to a survey of students indicating they

found the original name confusing and believed the word International made the major more legible to parents and employers.


major stated that by selecting areas outside western Europe and the United States it is intended to free the major from the bias which is inherent in many approaches to comparative studies, of assuming that the institutional forms and developments of the Western world are normative (Appendix II).4 Comparative Area Studies was approved as a committee-directed programme to deliver a Bachelor of Arts degree beginning in 1973-74. The major required students to choose a regional area of the world (four courses), a second area (two courses), a discipline (four courses approved by the committee), a language related to the region to study (four courses), and an interdisciplinary senior seminar examining major themes comparatively that was designed by involved faculty.5 It is worth noting that the ICS project did not emerge from a Cold War area studies orientation and was interdisciplinary from the outset. Regional studies projects at Duke were intellectual clusters under the Duke University Center for International Studies rather than stand alone area studies programs, certainly until the 1980s. Even through the 2000s, area studies clusters under DUCIS auspices encouraged undergraduates to complete a region concentration within the framework of ICS.6 Duke scholars focused on particular regions of the world viewed ICS as a framework that allowed the study of languages and regional knowledge while challenging regionalism through comparative and transnational work (empirical, methodological, and conceptual). The ICS project from the outset was disciplinary and interdisciplinary: scholars in disciplines were the projects main sponsors, administrators, advisors, and teachers of core and non-core courses; and all areas from literature, dance, and theater to economics were represented in coursework from the beginning. While coursework was drawn from almost every corner of humanities and social science fields and appeared to avoid disciplinary nationalism, core teaching and administrative responsibilities were primarily undertaken by faculty in history, political science, sociology, geography, and religion. Literature and culture-focused faculty involved in teaching, administration, and advising primarily came from area studies clusters.7 The following faculty served as directors of CST/ICS from 1973 to 2011: Bernard Silberman, history, 1973-75; William M. OBarr, anthropology, 1975-76; Arturo Valenzuela, political science, 1976-78; Charles W. Bergquist, history, 1978-81; Margaret A. McKean, political science, 1981-83; A. Kenneth Pye, law and history, 1983-85; Gary Gereffi, sociology, 1985-87; Andrew Gordon, history, 1987-89; Sheridan (Dan) Johns III, political science, 1989-92; Bruce Lawrence, religion, 1992-97; Marcy Litle, history (acting in 1995-96 and co-director in 1996-97); Martin Lewis and Kren Wigen, geography, history, 1997-2002; Jehanne Gheith and Litle, Slavic studies, history, 2002-11; Frances Hasso, womens studies/sociology, 2011-.

STRUCTURE OF THE MAJOR OVER TIME An examination of the Undergraduate Bulletin and evidence from interviews with former administrators, faculty, and staff indicate that ICS has been a dynamic major responsive to changes in

4 Comparative Area Studies was initiated by faculty involved in the Duke Center for International Studies (DUCIS)

and remained the undergraduate major apparatus used by DUCIS-affiliated projects and faculty studying parts of the world beyond the United States through the late 1990s, when the formal relationship with DUCIS ceased. 5 Courses could fulfill both a disciplinary and region requirement in a given students trajectory in the major.

6 Asian and Middle Eastern Studies at Duke was established as a Section with tenure track faculty in 1985 and

became a department in 1998. AMES primarily delivers an undergraduate major. AMES courses focus on languages and cultures, and the major offers concentrations in Arabic, Chinese, Hebrew, Hindi, Japanese, and Korean. 7 Examples include miriam cooke in Arabic and Jehanne Gheith in Slavic studies.


knowledge, student needs and interests, developments in the world, and the research, teaching, and intellectual interests of faculty on campus. The following changes occurred regarding the region concentration aspects of the major through 2011:

By 1975-76, two years after its establishment, the majors name changed to Comparative Area Studies: Africa, Asia, Latin America, and Russia. Students could also make a case to the advisory committee of an unlisted area of the world to study.

In 1976-77, the name simply became Comparative Area Studies.

In 1977-78, the major description noted that students in the major were concentrating on the Middle East, Russia, Latin America, South Asia, East Asia, and Africa. Comparative Area Studies defined and allowed four-course concentrations in different sub-regions within the developing world (e.g. Middle East, South Asia, East Asia) if enough courses were offered to allow students a reasonable chance to take multiple courses from different disciplines on that region (Gereffi).

In 1985-86, Comparative Area Studies shifted from a Third World and Second World focus to include Western Europe as a possible region concentration in response to pressure from Europeanist faculty and on the argument that Europe included its own developing regions.8 According to directors from the 1980s, these changes contributed to significant growth in the number of undergraduate majors (Appendix I).

In the 1990s, Eastern Europe and North America were added as possible region concentrations, and bulletin copy in 1991-92 mentions Canada and the Caribbean as sub-regional foci chosen by students.

The following changes occurred with respect to required coursework in the major through 2008:

By the early 1980s, the approved courses and requirements for the major had been organized

into introductory, comparative, international relations (a term understood more inclusively than in classic political science terms), and area courses. The language, disciplinary, and interdisciplinary course requirements remained.

Faculty participation in course offerings and advising doubled from 40 at the majors inception to 80 by 1985.

In the 1984-85 Bulletin, the four-course discipline concentration requirement is replaced with a four-course concentration in either humanities or social sciences. In addition, a new (non-required) Interdisciplinary course was sponsored by Comparative Area Studies, The Political Economy of Development, co-taught by Bergquist, Gereffi, Smith, and Valenzuela.

The only core required course offered through 1984-85 was the interdisciplinary senior seminar leading to a high quality relevant research paper, assisted by an outside faculty specialist. The best papers produced in this seminar, CST 150S (Comparative Area Studies Senior Seminar), could be submitted for consideration for graduation with honors.

By the mid-1980s, comparative and transnational courses (whose list had grown), were allowed to fulfill the requirement for a second region concentration.

8 Those who initially resisted this change worried that the rich course offerings focused on Western Europe would

overwhelm the development of intellectual work and course content on other parts of the world. The description of the major insisted on the importance of placing area specializations in a broad comparative perspective that stressed the interrelationship of the developed and underdeveloped parts of the world. Moreover, students who chose to concentrate on Western Europe or Russia were required to select a second concentration (two courses) from an area of the world that was not Europe or Russia.


In 1985-86, CST 125: Strategies in Comparative Analysis, a cross-disciplinary methodologies Interdisciplinary course, was offered and required for majors in their sophomore or junior year. CST 125 was always co-taught, ideally by one professor in the social sciences and one in the humanities (Gereffi). Albert Eldridge (political science) was probably the first to teach the course. Gereffi and miriam cooke co-taught the course at least three times in the late 1980s to early 1990s.9

The curriculum and focus of the major took a more geographic bent with the involvement of Martin W. Lewis10 and Kren Wigen (history), who came to Duke as a couple in 1990. Lewis designed and offered a new introductory course, CST 110: Global Human Geography, which became one of two required courses for majors in their first or second year. The course focused on world development, modernity, and economics in relation to the physical environment.

During most of the 1990s, CST 125, which continued to be offered as a comparative methodologies course for sophomores and juniors, was taught in units of about three weeks by three or four guest faculty (often overseen by Wigen).11 In 1995, the title of CST 125 changed to its current name, Comparative Approaches to Global Issues.

By the 1990s, majors were required to take two introductory courses, Lewis CST 110 and another from a list of approved possibilities; four approved courses focused on the societies and cultures of a region, choosing from different disciplines rather than required to choose a concentration in either humanities or social sciences; four co-requisite courses in a related non-English language; two courses on a second geographic area (that could be replaced with comparative courses); and two comparative courses, one of which had to be CST 125.

Sometime in the 1990s, the Comparative Area Studies Senior Seminar became an optional honors seminar, CST 150S (renamed, Comparative Area Studies Honors Seminar), that was structured around themes in the major and required the production of a research project.12

By 2004, two years after Lewis and Wigen had left Duke, CST 110 (Global Human Geography) was dropped for lack of teaching coverage.

In 2004, ICS 125 was required in the first or second year. Its content was structured around a balance among comparative disciplinary approaches, transnational cross-disciplinary content on notions of progress and modernity, theories of globalization, and culture and identity in transnational perspective. The course was now led by one faculty member who primarily taught

9 Also introduced in 1985-86 was Interdisciplinary course CST 109: Contemporary International Problems: Their

Historical Origins and their Implications for Future Policy, as an option for majors at the introductory level. Through the 1990s, CST 109 continued to be offered, with a focus on questions of nationalism and the nation-state, as well as what is progress? 10

Lewis is an accomplished geographer who completed his PhD in Geography at UC Berkeley. His faculty appointment is listed as Associate Research Professor in the 1998-1999 Undergraduate Bulletin and was upgraded to Professor of the Practice at a later point. It is not clear where the position was housed at Duke, although it was not in the history department. He co-directed CST from 1997 to 2002 and had a significant impact on the curriculum in the 1990s, designing, teaching or co-teaching many of the core courses. Moreover, he was involved in the Oceans Connect project discussed below. 11

The course was large in the early 2000s, enrolling about 99 students per class. CST 125 provided a space for faculty members involved in the program to work out ideas, often with each other. Teaching evaluations indicate that many undergraduate students benefited from this intellectual give and take and the excitement of faculty debates; others preferred more baseline work and coherence, experiencing difficulty with disjuncture. Some students noted the difficulty of the material (others thrived). Many noted the limitations on undergraduate participation in class discussion in such a large course. 12

The 1996-97 and 1998-99 Undergraduate Bulletins state that completion of research projects in CST 150S were necessary for graduation with distinction or Latin honors.


its content, with five or so guest faculty from various disciplines visiting to teach one-week modules on a regional case study related to their expertise.13

In 2004, a required senior seminar was reintroduced for all majors, CST 200S. The seminar was taught by Marcy Litle, Jehanne Gheith, and an advanced graduate student in years where three sections had to be offered.

In 2005, ICS honors thesis students were required to enroll in a year-long senior seminar sequence, ICS 197S and 198S, taught by Litle.

In 2006, the Undergraduate Bulletin for the first time included a long list of hard cross-listed ICS courses for the Comparative category of the major.

In 2007-2008, the major requirements no longer stated the need for an additional introduction course from an approved list, although this category of courses continued to be listed until excised for fall 2012.

In 2008, CST 200S was renamed, Capstone Seminar in International Comparative Studies. By 2010, it was clear that the program had become very large in course offerings and was robust in number of student majors. It primarily relied on the commitment and significant labor of faculty not on the tenure track, indeed, not even in regular rank positions; was under-resourced in staff, space, and other terms; and seemed to have lost some of its intellectual clarity. In 2011, under a new director, ICS faculty, working with the Trinity deans and the Trinity Curriculum Committee, began to address these deficiencies with energy and determination. The following recent changes were made to the curricular structure:

ICS faculty in discussion with faculty in other departments and programs at Duke developed and articulated criteria for vetting courses to fulfill region and comparative categories in the major in summer and fall 2011.14

The second region possibility was dropped so that students fulfilled the four required comparative courses from explicitly transnational courses.

Students take no more than one introductory-level course in the region and comparative categories (of eight non-ICS courses in total) and take at least one advanced seminar (400 or above) among these eight courses.

Registration for ICS 125 was changed to facilitate space for sophomores and first year students (the existing requirement), with juniors allowed to enroll on a case-by- case basis using criteria explained on the website.

ICS 125 formally became a prerequisite for enrollment in the senior seminar. Students are expected to complete ICS 125 before a study-away semester. The minor in ICS was dropped for lack of curricular integrity. In 2012, the region concentrations in ICS became: Latin America and the Caribbean; Africa;

Middle East; South Asia; Russia and Central Asia; Europe; and China and East Asia.15 Alternative to such concentrations, an ICS major may propose a differently conceptualized geographic

13

With Wigens departure in 2002, Litle taught ICS 125 each spring until 2006, when the course was taught by another non-regular rank faculty member, David Need (religion). In 2008 or 2009, Need offered the course both semesters to deal with enrollment pressure. Need taught the course for the last time in spring 2012. 14

These criteria and current and archived comparative and region courses can be found at the following URL: http://internationalcomparative.duke.edu/courses/comparative-and-region-courses (accessed 11 June 2012). 15

These changes consolidated east and west Europe, dropped North America, added the Caribbean to Latin America, renamed East Asia as China and East Asia, and renamed Russia as Russia and Central Asia.


region focused on a part of the world not captured in or crossing these region designations, for example, around a body of water or proximal borders.16

Other clarifications and rationalizations were made related to study-away expectations, language training, and the distinction program in order to limit case-by-case decision-making by advisers and the program director.

The ICS website (and bulletin copy) was thoroughly overhauled to better communicate the expectations and structure of the major to students, faculty, and advisors.

These changes were designed to clarify the curriculum, encourage intentionality in course choices (making it more difficult for a student to simply fall into an ICS major late in the undergraduate academic career), better integrate campus and study-away experiences, increase esprit de corps among graduating cohorts, and improve intellectual depth/verticality in a given students course plan. These changes were particularly important given the degree to which the middle of the major was not offered by core ICS faculty.

The following recent changes were made to ICS core courses:

Hasso revised course content for fall 2010, fall 2011, and (in minor ways) fall 2012 for ICS 125, Comparative Approaches to Global Issues. The intellectual structure of the course is clarified; expectations of students are increased; the class is taught in highly interactive 50 minute sessions;17 grade inflation is reduced; a better balance is struck between applied and theoretical readings; more visual and internet material is included; reading amounts are more feasible; assignments are redesigned to improve writing and analysis skills and make it difficult to selectively read or attend class; the cross-disciplinarity of required material was increased; the number of faculty visitors was reduced to four high-impact guests who Hasso works closely with improve the overall coherence of the course; and the regional case study idea for visitors was dropped to stress instead the grounded treatment of key transnational themes from the discipline or interdiscipline of the visitor on an issue of his or her expertise.18

Beginning in fall 2011, the content of the ICS capstone seminar was collectively redesigned by its new faculty (informed by Gheith, Litle, and Hassos knowledge and experiences, as well as student evaluations) to more explicitly revisit core themes in the field in assigned reading and films, and to require more analytical writing and a research project on a relevant question of interest using original and secondary sources. From fall 2012, the capstone seminar is numbered ICS 489S, and all sections fulfill Writing and Research modes of inquiry for Trinity undergraduates.19

16

The description of the major continues: Cases made for such independently conceived areas should be thoughtful and intentional rather than ad hoc. The seven ICS regions are based on historical, cultural, political and/or economic histories of connection. At the same time, the ICS intellectual project understands that state borders and regions are dynamically produced by different processes and agendas, including transnational. It also recognizes dramatic variety within these regions. http://internationalcomparative.duke.edu/the_ics_major/major_reqs (accessed 12 June 2012) 17

In fall 2011, Hasso began to use a document camera in ICS 125, however, to offer a balance between powerpoint type of presentation of main points in a large class, with interactive discussion in which emergent ideas and points could be written and easily seen by students in the class without erasing boards. 18

Hasso syllabi are available on request. The description of ICS 125 can be found at the following URL: http://internationalcomparative.duke.edu/courses/core-courses (accessed 11 June 2012). 19

The description of ICS 489S, the capstone seminar, can be found at the following URL: http://internationalcomparative.duke.edu/courses/core-courses (accessed 11 June 2012).


In order to encourage and recognize the best research even in the ICS capstone seminars, ICS established a book prize for Excellence in Capstone Research for the highest quality projects in a given academic year beginning for 2012-13 seniors.

While ICS undergraduates have been well represented in producing honors projects of distinction,20 an internal evaluation of the honors program in 2011 indicated areas that require more clarity and structure in terms of expectations of students and the external faculty members supervising a thesis. In addition, faculty established a policy that completion of the fall semester of honors fulfills the capstone requirement.21 In light of this change, and given that there are only two core required courses in ICS,22 beginning in spring 2012, the honors seminars include reading content and assignments that function in a triple manner: to facilitate research design and initial writing; revisit at an advanced level conceptual issues related to critical transnationalism; and facilitate a cohort experience among majors through shared assignments that integrate students experiences during their college careers (including study away) and participation in campus events. Cheri Ross, the new Distinction Program Coordinator, is redesigning the honors program for the class of 2012-2013, informed by the above concerns and goals.23

ICS AS AN INTELLECTUAL PROJECT AS WELL AS AN UNDERGRADUATE MAJOR An historical analysis indicates that ICS was always part of important intellectual trends on campus, since its professors and leaders were active in these currents, and participated in teaching, research, governance, and service in ICS and the departments from which they usually emerged. Given the degree to which ICS relied on undergraduate courses offered in other programs and departments, it seems clear that professors teaching, designing and revising such courses were responsive to the audience of undergraduates taking them under an ICS intellectual framework. Teaching core ICS courses certainly relied on the intellectual abilities, excitement, labor, and commitment of faculty members in more established departments, although faculty in non-regular rank positions, such as Lewis and Litle, were simply dedicated to the ICS project. The height of campus-wide faculty involvement in ICS beyond teaching at the undergraduate level appeared to have occurred in the 1990s, especially the period of the research project Oceans Connect: Culture, Capital and Commodity Flows Across Basins. This project was designed to remap international studies and was funded by the Ford Foundations Crossing Borders: Revitalizing Area Studies initiative between 1997 and 2002 (they received a 1997-99 grant and an additional 1999-2002 grant). The Oceans

20

The titles of honors projects between 2004 and 2012 are listed in Attachment III. 21

In the past, enrollment pressures in the ICS capstone seminars were addressed by excusing on a case-by-case basis certain students (e.g. those in the honors sequence) from the capstone seminar, or allowing second majors (AB2) to substitute an advanced course or seminar from another department. Moreover, students who completed the fall honors seminar but decided or were discouraged from continuing based on their performance were required to enroll in the capstone seminar in spring, contributing to enrollment pressures and making coverage of senior requirements chaotic and difficult to plan. 22

There were no more than two required courses taught by core faculty in the CST/ICS major in different periods: a senior seminar until the mid-1980s; CST 125 and a senior seminar from the mid-1980s; CST 110 (Global Human Geography) and CST 125 in the 1990s to the early 2000s; ICS 125 and a capstone seminar from 2004. As explained in the report, majors worked on honors or distinctions projects in a variety of modalities until 2004. 23

The current distinction program structure can be found at the following URL: http://internationalcomparative.duke.edu/the_ics_major/distinction (accessed 11 June 2012).


Connect project was initiated and led by Kren Wigen and Martin Lewis,24 while the logistics of the project were coordinated by three different advanced graduate students in successive years.25 The Oceans Connect project formally emerged under the auspices of DUCIS, and remained connected to DUCIS, although the leading faculty of the Oceans Connect project were directing the major and teaching core courses in Comparative Area Studies.26 This was a large initiative that involved many faculty and graduate students well beyond the program in research projects, conferences, reading groups, and funding for individual research projects. Wigen and Martin published a special issue of Geographical Review in April 1999 based on talks given at the first Oceans Connect conference in 1998.27 The grants from the Ford Foundation were matched by funds from Duke University for major cross-disciplinary projects focused on trans-oceanic exchanges across five major seas: the Pacific Ocean, the Atlantic Ocean (with its extension in the Caribbean Basin), the Mediterranean Sea, the Black and Caspian Sea nexus, and the Indian Ocean. In addition, the Oceans Connect project included, a series of course enhancement grants, new course development grants, and student travel awards to encourage research and curricular initiatives organized around basins.28 ICS has recently reinvigorated extra-curricular aspects of the program in a variety of ways and is working to rebuild outward linkages. The program committee has been expanded to include more regular rank faculty at senior and junior levels from a variety of departments. The ICS capstone seminars more explicitly integrate campus-wide events, including conferences such as the one on the Arab revolutions co-organized by Hasso and miriam cooke in spring 2012, and the fall 2011 daylong FHI/Womens Studies workshop on Simone De Beauvoir integrated by Cheri Ross into her ICS capstone seminar. ICS organized (with many university co-sponsors) the first annual lecture in a very long time in spring 2012, by Sanjeev Khagram of the University of Washington.29 In addition to his lecture, which was attended by ICS students, faculty, and program committee members, Khagram met with faculty unaffiliated with ICS, lunched with six or seven ICS majors, visited a capstone seminar in which students had been assigned one of his publications, and dined with Duke faculty.30 ICS would also like to revitalize intellectual links with interested graduate students and their home programs and departments and has already begun doing so through teaching and other opportunities. The program hired a postdoctoral

24

The website for the Oceans Connect project details its history: http://ducis.jhfc.duke.edu/archives/oceans/project.html (accessed 11 June 2012). 25

These graduate students were Jessica Harland-Jacobs, who coordinated the program for three years (history, currently at the University of Florida); Munis Faruqui (history, currently at UC Berkeley); and Linda Rupert (history, currently at UNC Greensboro). 26

Interestingly, the number of graduating majors dropped during the Oceans Connect years, although scattered data at my disposal indicates that enrollments in the two core courses were robust. 27

The published articles focused on the crisis in area studies by examining topics related to oceans, seas, ocean basins and maritime cities in historical perspective. Geographical Review. April 1999, Vol. 89, Issue 2. It is fascinating that while Ford Foundation, ACLS, Social Science Research Council and other national funding organizations were understanding a crisis to exist in area studies following the end of the Cold War (I am familiar with this sense of crisis from my experience as a graduate student at the University of Michigan in the 1990s, and as a recipient of an ACLS/SSRC dissertation fellowship in 1995-96), at Duke there did not appear to be such an intellectual crisis in regional and transnational studies, discursively or practically. To a large degree, this was due to the Comparative Area Studies project and institutional support for innovative regional and transnational scholarship and teaching. 28

See overview: http://ducis.jhfc.duke.edu/archives/oceans/project.html (accessed 11 June 2012). 29

The lecture was titled, From the Arab Spring to Occupy Wall Street to Greece: The Transnational Political Economy of Government Accountability. 30

Sanjeev Khagram, Possible Future Architectures of Global Governance: A Transnational Perspective/Prospective. Global Governance. Jan-Mar 2006; 12, 1; 97-117.


fellow for the first time in its history for 2012-13; she will teach one section each of the two core courses, assist in advising, and help organize a conference on transnationalism that will involve faculty, undergraduates, and graduate students in spring 2013. THE MISSION OF ICS ICS aims to prepare lifelong learners who can live, work, and thoughtfully engage with people and problems in a complex, diverse, and interconnected world. The goals of the program are for each student to: gain knowledge in the culture(s), history, politics, and language relevant to one geographic region of the world through cross-disciplinary and interdisciplinary coursework, research, and study-away opportunities; gain knowledge of global and transnational dynamics through cross-disciplinary and interdisciplinary coursework, research, and study-away opportunities; be alert to the ways questions can be formulated and addressed using a variety of disciplinary approaches through core courses, advising, and research mentoring; build a step-wise curricular path to gain knowledge and skill depth over the course of an ICS career; be a critical thinker, thoughtful, and honorable in academic, social, and professional interactions; gain skills in information literacy, writing, analysis, and research, especially through the gateway course, capstone seminar, and distinction experience; and integrate course work, study away, and other relevant experiences during the senior year through the capstone seminar or distinction experience. THE WORK OF ICS ICS is a labor-intensive and complex project demanding significant coordination with faculty, departments, and offices across campus to offer undergraduate courses serving a broad range of student interests in transnational issues. The work includes: ~ developing themes and addressing gaps in the curriculum through the design and redesign of interdisciplinary core courses that: challenge linear notions of progress, modernity, and development; examine different approaches to cultural, political, economic, and historical dimensions of globalization and other transnational processes; encourage students to critically consider self and other, foreign and national, and the nature of transnational and international knowledge and experience; and address issues of power and identity in cross-cultural and transnational contexts; ~ vetting region and transnational courses offered throughout the curriculum every semester, generating accurate course lists, and assuring that ACES/Storm correctly reflect ICS cross-listing and program listing for courses offered outside the program; ~ teaching two sections per year of the required introductory course, ICS 125; three sections per year of the required capstone seminar; and the year-long honors seminar sequence; ~ recruiting, interviewing, and training graduate teaching assistants involved in ICS 125 and the honors thesis sequence; ~ advising pre-majors and majors in recent years declared majors alone number about 130 per semester, with 50-60 graduating per year; ~ training and interfacing with faculty advisers (approximately 10 at any given time) before and during registration;


~ fielding hundreds of study away-related course queries and requests from majors and pre-majors per year that come before, during, and after study away experiences; ICS majors study abroad at a much higher rate than their peers in humanities and social science majors averaged over the three most recent graduating classes (2010-2012), 68% of ICS seniors participated in some form of study abroad (Duke, non-Duke, and DukeEngage), compared to about 50% of humanities and social science majors;31 CONCLUSION In her 2002 paper for the American Council of Learned Societies on internationalization at Research I universities in the United States, Sheila Biddle contends that Duke was unique among the institutions studied in its significant investment in undergraduate educational efforts, for example by institutionalizing a foreign language requirement for all students in 1999, requiring courses in cross-cultural inquiry, and investing in curriculum and curriculum revision related to transnational study, going well beyond public relations discourse about aims to produce global citizens or a global consciousness.32 Biddle argues that the key to improving such projects is to enhance existing programs and intellectual interests, thereby building on and creating new synergies within a given institutional cultural, resource, and historical context. The ICS project at Duke illustrates a path-breaking history of innovative and dynamic education in regional and transnational studies that has taken undergraduate education seriously. The structure of the major and core coursework crossed disciplinary and region categories from the majors inception. ICS has also been successful at keeping humanities and interdisciplinary study at the core of a project that incorporates history, political science, sociology, international relations, religion, cultural anthropology, the arts, literature, economics, policy, environment, and health. ICS, moreover, could not function (past or present) without well-trained region specialists in various departments and programs. Indeed, all the scholars involved in ICS over the years brought with them deep training and knowledge related to at least one part of the world. At the same time, ICS is not sustainable as a dynamic intellectual project in the long-term without formal program status. This large interdisciplinary undergraduate major faces two significant challenges in its current form:

retaining and recruiting a nucleus of qualified core faculty who can lead the program, integrate the program into the intellectual currents of the campus, and offer the core courses in the major, including the highly complex gateway course; and

recruiting colleagues to participate in advising, guest teaching, and research mentoring in an institutional context where influence, prestige, resources, and rewards reside in disciplines, departments, graduate training, and postgraduate research.

Without program status, ICS faculty and staff have often functioned in a crisis mode that relies on patchwork solutions. Among other problems, this lack has often burned out faculty and underserves and underestimates the students who continue to insist on the necessity of the kind of interdisciplinary intellectual project offered by ICS. ICS has forged a distinctive and successful project that requires further investment in its growth and dynamism. Acquiring formal program status will allow ICS to

31

Analysis provided by David Jamieson-Drake, Director of Institutional Research, Duke University, 14 June 2012. 32

Sheila Biddle, Internationalization: Rhetoric or Reality. ACLS Occasional Paper, No. 56. American Council of Learned Societies: http://www.acls.org/Publications/OP/56_Internationalization.pdf (accessed 11 June 2012), esp. pp. 33-35.


directly appoint qualified faculty of all ranks directly in the program and to offer interested faculty in other programs and departments the possibility of joint and secondary appointments. Such appointments are crucial for maintaining the intellectual vitality of a labor-intensive and complex project and for sustaining faculty involved in teaching, administering, and running the program. Additional sources and special thanks to: David Jamieson-Drake, Connie Blackmore, Marcy Litle, Jehanne Gheith, Kren Wigen, Charles Bergquist, Andrew Gordon, Gary Gereffi, Valerie Gillispie, Bruce Lawrence, Valerie Konczal, Susan Brooks, Jessica Harland-Jacobs, miriam cooke, Martin W. Lewis, Cheri Ross, Erda Gknar, Robyn Wiegman, Cara Clark, Lisa Poteet, Lee Baker, Angela ORand, and Duke Undergraduate Bulletins.


APPENDIX I - CUMULATIVE DATA ON ICS MAJORS

Number of ICS Graduating Majors, 1983-2012 GRADYEAR ICS GRADS 82-83 18 83-84 15 84-85 19 85-86 27 86-87 36 87-88 61 88-89 64 89-90 99 90-91 75 91-92 74 92-93 71 93-94 49 94-95 54 95-96 60 96-97 51 97-98 28 98-99 32 99-00 47 00-01 35 01-02 38 02-03 28 03-04 30 04-05 29 05-06 26 06-07 24 07-08 37 08-09 29 09-10 57 10-11 56 11-12 54 Data generated by David Jamieson-Drake, June 13, 2012


Summary Note: Approximately 288 students graduated with a CST/ICS major between 1980 and 1989;33 593 between 1990 and 1999; and 490 between 2000 and 2012.

___________________________________________________________ Numbers of ICS Graduating Majors Who Studied Abroad 2005-2012

GLOBTYPE 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12

Global Ed 609 549 593 592 576 541 543 582 Hum & SS 483 442 463 447 428 394 397 437 ICS/CAS 9 10 26 18 29 24 29 23

Table generated by David Jamieson-Drake, June 13, 2012

____________________________________________________________ ICS Graduating Majors Cumulative GPAs *divided by all courses taken in humanities, languages, natural sciences, and social sciences

2004 2005 2006 2007 2008 2009 2010 2011 2012

Avg. HUMGPA 3.5487 3.6636 3.6013 3.5883 3.6392 3.59 3.7125 3.7171 3.6212 Avg. LANGPA 3.5618 3.6083 3.4991 3.4638 3.6216 3.385 3.5761 3.5117 3.5414 Avg. NSGPA 3.1859 3.3633 3.316 3.1045 3.1941 3.1125 3.0974 3.1563 3.1453 Avg. SSGPA 3.4 3.491 3.4169 3.3938 3.3689 3.3093 3.4951 3.4568 3.413

Table generated by David Jamieson-Drake, June 13, 2012

Notes: Jamieson-Drake found that these ICS divisional averages are not statistically different from the averages of non-ICS majors across courses in these divisions at Duke. In an analysis of 54 ICS majors who graduated in May 2012, Hasso found that 35 percent earned cum laude or above in the Duke Latin Honors system; that is, 35 percent of ICS majors were in the top 25 percent of the Duke undergraduate graduating class of 2012.

33

Graduation data earlier than 1983 was not available. For 1980, 1981, and 1982, Hasso estimated that an average of 16 students completed the Comparative Area Studies major each year.


ICS Majors Com bined wi th Other Majors

MAJ 2001

-02

2002

-03

2003

-04

2004

-05

2005

-06

2006

-07

2007

-08

2008

-09

2009

-10

2010

-11

2011

-12

Tota

l

No other major 21 13 16 12 19 9 17 20 33 35 28 223

SPAN 3 2 2 2 4 2 6 1 4 26

ECON 2 1 3 1 2 2 2 1 3 3 5 25

POLI 3 2 2 2 2 1 4 5 4 25

AMES 1 3 1 2 4 5 3 19

HIST 2 2 1 1 1 1 2 1 2 13

PPS 2 1 2 1 1 1 2 2 1 13

RUS/SES/SLAV 2 1 1 1 1 1 1 1 2 11

FREN 3 3 1 1 1 1 10

CA 1 1 1 1 3 1 8

BIO 2 1 1 1 5

PSY 1 1 1 1 4

ART/ARV 1 1 1 3

ENGL 1 1 1 3

GER 1 1 1 3

THEA 1 1 1 3

AFRI 1 1 2

CPS 1 1 2

ENVS 1 1 2

REL 1 1 2

SOC 1 1 2

BMEE 1 1

EVANTH 1 1

LING 1 1

MATH 1 1

MDVL 1 1

MUS 1 1

Tota l 41 28 31 25 29 23 36 29 58 56 54 410 Table generated by Valerie Konczal, 18 June 2012.


ICS Majors Com bined wi th Minors

MIN 2001

-02

2002

-03

2003

-04

2004

-05

2005

-06

2006

-07

2007

-08

2008

-09

2009

-10

2010

-11

2011

-12

Tota

l

No minor 19 9 5 14 14 10 13 9 21 20 25 159

HIST-MIN 8 2 5 1 5 2 2 3 6 2 5 41

SPAN-MIN 1 6 8 3 1 2 3 1 4 4 2 35

POLI-MIN 3 4 2 2 3 2 5 4 4 4 33

AMES-MIN 1 3 8 8 5 25

CA-MIN 3 1 1 1 2 5 1 4 3 21

ECON-MIN 1 3 1 1 2 1 2 2 5 18

FREN-MIN 1 2 1 1 1 1 2 4 2 15

CHEM-MIN 1 2 1 2 1 3 2 12

RUS/SES/SLAV-MIN3 1 1 1 1 1 2 1 11

ART/ARTV-MIN 1 2 1 1 1 2 8

ITAL-MIN 1 1 1 1 2 2 8

REL-MIN 1 3 1 1 1 1 8

ENGL-MIN 1 2 1 1 1 1 7

CHIN-MIN 1 1 1 3 6

ENVS-MIN 1 1 1 2 5

SOC-MIN 1 2 1 1 5

AMES-MIN 1 1 1 1 4

BIO-MIN 2 1 1 4

GER-MIN 1 2 1 4

JAPA-MIN 1 3 4

AFRI-MIN 2 1 3

LIT-MIN 1 2 3

MUS-MIN 3 3

WOM-MIN 1 1 1 3

LING-MIN 1 1 2

THEA-MIN 1 1 2

ARAB-MIN 1 1

EDUC-MIN 1 1

HEB-MIN 1 1

MATH-MIN 1 1

PSY-MIN 1 1

STA-MIN 1 1

TURK-MIN 1 1

48 33 37 26 33 26 39 30 61 62 61 456

*Includes 46 students with 2 minors Table generated by Valerie Konczal, 18 June 2012.


ICS Majors Com bined wi th Certficates

CERT 2001

-02

2002

-03

2003

-04

2004

-05

2005

-06

2006

-07

2007

-08

2008

-09

2009

-10

2010

-11

2011

-12

Tota

l

No certificate 30 19 24 19 24 19 26 19 35 29 33 277

MMST-C 6 6 5 6 5 3 2 6 12 13 12 76

GLHLTH-C 2 3 5 9 3 22

LAS-C 1 3 2 3 3 1 13

DOCST-C 3 1 2 6

PJRMS-C 1 2 3 6

ISLST-C 1 2 3

FILM-C 1 1

GSP-C 1 1

HTHPOL-C 1 1

IHP-C 1 1

ISIS-C 1 1

JUDAIC-C 1 1

MRX-C 1 1

SXL-C 1 1

41 28 31 25 29 23 36 29 58 56 54 411

*Includes 1 student with 2 certificates Table generated by Valerie Konczal, 18 June 2012.


1 Appendix II

NEW UNDERGRADUATE

MAJOR

COMPAPARATIVE AREA STUDIES

AFRICA LATIN AMERICA

ASIA

A unique opportunity to explore the problems of

contemporary societies through a study of

interactions between traditional societies and the

forces of social and political change.

STUDENTS MAY IDENTIFY A PRIMARY DISCIPLINARY

INTEREST AND A GEOGRAPHIC AREA OF INTEREST.

Provision for credit to

students who are qualified to

study abroad in the area of

choice or who will take

intensive summer language

programs in the United States,

* *

* *

Examine the intellectual,

political, economic,


religious and social

movements in the areas of

Africa, South Asia, East

Asia, and Latin America,

Identification of the discipline and area

interest may normally be done at the end of

the Sophomore year, but, if fulfillment of

requirements is possible, this may be also

done at a later stage,

Members of the Major Committee: Silberman

(History); Bronfenbrenner (Economics); Te Paske

(History); DiBona (Education); Johns (Political

Science); Hartw g (History); O'Barr

(Anthropology); Dirlik (History); Mook

(Political

S ience); Valen uela (Political Science),

COMMITTEE

DIRECTED PROGRAMME


Appendix II (cont.)

A NEW UNDERGRADUATE MAJOR

DUKE UNIVERSITY

DURHAM, NORTH CAROLINA


DUKE UNIVERSITY

UNDERGRADUATE MAJOR IN

COMPARATIVE STUDIES (Africa, Asia, Latin America)

BERNARD SILBERMAN, Director

The proposed major is intended to serve

those students and faculty who have a special

interest in the societies and cultures of Asia,

Africa, and Latin America.

I. Rationale

By selecting areas outside western Europe

and the United States it is intended to free the

major from the bias which is inherent in many

approaches to comparative studies, of assuming

that the institutional forms and developments

of the Western world are normative. The prob-

lems of contemporary societies will be ap-

proached through a study of interactions be-

tween traditional features of the societies and

the forces of social and political change. Special

attention will be given to institutional charac-

teristics of the different societies. The great

diversity of traditional institutions in the differ-

ent societies that form the basis for the major

will provide opportunity for examination of

intellectual, political, economic, religious and

social movements. The major in Comparative

Studies will be under the supervision of a com-

mittee consisting of faculty members from de-

partments with relevant area interests. The

major is designed to do the following:

l. Provide training in one particular dis-

cipline, which will be approximately

equivalent to the existing requirements

in most departments.

2. Provide for concentration on one par-

ticular geographic area.

3. Provide for language training, as a neces-

sary prerequisite for understanding of a

culture area and for access to informa-

tion.

1


4. To provide seminars and courses that are

interdisciplinary and intercultural in

theory approach.

II. Procedures

The student must identify his primary dis-

ciplinary interest and his geographic area of

interest. This will normally be at the end of his

Sophomore year; but, if fulfillment of require-

ments is possible, this could be done at a later

stage. The major will be under the direction of

a committee consisting of representatives of

various area study programs and of departments

interested in the major. The Director will be in

charge of the program. Students will apply m

writing for admission to the program.

III. Study Abroad or on Another Campus

A special feature of the major will be the

provision for students who wish to, and who are

qualified, to study in the area of their choice for

a full academic year, a semester, or an intensive

summer language program in the United States.

Duke students are already eligible for a variety

of programs now operating in India, Japaii;

Taiwan, and Africa. ';

IV. Requirements

(Programs will be approved by the Directdr

of the Program for each student.)

The requirements for the major are as fol-

lows:

1. Prerequisite: (Introductory departmental

courses dealing with a number of areas) :

Any two of History 61, 62; Political Sci-

ence 155; Anthropology 94; Religion 57.

2. Language and Literature:

Four semester courses, of which two shall

be in a language of the area, and the

other two may be a continuation of the

language or two of the following: litera-

ture of the area in translation, oi general

linguistics. Students identifying Africa as

their area of interest may offer a relevant

European language (other than English)

in place of an African language.

3. Discipline Courses:

Four semester courses in a discipline, as

approved by the Director of the major.

4. Area Courses: Semester Courses:

Four in the geographic area of special

interest (the area of the language studied)

and two in another one of the areas in-

cluded in the major. See list in Section

v. 5. Senior Seminar:

Interdisciplinary seminar, bringing to-

gether a number of the major themes for

comparative treatment.

While the total semester hours required are

eighteen, the actual number will be less, since

some of the courses can fulfill more than one

requirement. (A history course might fulfill

both discipline and area requirements.) Also,

some of the major requirements will fulfill gen-

eral undergraduate distribution requirements.

A course used for fulfilling the prerequisite can-

not be used to fill another requirement.

V. Courses

The following are courses currently listed

(with the exception of the interdisciplinary

seminar) that will be available for the require-

ments of the major as listed under Section IV

above.

A. Prerequisites

Anthropology 94. Cultural Anthropology.

Staff.

Political Science 155. Problems of Political

Developments in the New States.

Braibanti.

Religion 57. Introduction to the History of

Religions. Staff.

B. Language and Literature Component

Indian Languages and Literature

Hindi-Urdu 171, 172. Studies in Indian Lit-

eratures. Shonek.

2 3


Hindi-Urdu 181, 182. Intensive Elementary

Hindi-Urdu. Staff.

Hindi-Urdu 183-184. Intensive Intermediate

Hindi-Urdu. Staff.

Hindi 185, 186. Advanced Hindi Reading

and Composition. Staff.

Hindi-Urdu 200-201. Special Studies in South

Asian Languages. Staff.

i

Chinese

131, 132. Intensive Elementary Chinese. Rolf. i

133, 134. Intensive Intennediate Chinese.

Rolf.

135, 136. Introduction to Modern Chinese

Literature. Rolf.

japanese

131, 132. Intensive Elementary Japanese.

Rolf.

133, 134. Intensive Intennediate Japanese.

Rolf.

135, 136. Introduction to Modern Japanese

Literature. Rolf.

Swahili

101, 102. Elementary Swahili. Staff.

spanish

1-2. Elementary Spanish. Miller and staff.

63. Intermediate Spanish. Cox and staff.

64. Intermediate Spanish. Cox and staff.

155. Spanish American Short Fiction. Fein.

156. The Spanish American Novel. Fein.

255. Modern Latin American Poetry. Fein.

256. Modern Latin American Literature.

Fein.

Portuguese

181, 182. Portuguese. Miller.

185, 186. Conversation. Miller.

4

Russian

1-2. Elementary Russian. Staff.

63-64. Intermediate Russian. Staff.

And all other courses in Russian literature.

African Language and Literature

(See Swahili for languag-e)

Black Studies 151. Third World Literature.

Clarke.

Black Studies 189. African Thought. Clarke.

Linguistics

English 107. Introduction to Linguistics.

Butters.

Anthropology 238. Languag-e and Society.

Apte.

Anthropology 240. Indo-Aryan Linguistics.

Apte.

Anthropology 260, 261. Linguistic Anthro-

pology. Apte.

C. Area Courses

(Courses focusing mainly on one of the geo-

graphic areas of the major. Other courses may

be included at the discretion of the Director.)

Anthropology

125. Peoples of the World: Africa. O'Barr.

128. Peoples of the World: Asia. Apte and

Fox.

220. Society and Culture in India. Fox.

222. Topics in African Anthropology.

O'Barr.

238. Language and Society. Apte.

240. Indo-Aryan Linguistics. Apte.

260. Linguistic Anthropology: Phonemics.

Apte.

260. Linguistic Anthropology: Morphology

and Syntax. Apte.

5


Art

150. Latin American Art. Markman.

241. Problems in Latin American Art.

Markman.

Economics

109. Economic Geography of Latin America.

1 14. Economic Geography of Africa. Tuthill.

120. Economic Geography of Southern Asia. Tuthill.

219. Economic Problems of Underdeveloped

Areas. Rottenberg, Saville, Spengler.

286S. Latin American Economics.

Education

202. Comparative and International Educa-

tion: Industrialized Nations. DiBona.


tion: Developing Societies. DiBona.


tion: South Asia. DiBona.

History

101, 102. Introduction to the Civilizations of

Southern Asia. Apte, DiBona, Embree,

Fox, Braibanti and others.

II5, ll6. History of Africa. Hartwig.

117, 118. European Imperialism and

Colonialism. Cell.

ll9, 120. History of Socialism and Commu-

nism. Lerner.

131. Mexico and the Caribbean from the

Wars of Independence to the Present.

TePaske.

132. The Major South American Powers

from the Wars of Independence to the

Present. TePaske.

141, 142. History of China. Dirlik.

143. History of Japan. Bronfenbrenner.

147. History of India to 1707. Embree.

6

148. History of India and Pakistan, 1707 to

the Present. Embree.

211. The United States and Latin America:

A History of Inter-American Problems.

Lanning.

231-232. The Hispanic Colonies and Repub-

lics in America. Lanning.

233-234. The Institutional, Cultural, and

Social History of Hispanic America.

Lanning.

241-242. Modernization and Revolution in

China Since 1850. Dirlik.

247. History of Modern India and Pakistan,

1707-1857. Embree.

248. History of Modern India and Pakistan,

1857 to the Present. Embree.

261-262. Problems in Soviet History. Lerner.

265-266. Modern South America. TePaske.

287-288. History of Modern Japan.

Silberman.

195K-196K. European Expansion and

Imperialism. Cell.

195S-196S. Processes of Development in Mod-

ern Japan, 1800 to the Present.

Silberman.

195W-196W. Studies in Modern Indian His-

tory. Embree.

Music

173. World Music. Earls.

Political Science

151. Comparative Government and Politics:

Latin America. Valenzuela.

155. Problems of Political Development in

the New States. Braibanti.

165. The Government and Politics of the

U.S.S.R. Kulski.

166. Soviet Foreign Relations. Kulski.

180. Comparative Government and Politics:

Southern Asia I.

7


181. Comparative Government and

Politics: Southern Asia II.

Braibanti.


Politics: Japan. Mook.


Politics: Southern Asia.

Braibanti.


Politics: Sub-Saharan Africa.

Johns.

124. The New States of Africa in World

Affairs. Johns.

I

Religion "'

57. Introduction to the History of Religions.

Staff.

140. Religions of South Asia. Bradley.

141. Religions of China and Japan. Bradley and Corless.

143. Mysticism. Corless.

283. Religions of East Asia.

284. The Religion and History of Islam.

Partin.

285. Religions of India.

289. World Religions and Social Change.

Bradley.

Sociology

136. Sociology of Modern Africa. Tiryakian.

251. The Sociology of Modernization.

Tiryakian and Murch,

Further information may be

obtained from:

The Administrative

Assistant

Center for International

Studies

2101 Campus Drive

Duke University

Durham, North Carolina

27706

Telephone (Area Code 919) 684-2765


APPENDIX III Honors Thesis in International Comparative Studies/Comparative Area Studies Cohorts 2012 to 2004 2011-2012 Uchechukwu Anigbogu, Cultural Comingling: The Impact of Western Medical Conceptions on Igbo Cultural Understandings of Disease Stella Rose Dee, "The Thing That God Almighty Put on This Cassette": Translating Leadership in Mali Claire Elizabeth Lockerby, Owning the Intangible? A Historical Study of the Roots of Hopi Cultural Preservation and Knowledge Protection Ibrahim Maali, Hands Off District Six: A Case Study in Recalling Community Through Militant Non-Violence Katherine A. Soltis, "Biting the Bullet" and Banning Guns: The Brazilian National Referendum of 2005 and Its Defeat at the Polls Michelle Yang Zhang, Mediating Modernity: Constructions of Urban Chinese Women in Ling Long (1931-1937) and ELLE (1988-1998) 2010-2011 Benjamin Arnstein, Offside: How Football and Ftbol Confound Our Expectations Kseniya Benderskaya, Suburbanization in St. Petersburg: The Socioeconomic Ramifications of Residential Deconcentration in the 21st Century Aislynn Cannon, A Life of Ones Own: Womens Education and Economic Empowerment in Kenya Yasmina Chergui, Moroccos Years of Lead: A look inside Moroccan Prison Literature Drolma Gadou, Medicine Alone Will Not Heal You Nicole Gathany, Antagonism and Syncretism: Spiritual Warfare and the Yoruba Identity Ju Yon Kang, The Hidden Epidemic: Violence against Women in Haiti Joyce Kim, Migration, Mobility, and Becoming: Changing definitions of agency and maturity among migrant youth in Ghana 2009-2010


Christopher Bobadilla, National Salvation: The Division of Catholicism and the War for the Soul of Peru Justin Brunet, The Cultural Appropriation of Flamenco and the Cuban Rumba by Francisco Franco and Fidel Castro Angela Chang, Birds of Passage and Sojourners: A Historical and Ethnographic Analysis of Chinese Migration to Prato, Italy Isabelle Figaro, Religion and Social Movement Discourse: An Analysis on Why Religion is so Powerful and Why Social Movement Theory has been Insufficient to Understand its Nature Diana Garibaldi, El Tango Extranjero: The International Role in Creating a National Symbol Karolina Haraldsdottir, Flawed Tactics: A Discussion of the U.S. Governments Faulty Approach to Criminal Drug Flow and the International Framework Required to Address it Courtney Jamison, And the Winner Is . . . Politics and International Film Festivals Lucy Jin, Unity Through Diversity, Unity Through Uniformity: Language Reform and the Making of Modern China and Turkey Danielle Johns, Historical Influences in Contemporary Discourse: Using History to Understand Affirmative Action in Ecuador and Brazil Neelima Navuluri, Provision and Protection: The Consequences of Refugee and Asylum Law and Policy in Ireland and the United States Niti Parthasarathy, Strangers and Stranger Places 2008-2009 Katherine Beck, Evoismo: The Essential Element to Effective Land Reform? Marissa Galizia, Sustainably Cool: Marketing Ecolabels as the New Cool Way to Consume Guen Han, Inequalities in Application: The International Human Rights Regime and Human Rights in North Korea and Refugee Rights in China Tara Hopkins, The Local Case: A Rural Health Clinics Journey through the Boundaries of Health Andrea Marston, Certified Equality: A Comparative Evaluation of the Impact of Mainstreaming Fair Trade on Rural Craftswomen Katie Mikush, Creating Gangsters: The Moral Panic Over Latino Youth and Gangs in Durham


Jessie Weingartner, Expendable Youth: Impacts of Neoliberalism on the Chicago Public School System and the Belizean Education System

2007-2008 Marjorie Elisabeth Bryan, Next Interface: New Conceptions of the Gendered Body in Postmodern Feminist Art in East Asia Andrew JC Cunningham, Rebalancing the Scales in Sino-African Relations: Transitions From Bilateral to Continental African Responses to Chinas Emerging Hegemonic Interest in Sub-Saharan Africa Vasavi Reddy Devireddy, The Social Dynamics of Indias Health: Understanding Caste Andrea Dinamarco, Marta Suplicy and Benedita da Silva, Paths to Political Power and Electoral Success in Sao Paulo and Rio de Janeiro Amy Winter Feagles, Tempted to Torture: A Comparative Analysis of the Use of Torture in the Algerian War of Independence and the U.S. War on Terror Laura Ann Heeter, Access to Healthcare and Education: Illustrating the Differential Citizenship Status of Chinese Migrants Kayleigh Marie OKeefe, The Hypercommodification of Professional Club Soccer and the Emergence of Local Global Fan Identities Kathleen Marie Stanton, Voices Lost in the Crossfire: Internal Displacement in Turkey 2006-2007 Jie Gao, Viewing Japanese Extremism Amanda Pickens, Assata: A Reflection on Freedom Nick Renner, Orange and Blue: A Cultural Study of Popular Symbols and the Discourse of Disengagement in Israel Melissa Richer, In the Eyes of Hunchbacked Warriors Jennifer Thompson, Secularity and Modernity: The Turkish Context 2005-2006 Hind Al-Thani, Origin Emily Antoon, Palestinian Womens Identity in UNRWA, and Modes of Self-Definition


Beverly Chang, Rationalization and Glocalization of Convenience Stores in Taiwan Jonathan D. Cichowicz, Organized Crime and the Russian Experience Abigail Gray, Obstacles and Options: Reforming Muslim Personal Law in India Yazan Kopty, The Specter Nation: Palestinian Refugees, Nationalism, and the Right of Return 2004-2005 Maital Guttman, Mechina: A Preparation Milouska Hoppenbrouwer, Perus Truth and Reconciliation Commission: The Limits of Society Julia Hueckel, Polak-Katolik: The Evolution of National Identity and Modern Political Discourse in Poland Judd King, Islamic Politics in the 21st Century: Alternative Modernity or Alternative to Modernity Stephanie Miller, The Political Economy of Indigenous Identity: Intellectual Property and Bioprospecting in Peru Ami Beruriah Paik, Western Zhou Bell-chimes and Mechelen Carillons: A Comparative Analysis of the Development of Bells Into Their Golden Ages in China and the Low Countries 2003-2004 Jeannette Osterhout, Increasing Access to Resources and Support Networks for Ecuadorian Youth with Diabetes Leah Pollak, Articulating Resistance: The Struggle for Autonomy of the Current Mapuche Movement in Chile Marlena Sierra Crippin, A Challenge to Hegemonic Stability Theory: Exemplary Cases within the Organization of American States and the World Trade Organization

ics program status application appendices july 2012

Documents

ics majors

ics project

ics program status application

transnational studies

major requirements

duke students

comparative area studies

undergraduate major