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					The Cornell-Syracuse Consortium on South Asia The Consortium‟s current commitment to South Asian Studies is evident in the support that both universities continue to provide to faculty and graduate and undergraduate students through the South Asia Program (SAP) at Cornell, which operates under the umbrella of the Mario Einaudi Center for International Studies (EIS), and the South Asia Center (SAC) at Syracuse, which is part of the Maxwell School‟s Moynihan Institute of Global Affairs (MIGA). Commitment to South Asia is expressed through numerous courses, research activities, libraries, exhibitions, language learning resources, student organizations and exchange programs throughout the universities, but co-coordinated and supported by the Consortium. Cornell combines excellence in the liberal arts with the kind of practical instruction in agriculture, economic development, planning, and human services that is typical of a major land-grant university. This unique combination creates extraordinary opportunities for research, scholarship and interdisciplinary education. The South Asia Program (SAP) serves as the hub of campuswide networks that encompass virtually all of Cornell's schools and colleges. At Syracuse nationally renowned professional programs in Public Affairs and International Relations (Maxwell) and Communications (Newhouse), combined with strengths in traditional disciplines make the University a prime training site for careers in public administration, International affairs and media as well as in the social sciences and humanities. SAC serves as the focal point for South Asian Studies across the campus. Last March Syracuse University celebrated the intellectual legacy of Daniel Patrick Moynihan by renaming the Global Affairs Institute at the Maxwell School in his honor. The Moynihan Institute's primary mission is to extend the Maxwell School‟s commitment to exploring the global concerns raised by an interdependent world of diverse cultures, economies, and political systems; to support interdisciplinary, collaborative research projects; to maintain a productive dialogue between the academic and policymaking communities. As by far the longest established international program located in Moynihan, SAC plays a key role in this mission. SAC is also very actively


involved in the planning for the new Humanities Center slated to open in fall 2007. This mix of academic and professional education and integration of theory and practice make the Cornell-Syracuse South Asia Consortium particularly distinctive in American graduate education. Our plans for the next four years emphasize both the absolute as well as the invitational priorities of the NRC invitation. As subsequent pages detail, we already do much that fits into these priorities. The NRC grant will allow us to strengthen as well as expand these activities, as we summarize below and elaborate on in various sections of this application. To begin with the absolute priority, the Consortium already has a strong history of promoting South Asia in teacher education activities. As noted in the outreach section, we will host several on-campus teacher training programs during the next four academic years. In-school

presentations, teacher advisory boards and interactions with teacher resource centers and instructional planning committees will complement our plans to create a regional network of post-secondary scholars engaged in South Asian research (see below). We seek funding to strengthen our regular academic and outreach activities on South Asia (and especially Islamic South Asia) with support for Bengali, Hindi-Urdu, Nepali, Sinhala and Tamil; provide travel funding for faculty research and course development particularly on issues of religion, politics and rural and urban development; increase our library acquisitions in response to faculty needs; and organize a K-12 teacher training programs. These requests are a way to strengthen our activities on the absolute as well as invitational priorities. We also seek a small amount of money to create a network of post-secondary teachers interested in South Asia from the central and western New York and northern Pennsylvania regions. This group will be in regular electronic touch to share knowledge and other resources and will meet once a semester around a South Asian topic. We will make South Asia the central focus of four workshops during the coming grant period. The workshop topics will also be the overall theme for many of our seminars during the


workshop semester. We expect to invite leading scholars from the US as well as from South Asia to participate in these events and we also hope to disseminate the findings in the larger community. YEAR 1: Regional Islamic Traditions in South Asia: Knowledge, Authority and Gender Understandings of Islam in the United States may focus on poorly understood sectarian differences such as Suni / Shia but ignore the many ways diverse Islamic communities participate in distinctive regional cultures. This theme is devoted to illuminating regional diversity within South Asia's Islamic societies, a topic the consortium will highlight in our seminar series and a conference at Syracuse in spring ‟07. Islam's internal diversity may be explored in text and performance as well as in social and political institutions - all located within historically distinctive and complex South Asian cultural environments. To focus our comparative project we take constructions of knowledge, authority and gender as critical lenses. Regional and cultural contexts could include Bengal (India/ Bangladesh), Punjab (India/ Pakistan), Himalayan (India/Pakistan /Nepal), Tamil Muslims (India/Sri Lanka) and Pathan (Afghanistan/Pakistan). YEAR 2: Minority Perspectives in Modern South Asian and Diasporic South Asian Literature: The Literary View From Below This conference will be organized in collaboration with the The Future of Minority Studies (FMS) Research Project, at Cornell University. It will build on the international conference jointly organized in New Delhi in August 2005 by FMS, Delhi University and M.S. University, Baroda, India, and co-sponsored by the South Asia Program at Cornell, that focused on Fakir Mohan Senapati‟s classic novel about rural India in colonial times. Senapati articulates an unusually rich critique of social power in all its forms, and this novel represents a powerful social critique “from below,” from the perspective of the powerless and marginal elements of society. The Cornell conference will focus more directly on social minorities (religious and ethnic, in particular) as well as women. Participant scholars from South Asia and the diaspora will address some of the themes raised by the University of Delhi conference, referring to diasporic South


Asian cultural texts, especially literature. The general focus of the conference will be that of the FMS project‟s central concerns: minority identities, social justice, and democratic cultures. Year 3: Development, Politics and Public Health Issues in South Asia: In the wake of liberalization policies in South Asia, health care has become increasingly privatized. Often, it is now facilitated by non-governmental organizations, both secular and religious. South Asian pharmaceutical industries too are facing stricter patent laws in response to governmental moves to adjust to World Trade Organization guidelines. All these changes have an impact on public health and evoke social responses in diverse communities throughout South Asia. In

collaboration with MIGA and EIS we will plan a conference to explore these issues. Questions of special interest will include reproductive health, the spread of HIV/AIDS and tuberculosis, and the increase in the so-called diseases of modernity such as cancer, asthma, and heart disease. We are particularly interested in the implications of these larger economic and social processes for minority or underrepresented groups. While such groups include religious, caste and gender categories in South Asia in general, the conference will make a special attempt to include research on Afghanistan, a country that has some of the worst health indicators in the region and is yet remarkably little understood. Year 4: Cornell Asia Programs will host the New York Conference on Asian Studies (NYCAS) NYCAS is among the oldest of the nine regional conferences of the Association for Asian Studies. In October 2009, Cornell will play host to this conference, usually centered on a general theme such as “Knowing Asia”. Using our consortial strengths as well as our connections with faculty in the region, we seek to offer a conference that will be stimulating and engaging, and one with presentations and discussions dealing with all disciplines focused on Asia, including transnationalism and religion, as well as ancient and contemporary societies. Included in this conference will be a pre-conference K-12 teacher training. We will invite active as well as pre-service teachers to an all day event at Cornell with presentations on topics easily incorporated into social science curricula, such as colonialism and migration, early maritime


trade routes of the Indian Ocean, or the exchange and evolution of belief systems. All materials for this teacher-training will be available nationally via our websites. Of note for the invitational priority to engage undergraduate students, the NYCAS encourages the development of the skills of scholarly writing by awarding annual prizes for student papers dealing with Asia. Two such prizes are awarded each year, one to an undergraduate student and one to a graduate student. Each winner receives a financial prize as well as reimbursed travel and expenses to attend the NYCAS Annual Meeting. We expect all the of these planned activities to contribute directly to the invitational priorities of the NRC, while the last one in particular will be one of the many ways in which we plan to address the absolute priority as well. In this application, we seek funding for 22 academic year and 12 summer FLAS fellowships, as detailed in the relevant sections. These fellowships will address all the competitive priorities of the NRC and we will give special consideration to FLAS applicants who demonstrate a preference for government services or entry into professional fields of study, as well as to those students pursuing these less-commonly taught languages at the advanced level. We will also use these fellowships to address NRC Invitational priority 2 by encouraging applications from students interested in subjects vital to US security, such as the study of Islamic societies. Indeed, as described in our theme topics above, Islamic societies will continue to be an important focus of the entire NRC supported program. I. COMMITMENT TO SUBJECT AREA In Chart 1, all salaries are taken from the percentage of time devoted to South Asia. Cornell's Program receives direct support primarily through EIS but it also works closely with the academic departments, Library, Museum, International Students and Scholars Office, the Language Resource Center, Graduate School, Cornell Cinema, the Office of the Associate Provost for Outreach, the Vice-Provosts for International Relations and Diversity and Faculty Development and Cornell Press Relations Office to promote South Asian studies on campus as


well as outreach endeavors regionally, nationally and internationally.
Chart 1. Institutional Support Institutional Support 2001-2002 Salaries Language teaching faculty Area Studies teaching faculty Administrative staff Non-Salary Contributions Library acquisitions and related resources Museum acquisitions Visiting lecturers Faculty research Linkages with Institutions Abroad Publications Outreach Student Support Operation support (computer support, space and equipment including language labs) TOTALUNIVERSITY COMMITMENT Cornell $237,466 1,485,881 553,528 Syracuse $107,412 1,184,040 218,317

132,894 132,000 227,550 843,601 216,190 8,200 132,855 1,585,354

47,070 1,991 25,291 53,000 153,916 17,077 33,238 473,131

186,605 $5,742,124

43,009 $2,358,129

The figure for faculty research allocations comes from departmental research funds for travel and course development and the indirect costs applied to any grant awarded to faculty member for South Asian research. Further discussion on the Consortium's support of faculty and staff will be in Section VI. The figure for student support is a combination of TA/RA-ships which include stipend, health insurance and tuition monies awarded by the Universities to both undergraduates and graduates focused on South Asia, travel grants from departments and the EIS and MIGA, as well as the amount the Universities spend on international students to process paperwork. As part of Cornell‟s mission statement for the University, outreach plays a significant role in resource allocation. The outreach figure in Chart 1 represents this commitment and includes costs associated with South Asia-related activities co-sponsored with the Museum, Cornell Cinema and the newly created Associate Provost for Outreach office‟s annual Teacher Professional Development Day training. As mentioned in section X, graduate schools at both CU and SU make up the

difference between FLAS allocation and actual tuition costs. The figure for operation support


includes equipment, computer support, and space for offices, meeting rooms and storage, and especially for the language laboratories. Both EIS and MIGA provide comprehensive web support. From initial site conception to the development of new features using the latest technology, each Program receives full website design and development, ongoing site maintenance and active tracking and reporting of traffic statistics. II. QUALITY OF CURRICULUM DESIGN At both institutions, South Asian Studies finds a place in the curriculum as an interdisciplinary area program, not a department or independent institute. Our area centers support and complement the discipline-based departments and topic-centered programs. Cornell is well known for the ease with which faculty and students can pursue interdisciplinary research and education. The faculty is working across disciplines on a range of subjects, including Cornell's unique research on the challenges of sustainability -- its environmental, economic, social and cultural dimensions. Cornell is actively building on its longstanding reputation as an international university, open to scholars and students from across the world and eager to build relationships with and to learn from scholars and educators in institutions of higher learning across the globe. At Syracuse, under new chancellor Nancy Cantor, multiple interdisciplinary initiatives in the humanities, in environmental studies, and in global affairs are moving forward at near breathtaking speed and the South Asia Center is an active participant. A. Undergraduate degree programs: At Cornell, undergraduate students in the College of Arts and Sciences who wish to combine the study of a South Asian language with non-language training can elect to major in Asian Studies. Students who major in Asian Studies are required to complete two courses at the 200 level in one of the South Asian languages and at least 30 additional credits in upper-division courses on South Asia offered throughout the university. In recent years, students have completed the major by specializing in Hindi and Nepali. For Honors, a student must maintain an A- in all South Asia courses and complete a research


project and thesis under the supervision of two faculty members. A concentration (Cornell‟s equivalent of an undergraduate minor) in South Asian Studies is available to all undergraduates regardless of college. Eighteen credits of course work in South Asia courses, including “Introduction to South Asian Civilizations” and four courses at the intermediate or advanced levels are required and completion of two 200 level South Asian language courses is strongly encouraged. Students enrolled in the Concentration have a member of the South Asia Program faculty as an academic advisor in addition to their departmental major advisor. Undergraduates can also use the opportunity to write an Honor‟s thesis as a way to develop area expertise. At Syracuse, undergraduates wishing to study South Asia in depth can take a minor in South Asian Studies (with18 credit hours of language training and interdisciplinary content) or a concentration within the International Relations Program, where students must choose one geographic area specialization (requiring 9 credit hours of content courses). At both the undergraduate and graduate levels, the requirements for language training are department specific: for example, Anthropology, History, and Religion require at least one language other than English, while a second language is optional in Public Administration and Economics. Since 2000, Syracuse initiated South Asian Studies (SAS) prefix which was approved by the Curriculum Committees of Arts and Sciences and the University and nearly all of our courses with 100% South Asia content have an SAS cross-listing. B: Graduate Programs: Graduate studies at Cornell are highly flexible and interdisciplinary, ideal for students wishing to work with South Asia faculty from different departments. Each student constitutes a Special Committee of three faculty members. Ph.D. students have a major and two minor fields and must be in residence for six semesters; M.A. and M.S. students have a major and a minor field and must be in residence for two semesters. Both Ph.D. and M.A. require a thesis. Those desiring an area studies degree can elect an M.A. in Asian Studies with a concentration in South Asia. Ph.D. students wishing to do research in South Asia normally


choose a Program faculty member to serve on their Committee. They may also formalize their interest through a minor in South Asian studies. Cornell offers Master of Professional Studies (M.P.S.) degrees in communication, international agriculture and rural development, development, nutrition, planning, population and public affairs which often attract mid-career professionals. Approximately 12% of the graduate students in South Asian studies at Cornell are candidates for such degrees. Graduate fields handle language requirements differently, but all candidates planning to do fieldwork in South Asia are expected by their Special Committees to demonstrate appropriate language and area studies competence. The M.A. in Asian Studies requires language proficiency equivalent to three years of regular language study. At Syracuse, students enroll in one of the major programs in the University administered through the Graduate School. Each student creates a master's or doctoral committee

representing her major and minor fields. Graduate students interested in South Asia choose a faculty member specializing in South Asia for their committee and have the option of applying for a Certificate in South Asian Studies. Certificates for M.A. or Ph.D. candidates represent at least 15 credit-hours of coursework on South Asian subjects in at least two disciplines. The M.A. in International Relations which requires a concentration in a world area and the Masters in Public Administration both draw students interested in South Asia. C. Academic Advising: Cornell SAP faculty members are fully engaged as advisors of undergraduate majors and concentrators as well as of graduate and professional degree students. Each of Cornell‟s seven colleges maintains its own advising center and programs which work in concert with advising programs in other colleges. SAP faculty members typically serve as advisor to about ten students every year. At Syracuse, advising for both undergraduate and graduate students is done in the student‟s major department, with support from the SAC staff. As part of the academic exchanges promoted by the Consortium, faculty members at both institutions serve on the graduate


committees of students at the other. Career advising: At Cornell, graduate advisors serve as the main source for career advice in the academic specialty. Cornell also offers extensive career advising through its University Career Services Center. Each college has its own Career Services center, and there are also Career Service centers for specialized student needs. Services provided by the centers focus on Career Planning, Career Information, Job Search Strategies, Employment, and Graduate and Professional School placement. Undergraduate majors and concentrators in Asian Studies are provided with special materials, and offered seminars to acquaint them with the opportunities available. Cornell has a high success rate at placing its students, and tracks the careers of undergraduate and graduates students who have completed concentrations in South Asian studies. (See also chart in Section IX.) At Syracuse, graduate students in the social sciences use the facilities of the Maxwell School placement office and the network of Maxwell alumni. Maxwell graduates with South Asia expertise hold positions in government service as well as with agencies concerned with development and international affairs. A few examples of government placements include the Bureau of Narcotics and Law Enforcement; the Department of Energy and International Atomic Energy Agency; and the Department of State. Graduate students in other fields and

undergraduates work with the University‟s Center for Career Services. Study Abroad: Cornell maintains its own program for study abroad in Nepal. The Cornell-Nepal Study Program (CNSP), initiated in 1993, is a joint venture between Cornell University and Tribhuvan National University of Nepal. Courses are taught in English at the program facility and at the main Tribhuvan campus in the town of Kirtipur. The CNSP is the first and only study abroad program in Nepal to draw together students from American universities to live and study with Nepalese peers in residential program houses. The curriculum provides a foundation in Nepali language and field study options include environment and ecology, development studies, rural sociology, the anthropology of Nepal, or other special interests, including geology, art or


religion. Cornell is committed to the Nepal Abroad program, even when other institutions have closed their doors in Nepal. In the past five years, 63 undergraduates from Cornell and 15 other colleges and universities have studied at least one semester at the CNSP. Undergraduate study abroad is coordinated for the entire university by the Cornell Abroad office. Students studying at South Asian universities can retain their financial aid packages, and receive credit toward their Cornell degree. Cornell Abroad and SAP collect and disseminate current information on study abroad and summer language programs operated by other institutions. The Division of International Programs (DIPA) at Syracuse together with Emory University joined the University of Iowa to offer SU students the opportunity to spend a semester studying in South India. The program, initiated in fall 2005, begins in Mysore with 8-weeks of classroom study and site visits designed to help students understand Indian culture and enhance their understanding of India's contemporary challenges. It also includes a 2-week field studies

seminar in Rajasthan led by SU Anthropology Professor Susan Wadley, and concludes with a 4week internship or guided research project in Mysore or Bangalore. Syracuse students are also encouraged to participate in CNSP, and Syracuse‟s Division of International Programs Abroad facilitates students‟ entry to other relevant programs in South Asia, with credit and financial aid being worked out on an individual basis. Graduate students from both universities regularly travel to South Asia for pre-dissertation and dissertation research. The SAP and the EIS both sponsor competitions for research travel grants, as do the Maxwell School and the Graduate School at Syracuse. Graduate students are regularly funded by national funding organizations for South Asian research. Access to other institutions’ programs: In the past two years, Cornell has taken special steps to build on our relationships with major research institutions in India. In January, 2005, the College of Agricultural and Life Sciences signed a memorandum of understanding with the University of Agricultural Sciences in Dharwad, India. This agreement will facilitate the


exchange of students, faculty and technology, and the joint development of new answers to serious challenges in the realms of food security, nutrition and environmental protection. This past summer interim President Hunter Rawlings met with the Prime Minister of India to discuss relationships between India-based and US-based institutions of higher education. An outcome of this is the new MOU between Cornell and the Indian Institute of Technology, Kanpur which includes the development of an exchange program for outstanding undergraduate and graduate students between the two universities, joint research activities and visiting positions for faculty and scholars. Syracuse Maxwell School Dean Mitchell Wallerstein and Executive Education Program Director William Sullivan visited India in 2005 to explore further ties with institutions there, including the Indian Institute of Management, Bangalore. Several senior Indian

Administrative Service officials annually attend Maxwell's one-year Masters program in Public Administration. At Cornell, the newly endowed Tolani Senior Professorship in International Trade Policy, funded by an alumnus in India, not only provides for a senior professor, but also for the yearly recruitment of an outstanding graduate fellow from India. We expect this addition to our College of Agricultural and Life Sciences will contribute to our ties to academic, business and government leadership in India. Cornell also maintains international exchange relationships with a number of institutions in South Asia and elsewhere, that focus heavily on South Asian studies, including, the National Agricultural Research Council in Delhi, Pune University, SOAS in London and Leiden University. III. NONLANGUAGE INSTRUCTION A. Breadth of Coverage: The Consortium collectively offers 254 courses related to South Asia in 49 non-language disciplines, as summarized in Chart 2 and as detailed in the course list.
Chart 2 Number of courses by University and Discipline Courses Humanities Social Natural Sciences Sciences Cornell 50 54 13 Syracuse 85 21 Total 135 75 13 Professional Schools 18 13 31 Total 135 119 254


This broad offering of courses allows the Consortium to combine core area studies courses with core disciplinary training as well as with professional and applied social science courses that encourage students to apply their disciplinary training to the special situation of South Asia. Cooperative arrangements allow any graduate student at either university to take the courses available at both, and detailed searchable databases of all South Asia related courses are available on our websites. As discussed in a later section, not only does the Consortium offer an extremely wide variety of courses related to South Asia or with a significant South Asia content, it is particularly strong on courses that fit into the invitational priorities. Courses in the Professional Schools: Cornell and Syracuse both offer professional degrees in a wide variety of subjects. As seen in Chart 2, and as detailed in the course list, many of our professional degree programs include coursework with significant South Asia content. Included at Cornell are courses in Architecture, City and Regional Planning, Collective Bargaining, Hotel Administration, Human Development and Family Studies, Industrial and Labor Relations, Public Administration, Nutritional Science, and Crops and Soil Sciences. Of particular note is the Cornell Institute for Public Administration (CIPA). CIPA offers a two-year public affairs program, leading to the Master of Public Administration (M.P.A.) degree. The interdisciplinary nature of this M.P.A. program is one of its distinguishing features. CIPA fellows (graduate students) have the flexibility to design an individualized course of study using faculty resources from across the university. This breadth of opportunity, complemented by the wealth and diversity of public policy expertise that exists on the Cornell campus, serves as a catalyst for innovative thought and study. Fellows have access to more than ninety faculty members in the field of Public Affairs at Cornell, representing more than 25 schools, colleges and programs. CIPA Students can also pursue complementary degrees with the Law School, Hotel School, or with the Department of City and Regional Planning. An Accelerated Master‟s Program for Cornell undergraduates allows students to apply to CIPA in their junior year, begin coursework


in their senior year, and complete the M.P.A. in just one year beyond their undergraduate studies. Summer internships complement the coursework, and place students in work situations where they can participate in the process of policy development. Students have worked with a variety of international organizations, including the United Nations and the World Bank. We note that CIPA students have been extremely successful in our FLAS competition. Syracuse has two professional programs in the Maxwell School - in Public Administration and International Relations. The students in IR, in particular, access any course on South Asia offered in the Maxwell School. Syracuse seeks partial support for a postdoctoral fellowship in Comparative Politics of South Asia – a felt gap in our curriculum, particularly in demand by Maxwell's I.R. students. The Schools of Management, Communications, and Health and

Human Services also offer courses with significant South Asia content (see course list). Our new collaborative association with the Kiebach Center for International Business Studies in the Whitman School of Management should lead to enhanced South Asia content in the business school curriculum, as well as increased enrollment by business students in South Asia courses offered elsewhere on campus. Cornell has partnered with eight other international educational institutions, including the Acharya N. G. Ranga Agricultural University in India to create the Global Seminar. Using distance learning technology and a unique collaboration of university and community leaders, international businesses, and governments and their agencies, these partners have pooled their expertise, and funds to create a course that helps promote a safe and nutritious food supply and a sustainable environment. In addition to the Mysore program, open to both undergraduate and graduate students, Syracuse has a consortial agreement with the Indian Institute of Management which brings government officials to study public policy with our Maxwell students. Professor S. Raj‟s course in Management, "Marketing Communication Strategy", includes significant amounts of material on South Asia. Each semester Whitman School of Management hosts two doctoral candidates in Finance from Hyderabad.


The SAP at Cornell has also participated in the creation of a new program in Agricultural Business Management developed and run by faculty members from the College of Agriculture and Life Sciences and alumni in India to develop instructional programs and modules that take advantage of new distance learning technology. Depth of Coverage: As can be seen from the list of courses appended to this report, the Consortium offers 80 courses at advanced or specialized levels in 35 non-language disciplines. That is, for nearly every discipline in which the Consortium offers courses, it is able to offer courses at advanced levels. Indeed, one of the strengths of the academic program at Cornell and Syracuse is that several courses are offered at more than one level, thus allowing students to choose their own depth of coverage. For example, „Sex and Gender in Cross-cultural Perspective‟ is offered at 300 and 600 levels and „Agriculture in Developing Nations‟ and „Anthropology and Globalization‟ are offered at the 400 and 600 levels. At Syracuse, „Gender and Globalization‟ 'Gender and Power in South Asia', 'Feminism and Post-Colonial Studies' and the "Making of Modern India," among others, are offered at both advanced and introductory levels. The above also illustrates a particular strength at Cornell – its expertise in the natural sciences, which very neatly complements the courses on social, political and economic policies as routes to development. Advanced courses at Syracuse also include a range of disciplinary and interdisciplinary approaches; 'Global Communication through World Englishes', 'Practice of Transnational Feminism', as well as cross-regional courses with significant South Asia Islam content; „Gender and Islam‟, „Muslim Rituals, Practices and Performances‟. This coupling of breadth and depth in both centers is matched in the language instructional programs discussed in Section IV. C. Interdisciplinary Courses: Interdisciplinary courses are taught by Consortium faculty committed to the interdisciplinary orientation that is basic to the mission of both universities. The gateway course at Cornell, "Introduction to South Asian Civilization" is designed to employ


faculty drawn from a wide variety of disciplines. A cursory glance at the course list will reveal the wide variety of interdisciplinary offerings as indicated by the number of cross-listed courses. New interdisciplinary courses include Durba Ghosh‟s Women of South Asia which combines history with feminism and sexuality studies; Alaka Basu‟s courses on Theories of Reproduction and Inequalities in Health and Survival, which take a cross-cultural and comparative approach to studies of population and health; A. Gold's Religions and the Natural Environment, which unites approaches from ecology, anthropology, religious studies, literature and social activism; and Waghorne's Globalization and Religion and Global Hinduisms, which bring theoretical perspectives from sociology, economics, political history and cultural studies into conversation with religious studies. D. Sufficient Numbers of Faculty: As shown in the summary page of the c.v. list, the

Consortium has a total of 94 faculty members, of whom 39 constitute the core faculty, with 55 associated members. The Consortium has been very successful in developing permanent faculty hires in new and in replacement positions, and in promoting a South Asian interest among existing faculty members on our campuses. Last year, Cornell welcomed assistant professor Anindita Banerjee to the Comparative Literature department. Banerjee is teaching courses on the Literature and Film of South Asia and Science, Technology and Culture. We are particularly happy to announce that prior NRC support of South Asia History at Cornell has leveraged a permanent tenure-track position in the History department. Beginning in Fall, 2005, Durba Ghosh offers courses on Modern South Asian History, and on Women and Gender in South Asia as well as the Politics of HistoryWriting. Robert Travers, a historian of the British Empire, also joined the History department this year. Travers offers several courses related to South Asia including History of the Modern British Empire and a freshman writing seminar on Kipling’s India: Literature, Culture, History. Syracuse South Asia faculty has gained three distinguished scholars of society and culture in South Asia and in the South Asian diaspora, and of gender. Having partially supported


women's studies offerings on the NRC budget for several cycles, we are pleased to report the senior faculty appointment of Chandra Talpade Mohanty as Professor of Women's Studies and Dean's Professor of Humanities. In Sociology Prema Kurien brings a broad range of expertise on relationships among religion, ethnicity, and international migration; her courses include Asian Indians in the US. In Anthropology Cecilia Van Hollen brings expertise in medical anthropology, gender, development, and nationalism in South Asia. Finally, while our eminent historian Sen left for California, the History Department demonstrated its clear commitment to sustaining the South Asia curriculum with the appointment of Subho Basu at an advanced assistant professor level. Basu specializes in labor relations as well as on the turbulent history of statehood in Nepal; his proposed seminar on Mapping Identity will address a broad spectrum of issues in nationalism and identity. New courses offered by CU faculty include Ron Herring‟s Politics of South Asia and Chris Minkowski‟s Vendanta Among the Shastras. KV Raman has expanded the Indian focus of Agriculture in the Developing Nations for advanced undergraduate students and graduate students and now includes a six week field experience in India during the January intersession. Pedagogy Training: Both Cornell and Syracuse pride themselves on being institutions where the majority of instruction is provided by the professorial and professional lecturer faculty themselves. Nevertheless both institutions also offer extensive pedagogy training to their

graduate students. Cornell's J.S. Knight Writing Program is a national leader in the training of graduate students to teach writing in freshman courses across the curriculum. Graduate students in South Asian topics regularly participate in this program and design and teach their own freshman writing seminars. A broad range of pedagogy training services are coordinated by Cornell‟s Center for Teaching and Learning. The Center organizes a series of workshops every semester running the gamut from basic teacher survival skills to sessions on electronic classrooms, microteaching, cognitive


styles, and creative visuals. It also distributes teaching handbooks and other printed materials to TA's. Emphasis is placed on developing the sensitivities and skills needed to teach effectively to a diverse and multicultural student body. Specific pedagogical training for language TAs is further discussed in Section IV. Syracuse‟s Teaching Assistant and Future Professoriate Program provides training for college teaching as an integral part of the graduate experience. Through this program, senior faculty members guide doctoral students in approaches to effective University teaching through professional development seminars, recognition of outstanding teaching assistants, and projects with faculty mentors on developing course materials and teaching skills. This program will lead to a Certificate of Advanced Studies in University Teaching. Further, MIGA‟s Goejkian summer fellowship program requires that all successful applicants participate in a one year (8 meetings) professional development workshop. In conjunction with the Program on Latin America and the Caribbean and the European Studies Center, Syracuse plans a one-day workshop on issues dealing with the teaching of area studies in the 21st century. IV. LANGUAGE INSTRUCTIONAL PROGRAM All of the modern Asian languages taught at Cornell are located within the Asian Studies Department. This organizational structure enables instruction in the South Asian languages to be closely integrated with the core area courses taught in the Asian Studies department and with other aspects of the curriculum in South Asian studies, while at the same time maintaining Cornell's unusual strengths in language pedagogy and applied linguistics. We propose in this grant, beginning in fall, 2007, to offer via distance learning, Tamil at Cornell and Bengali at Syracuse. In August 2005 a memorandum of understanding was signed between Cornell and Syracuse to allow full time students from Cornell and Syracuse to enroll in courses in the less commonly taught languages offered at either institution and shared via distance learning. Courses will be listed at both institutions, subject to the approval of the relevant department and the EPC. While our Consortium has allowed graduate students such


opportunities for two decades, we are particularly pleased now to expand these language learning options for undergraduates. We support and encourage our students to participate in the language instruction at the South Asia Summer Language Institute, (SASLI) currently housed at the University of Wisconsin, a consortial endeavor with other South Asia NRCs and institutions with significant South Asia interest. Our graduate students are also encouraged and supported to take language instruction in South Asia via the American Institute for Indian Studies programs, or through appropriate language training programs at institutions of higher education in Sri Lanka and Nepal. A. Breadth: The Consortium offers regular instruction in nine South Asian languages: Arabic, Bengali, Hindi, Nepali, Sanskrit, Sinhala, Tamil, Pali and Urdu. Punjabi is offered on request. Boucher at Cornell, with teaching expertise in middle Indic languages offers Gandhari if there is student demand. Consortium graduate students may enroll in South Asian languages at either institution. Cornell is the only academic institution in North America at which Sinhala is regularly taught. Cornell also runs a summer intensive-language program, offering Nepali every summer. This reinforces our Center's special expertise in Nepal and supports our Nepal Study Abroad program. While Cornell has historically offered an intensive summer program in Sinhala, with Blackburn‟s participation on the SASLI governance board, we anticipate moving the summer Sinhala program to SASLI from summer 2008. Enrollments: Last year 43 courses in South Asian languages were taught. In 13 first year courses, there were 111 students enrolled (see course lists) More advanced courses are designed to meet particular student needs and are often divided into small instructional groups. B. Depth of Language Instruction: It is an unusual strength of the Consortium that it offers all of its modern South Asian Languages at all levels, potentially up through a fifth year. Instruction in all of the Consortium's modern South Asian languages is offered at the introductory level on a semi-intensive basis with four to seven contact hours a week and language laboratory requirements.


Both campuses offer five years of proficiency-based Hindi instruction. First- and second-year Hindi courses emphasize conversational skills. At Cornell beyond the third year, and at Syracuse beyond the second year, instruction is given adopting the 'Content-Based ' approach that uses materials appropriate to the disciplinary and dissertation research interests of the student. D. Gold, a scholar of medieval Hindi and Urdu religious literatures, also offers an advanced course on Readings in Hindi and Urdu Literature in the Department of Asian Studies. Syracuse introduced Tamil into the regular language curriculum in AY 2003-2004. In Fall 2005 Tamil 101 and 201 as well as advanced offerings customized to student need and research interests are all being taught. The first two years of Sinhala are offered as regularly scheduled courses at Cornell, while for advanced instruction, courses are designed individually to suit student needs. Graduate students, in particular, often take SINHA 300, a directed readings course, in order to work on genres and periods appropriate to dissertation research. Instruction in Bengali and Nepali at all levels has been regularized using Center support. For both languages there are two levels of second year instruction, one focused on conversational skills, the other on reading and compositional skills. Students in the second year may combine both courses for a semiintensive second year program. Both Nepali and Bengali offer a regularly scheduled, advanced third year course, while further levels are made available through individually designed courses. At Cornell, the first two years of Sanskrit are offered in rotation in alternate years. Further levels of Sanskrit are made available through directed reading courses at the undergraduate and graduate levels, and Sanskrit is regularly integrated into advanced graduate seminars offered by Boucher and Minkowski. Seminars in Vedic language and literature, as well as in Indo-Iranian historical linguistics, are each offered regularly every two or three years. Recent support from the departments of Asian Studies, Classics, and Linguistics have made possible the hire of an additional Sanskrit Lecturer (Antonia Ruppel) to augment instruction offered by Boucher and Minkowski. Students of Pali are now required to have taken at least one year of Sanskrit before


beginning. Consequently, instruction can move rapidly to the intermediate level, with advanced instruction made available through directed study readings and courses designed to introduce students to a range of genres and research problems. The summer program in Nepali is offered as an intensive six-week course with 120-140 contact hours. A special feature of this summer program is the adaptability of the level of instruction to the language needs of the students enrolled. Language across the Curriculum: Kathryn March receives funds from Cornell to incorporate Nepali language materials into her Anthropology course on "Peoples and Cultures of the Himalayas and, as well, offers content area instruction weekly during the summer intensive course. Advanced language instruction is given in tutorials that use materials appropriate to the disciplinary and dissertation research interests of the student. Since Cornell and Syracuse both have rich graduate programs in international economic development, the subject matter of the advanced language courses reaches widely across the curriculum. Asian Religions graduate students regularly draw Sinhala, Sanskrit, and Pali readings into seminars and directed research courses taught by Blackburn, Boucher, and Minkowski. C. Sufficient Numbers of Language Faculty: The language courses at Cornell and Syracuse are taught by an instructional staff of ten: five at the Professorial level – Bhatia, Blackburn, Boucher, Minkowski and Toorawa; two /three Senior Lecturers – Fairbanks (Sujata Singh Beginning January 2007) and Oja; one lecturer –Mukherjee; two instructors – Shankar and Chavan; and three Teaching Assistants or Teaching Associates, each for Hindi, Sinhala and Urdu, as well as one for Tamil. We appoint an additional instructor for the summer Nepali language program. Pedagogy Training: Shambhu Oja, our Nepali Senior Lecturer, after many years of on-site teaching experience with Peace Corps volunteers, understands the different practical contexts with which learners must contend, and mentors new language instructors working in South Asian and other languages. Hindi instructor Jishnu Shankar regularly attends workshops on


strategies-based instruction for the less commonly taught languages. He has most recently focused on the development of pedagogical materials. After the departure of Tamil instructor Lyn Bigelow at the end of AY 2003-2004, SAC was able to recruit and train in summer 2004 TA Hari Chathrattil and regular instructor Sheela Chavan. During 2004-2005, both Chavan and Chathrattil requested additional assistance with pedagogy. Believing these requests to be utmost priority, SAC shifted funds from NRC and university budgets to bring experienced Tamil instructor Vasu Renganathan from University of Pennsylvania as a consultant during the spring semester. In summer 2005 SAC persuaded SASLI administration to allow Chavan and Chathrattil to attend a week of Tamil instruction at Madison, where they had extensive consultations with SASLI's Tamil teachers. Cornell's teaching associates/assistants receive pedagogical training in the programs described below, as well as on-going support from Senior Lecturers in the Department of Asian Studies. Consortium language staff members are active in creating and maintaining national proficiencytesting standards. Tej Bhatia has been involved in testing students at institutions where there are no regular Indic language personnel. All of our language teaching staff have developed situation dialogues along ACTFL lines that can be used in testing language proficiency. Bhatia is also one of the few scholars in the country who combines language acquisition research with an engagement with pedagogy theory of South Asian languages. Cornell regularly provides Sinhala and Nepali proficiency testing to undergraduates, graduate students, and faculty from other institutions, including those applying for Fulbright Fellowships and other major grants. For language teaching associates/assistants, the Asian Studies department at Cornell offers a training program of intensive workshops before the beginning of the semester and weekly seminars for the next six weeks, followed by a program of close mentoring by a language supervisor. At Cornell, the Language Resource Center (not a Title VI center) is maintained by the College of Arts and Sciences. Its mission includes support for language teaching programs through


organizing events of professional relevance to language teachers, and supporting evaluation programs which focus on language curriculum; materials and materials development; testing and assessment procedures; and learning outcomes. The Language Center runs a weekly guest lectureship series and recent talks have included “Focus on Output: Using Assessments to Increase Student Accountability”, and "Web tools for collaborative multimedia projects.” The Center also promotes participation in national training workshops and conferences and the coordination of linkages with national consortiums for language instruction and especially the Title VI South Asia Language Resource Center. Both Cornell and Syracuse are professionalizing their professors, lecturers, and teaching assistants through their participation in the new Title VI South Asia Language Resource Center. Cornell is also a member of The Consortium for Language Teaching and Learning, a group of mainly East-coast institutions of higher education. Created to enhance the quality of language teaching and learning on its member campuses, it also seeks to consolidate and build upon the strengths of the members' programs, and to prepare undergraduate and graduate students better for their future careers in international scholarship, business, and diplomacy. The Consortium supports conferences, workshops, the development of curricular materials, faculty development programs, and the study and adoption of technology. D. Quality of Program: Performance-based instruction: As discussed above and below, the teaching staff is fully engaged at the national level with the development of the standards and practices of performance-based instruction in the South Asian languages, and with the creation of new performance-based instructional materials. Instruction in the classroom is carried out in the targeted language. Classes rely on large and small-group work, and on “role-plays” of practical scenarios with visual aids and/or outside visitors, using the situational reinforcement method. More advanced students work with films, newspapers, and television shows and newscasts, and with materials specifically related to the students‟ interests. Adequacy of Resources for Teaching and Practice: The Language Resource Center at


Cornell is equipped with 75 carrels, and a total of 95 seats, all with access to analog video playback as well as 5 channels of closed-circuit broadcast video. Fifty of the carrels have high quality audio cassette decks, with playback and record capability. Twenty-three carrels have Window-based computers, designed to playback the center‟s extensive web-based audio and video materials collection. The Syracuse Language Lab offers 25 networked Macintosh G3 computers and 7 video viewing stations to allow students access to tapes of Hindi and Urdu. Further, the Hindi web page developed by Jishnu Shankar provides reading, oral and listening practice for students from any computer site. With the support of a grant from SALRC, Shankar has enhanced the Hindi web page with an extended vocabulary of Hindi words sortable by Devanagari alphabet. Cornell continues its national leadership in instruction in Nepali and Sinhala by generating vital instructional materials. New audio-visual materials for Sinhala have been developed with support from the Consortium for Language Teaching and Learning. Liyanage has recently completed a series of video clips for use in Sinhala classrooms, and is preparing a new set of video-taped dialogues for use in listening comprehension exercises, as well as a new reader containing selections from a variety of contemporary scholarly, political, and cultural-critical sources. A performance-based primer in Nepali was completed by Oja, who continues work on a second volume. The electronic on-line teaching materials for Nepali have been substantially enhanced: the entire first-year curriculum is now available in both devanagri and roman transcriptions on-line through the Language Resource Center along with newly recorded clickable audio for both the primer and the glossary. Clickable links for lexical items in both the primer and the glossary take students to the visual resources of Digital Himalaya. Digital video recordings of all the dialogues in the Oja primer were taped in Nepal with professional camera crew and a wide range of native speakers; these are available on-line through the Language Resource Center as well. Bhatia's instructional book on Colloquial Hindi was published in 1996 and has undergone six


reprints since then with a revised edition scheduled for publication in 2006. Bhatia also coauthored a language course on Colloquial Urdu and has a book on second language acquisition forthcoming in 2006. The SAP is the publisher of texts on Sinhala and Nepali, both of which are in demand by students of the languages across the country. Language proficiency requirements: In South Asian languages -- where text-independent tests have not been readily available -- the final examination leading to qualification includes an oral interview similar to that used in the Foreign Service Institute. Such oral interviews constitute an important element of the evaluation process at all levels. Cornell continues to maintain rigorous language requirements for undergraduate degrees in Arts and Sciences. All undergraduates in the College of Arts and Sciences must pass a nonintroductory foreign language course of three or more credits at the 200 level or above. The major in Asian Studies requires completion of two courses at the 200-level, while the M.A. in Asian Studies requires completion of three years of language instruction. At Syracuse, the Department of Languages and Literatures has revised its introductory courses to emphasize oral proficiency and established three semesters of four-credit courses as the introductory level requirement for all second languages. Both the Minor in South Asia and the Concentration in International Relations require three semesters of foreign language expertise, as do most of the graduate programs. V. STRENGTH OF LIBRARY With a combined total of 545,974 books and monographs and 9,313 serials and periodicals, the library resources of Cornell and Syracuse represent one of the largest collections of South Asian materials in the country. Reflecting the complementary patterns of research and

teaching at the two institutions, the two collections are themselves complementary in many ways. The Cornell University Libraries have an annual acquisitions budget of $11.5 million and a total annual budget of $35 million. They hold over seven million volumes in their twenty branches and


constitute the tenth largest academic library in the United States. Cornell is currently subscribed to more than 1,700 online resources on its Library Gateway. Over 1.1 million of Cornell's volumes are English or foreign language titles on Asia, catalogued and housed in Cornell's Kroch Library in its integrated Asia collection, easily one of the largest integrated pan-Asia collections in the US. The bulk of the South Asia collection resides in the Kroch Library (humanities and social sciences) and Mann Library (agriculture and life sciences), with noteworthy collections in Myron Taylor Hall (law), Catherwood (labor history and labor relations), Fine Arts (architecture, art and planning), and Lincoln Hall (music and music history). Adnan Malik replaced Ved Kayastha in 2003 as the South Asia Collections librarian. Last month, Malik announced his acceptance of a position at the University of California, Berkeley. While we are sorry to lose such an able steward of the collections, a search committee (including Stengle and March) has been constituted and is presently screening candidates. We anticipate filling the position no later than January, 2007. The Syracuse University Library has an annual book budget of $5.1 million with $50,000 devoted to South Asia. The Library's total collection is over 3.14 million volumes, plus 20,980 serials and periodicals and 7,255,374 units of microforms. The Library provides access to over 14,757 web-based databases covering a wide range of disciplines, many including the full text of cited articles online. A. The scope of the collections: The total number of library materials at Cornell dealing entirely with South Asia is 345,514, while that at Syracuse is 224,046. Cornell‟s collection includes 327,374 books and monographs and 8,592 serials in the general collection, 1,030 theses, and over 9,000 volumes in the Tibetan collection. These totals do not include materials from South Asia in areas such as the natural or physical sciences. These latter are not counted in the South Asia collection but are catalogued in the appropriate specialized library. Users can also retrieve the records for all in-process materials electronically. Of the 213,000 volumes on South Asia at Syracuse there are 179,500 books and monographs


in English and 33,500 in South Asian languages that are catalogued in the general collections. Another 5,500 volumes in South Asian languages remain uncatalogued, but accessible. The collection includes 721 serials and periodicals; 1,064 video recordings (English and Hindi); 3,630 maps; 131 atlases; plus a sizeable number of slides and microfilms. Six South Asian newspapers are received on a regular basis. Eighty-four percent of the books and monographs in SU's South Asia collection are in English; the remainder divided as follows: Hindi 7%, Bengali 2.5%, Sanskrit, Pali and Prakrit 1.5%, Tamil, Punjabi, Telugu, and Urdu .5% each. The Cornell Library receives 23 South Asian newspapers; 8 are kept on microfilm, 12 come by airmail, and 3 by surface mail: 11 from India, 3 from Pakistan, 5 from Sri Lanka, 3 from Nepal, and 1 from Bangladesh. The library receives volumes from India (90% bound, 10% unbound) in English, Bengali, Hindi, Sanskrit, Pali, Prakrit, Tamil, Telugu, and Oriya; from Sri Lanka in English, Pali, Sinhala and Tamil; from Pakistan in English and Urdu; and from other countries in English and other European languages. Fifty-one percent of our holdings are in English, 25% in Hindi with the remainder divided into Sanskrit, Pali and Prakrit 6%, Tamil 6%, Urdu 5%, Sinhala 3%, Telugu 2%, and Bengali 2%. Efforts continue to increase our acquisition of Bengali

materials to reinforce our language program. Owing to renewed academic interest on campus, our collection on Therevada Bhuddhism was strengthened with the acquisition of the Pali Buddhist Canon. We have also increased our intake of Sinhalese material, as well as generally acquired more material from Sri Lanka, in keeping with our commitment to be one of the most comprehensive collections on Sri Lanka in the country. Other commitments include the comprehensive collection from the Himalayan

region, especially Nepal, and developing an overall representative collection for South Asia. Our holdings continue to grow in the areas of history, literature, religion, philoshophy, linguistics, the social sciences and, distinctive to Cornell, in the life sciences. The Cornell collections are particularly strong in serials. Cornell's South Asia materials contain long runs of periodicals and newspapers and our collection of national censuses and official


documents represent special assets. Olin Library contains all of the Master's and Ph.D. theses completed at Cornell on South Asia, made more accessible by a bibliography that is updated and reissued regularly by the Program. A recent development has been the increase in audio and video holdings. The former are kept in the newly rebuilt and expanded Music Library, while the latter are maintained in the new Kroch Asia library, available for convenient viewing in individual or small group compartments. Music materials range from classical to popular to folk, both vocal and instrumental. Audio cassettes are mostly in Hindi, but some are in Sinhala or Nepali and total 2,150; the video and film collections have nearly doubled in the past 3 years, and total 1,632. The number of maps has reached 953 in the Olin Library Map Room. With map sheets and nautical charts on South Asia included, the total number of cartographic items comes to 3,259. A special feature of the Cornell South Asia Collection is the library of the comparative philologist Franz Bopp (1791-1867,) acquired in 1868. Fully one third of the Bopp collection of roughly 5000 titles comprise early, rare, Indological works, many of them with Bopp‟s own notes. Syracuse's Special Collections include collections on Rudyard Kipling and the photographs of Margaret Bourke-White, as well as the Smith Poster Archive of some 3,500 "god posters" from India. B. Support of our Collections: Malik is assisted by two staff members, one half-time and one eighth-time assistant who process South Asia material as part of their regular work load. The total commitment of library staff salaries at Cornell is approximately $81,941. The annual

acquisitions budget for South Asia has been increased to $132,894. Syracuse‟s bibliographer, Gurnek Singh, is assisted by one half-time student worker, with a commitment to salaries of approximately $70,800. At both institutions, books on South Asia are fully catalogued to LCMARC standards. Records contributed by the Library of Congress and the Research Library Group members are retrieved through systematic searching of the national database. These records are adapted in an ongoing cataloguing process.


C. Cooperative Arrangements: Both Cornell and Syracuse are extraordinarily active participants in interlibrary loan and electronic database linkages with other institutions. Students at both Cornell and Syracuse have access through the libraries to the full range of research materials available at other institutions. Both institutions are members of the Five Associated University Libraries and subscribers to OCLC. Both now concentrate their cooperative efforts through the Research Libraries Group whose Information Network (RLIN) has automated programs for cataloging, inter-library loan, acquisitions, collection analysis, preservation, and a specific data base on South Asia. Our use of the RLIN acquisition system allows other

subscribers to the network to view our acquisition records on-line. Both institutions also belong to the Center for Research Libraries and the South Asia Microform Project. Cornell also

participates in “Borrow Direct”, a rapid book request and delivery system enabling faculty, staff and students from Cornell, Brown, Columbia, Dartmouth, University of Pennsylvania, Princeton and Yale to search and borrow from the combined library catalogs. Because Cornell has fully catalogued and shelved most of its PL 480 acquisitions, the library's holdings are extensively used by researchers both on campus and off. Unlike most South Asia library collections, particularly in the Northeast region, both Syracuse‟s and Cornell's stacks are open to the general public, including teachers, businesses and the media. Both the Consortium's offices maintain their own lending library of audio, visual, and other instructional materials, along with runs of area journals, as discussed in Section 7. VI. QUALITY OF STAFF RESOURCES A. Teaching Faculty and Staff Qualified: The Consortium is led by a core of 39 faculty members who participate actively in South Asia related activities and training programs. The Consortium is also successful in attracting associated faculty members in related disciplines to participate in its training and research. Chart 3 demonstrates our overall strength of faculty.


Chart 3. Number of Consortium Faculty by Discipline Faculty Humanities Social Natural Sciences Sciences Cornell Syracuse Total 24 18 42 15 6 21 7 1 8

Professional Schools 12 11 23


58 36 94

The excellence of the faculty is demonstrated by their publication records as well as by the numbers of prestigious grants, fellowships, and honors they have been awarded, and by their record of national service. For two years running a Syracuse faculty member (A. Gold in 2004 and vanHollen in 2005) was awarded the prestigious Coomaraswamy Book Prize from the Association for Asian Studies for "best English-language work in South Asian studies" for a preceding calendar year. Members of the Consortium have won funding in a wide variety of grant competitions, from sources like Fulbright, AIIS and AIBS; the Ford, Rockefeller, and MacArthur Foundations, as well as the World Bank, NSF and the USDA‟s Foreign Agricultural Service programs. Consortium members regularly hold executive offices in a variety of national and international organizations dedicated to the scholarship of South Asia. Director Alaka Basu is a member of the Governing Council of the International Union for the Scientific Study of Population, a member of the Board of Directors of the Population Association of America and a member of the Board of Trustees of the Population Council – in all these capacities she promotes South Asia related research in the population and health sciences. Faculty and staff development: Both universities have generous programs for faculty and staff development, including research and travel funds. In addition to its sabbatical program, Cornell provides study leaves after every three years of full time teaching to professorial faculty members in the Humanities. Each institution maintains an Office of Sponsored Programs to assist grant applications across campus. Consortium faculty members also regularly attend regional, national, and international professional meetings and conferences and regularly travel


to South Asia for further research, meetings, and training. The South Asia Program at Cornell facilitates professional development by maintaining membership in the chief professional organizations that support research in South Asia, the AIIS, AIPS, AISLS and AIBS. As discussed in Sections I and IV, language teaching faculty members are supported by both Cornell and the SAP in attending language pedagogy training programs and in course materials development. Both Syracuse and Cornell offer classroom and research technology training for all of their staff members. The Consortium also provides academic support and opportunities for personal and career development for the staff. Workshops and non-credit courses are available through offices of human resources and information technologies. Staff members are also encouraged to attend workshops designed specifically for their new administrative and information systems. Percentage of time to teaching: Consortium's faculty members typically teach two courses per semester. On average these courses are balanced so that three undergraduate courses are taught for every graduate course. As noted in the summary of cv pages, there are 39 core faculty members, and 55 associated faculty. We define "core" faculty as those whose South Asia-related activities are at the level of 50% or higher. In a few cases we count as core members faculty listed with lower levels of teaching commitment but with significant advising and research engagements with South Asia. Others we term "associated" faculty members, specialists in a broad spectrum of disciplines whose disciplinary expertise we are able to draw into our area research projects in a variety of ways. For example, Louis Derry, a specialist in bio-geo-chemistry in the geology department has an NSF-funded research project in Nepal and Bangladesh with five of his graduate students. B. Governance of Program: The main administrative apparatus for the Consortium is at

Cornell under Alaka Basu, Associate Professor of Demography in the department of Sociology, who is also Director of the Cornell South Asia Program. Basu regularly consults with Ann Gold who succeeded Susan Wadley as Director of the Syracuse South Asia Center in January 2005.


Basu oversees consortium activities, initiates programs, and raises funds. Basu combines social science training with extensive experience of field research in India and Bangladesh. Before coming to Cornell, she worked in Delhi and was actively involved in a number of university and government supported research projects. She continues an active research program in South Asia with twice-yearly visits to the region. Cornell‟s Outreach, Fellowship, and Summer Language Programs are coordinated by Anne Stengle, Assistant Director for Outreach and Administration. With previous administration and grant-making experience at the Pew Charitable Trusts, she is also in charge of office and data management. Stengle is the main liaison with community members and with the ten South Asia student groups and represents administrative interests for Cornell‟s six area studies programs on the University Language Committee. She is also a member of Cornell‟s International

Gateway web team, and sits on the Instructional Planning Committee for BOCES (see Outreach Section). Stengle is assisted by Durga Bor, who also organizes the Program's cultural activities, edits the semi-annual newsletter and is a lecturer of Indian Dance. Bor's area expertise includes a recent AIIS fellowship and six years of study in Delhi and Bhubaneshwar. The Syracuse center is directed by Ann Grodzins Gold, Professor of Religion and Anthropology. An ethnographer of rural India, Gold has engaged in interdisciplinary teaching and research for two decades, and provides a link between the Maxwell School and the Humanities. Through her strong environmental interests she also has ties with SUNY Environmental Science and Forestry on the Syracuse campus. In August 2005 Gold was appointed William P. Tolley

Distinguished Teaching Professor in the Humanities. Gold's appointment particularly serves the consortium well, as she has been Courtesy Professor at Cornell for a dozen years, and was Associate Director of Cornell's SAP from 1991-1993. Syracuse's former Center Director, Susan Wadley, is now Associate Dean of the College of Arts and Sciences, and maintains a high level of involvement in South Asia activities. Gold is supported by Associate Director, Jishnu Shankar, who has an M.A. degrees in Sociology and in Anthropology. Shankar and Stengle


have worked in their respective positions for over a decade, and their collaboration provides continuity and experience. SAC's Outreach Coordinator, Mai Lan Gustafsson is a recent Ph.D. in Anthropology who has years of administrative experience as well. Cornell‟s South Asia Program carries out most of its administrative and educational duties through committees. There is a Fellowship and Travel Grant Selection Committee, a Library Committee, a Speakers Series Committee, and a Fine Arts Committee. The primary responsibility for oversight falls to the Executive Committee, which is made up of six faculty members representing the three main colleges involved in South Asian Studies at Cornell - Arts & Sciences; Art, Architecture & Planning; and Agriculture & Life Sciences. The Syracuse Center also operates with committees, including a Speaker‟s Committee, headed by P. Kurien, a Fine Arts Committee headed by C. Babiracki and T. Goenka and diverse ad hoc committees formed as needed. A. Gold chairs the FLAS committee. Staffing plans: In addition to the center staffing described above, each of the two offices has further staff support. Cornell makes liberal use of work-study student assistance – more than 500 hours of work-study help each semester. The EIS provides staff support for the SAP's webpage and communication and computer systems, and for human resources and accounting. Similarly, MIGA contributes to NRC activities with secretarial, communications, accounting, webpage and computer-systems support. C. Nondiscriminatory practices: Cornell, and by extension SAP, has a demonstrated

commitment to developing and implementing programs to advance diversity and inclusiveness. Its “Open Door, Open Hearts, and Open Minds Statement” along with President Lehman‟s Affirmative Action Statement are guiding mission statements to ensure that different personal characteristics such as race, sex/gender, age, national origin, religion, sexual orientation, disability status, veteran status, ex-offender status receive wide representation at all levels in the university. Cornell has an evaluation plan in place which examines personnel activity,

compensation systems, selection processes and recruitment and referral systems as well as


temporary placements and term appointments to determine whether there are disparities in the employment or advancement of minorities or women. A list of Cornell actions to ensure

diversity over time is included in GEPA section immediately following the narrative and provides examples of actions and evaluations that have taken place in support of these ideals since Cornell‟s early beginnings. We also include the “Open Door, Open Hearts, and Open Minds Statement”, President Lehman‟s Affirmative Action Statement of September 2003, and a Letter of Compliance from the U.S. Department of Labor (Jan. 2004). Diversity and accessibility are among the five core values to Syracuse's mission and vision plan. As part of the Syracuse Compact, adopted by the University Senate in 1992, this commitment to promote a culturally and socially diverse climate strengthens and supports the educational development of each member of our community. Ten of our core faculty are women, as is the Director of the NRC, the director of MIGA and the Cornell‟s Provost. Ten of our faculty are persons of color. Please see GEPA information immediately following the narrative. VII. OUTREACH Outreach continues to be one of the most important raisons d’etre for the South Asia Consortium.
Chart 4. Numbers of Outreach Activities and Outcomes, 2004-2005 Target Audience Total # of Total # of Total # of Activities Participants Partners/Schools Elementary & Secondary Schools Cornell 8 296 11 Syracuse Postsecondary Institutions Cornell Syracuse Business, Media, Government & General Public Cornell Syracuse Total 3 467 3 Enhance Cultural and Regional Awareness, Assist in Teaching Activities Enhance Regional and National Awareness through Lending Library, Seminars and Symposia Outcomes Curriculum & Instructional Material Development and Dissemination, Awareness about Cultural diversity

27 11

3987 43

45 2

46 18 113

8895 7543 21,231

142 5 208

As seen in Chart 4, our outreach activities have expanded significantly as more faculty members


and graduate students take part in colloquia, workshops and speakers series at schools and institutions throughout the nation. Speakers have presented to groups at synagogues and churches, retirement communities, civic organizations as well as teach-ins in regional K-12 schools. These activities and their impact are expected to grow in the coming years as the Timeline spells out. Elementary and Secondary Schools: At Cornell, the East, South and Southeast Asia Programs, the Institute for European Studies, the Institute for African Development and the Latin American Studies Program all operate under the administrative umbrella of the EIS. The outreach coordinators of these programs collaboratively plan and organize outreach activities. We will offer two K-12 Teacher Trainings per academic year, one of which will be in collaboration with the newly created Office of the vice-Provost for Outreach. Indeed, the creation of this new senior administrative position is a strong indicator of the University‟s reiterated commitment to outreach activities. Because of the size of its endeavor, Cornell has been able to determine when regional school districts schedule their collective in-service training for teachers. Last year, Cornell welcomed over 300 teachers to campus for the annual Teacher Professional Development Day. Our collective offering focused on International Development and on the Social and Economic Impact of major dam projects. Upcoming teacher trainings will focus on the world‟s belief systems. The area studies outreach group works closely with New York State‟s Board of Cooperative Educational Services (BOCES), which provides educational programs and support services that strengthen the quality of living and learning in each county of New York State. Through BOCES, mailing lists, online calendars and electronic list serves, our outreach endeavors for K-12 are disseminated to all school districts in New York. For our regional BOCES, Stengle represents the Cornell Area Studies coordinators on the Instructional Planning Committee, comprised of middle and high school principals of the nine participating school districts and representatives from SUNY Cortland‟s Center for Educational Exchange. Through this collaboration, we are able to


reach not only current classroom teachers, but pre-service teachers (undergraduate Education majors at area colleges) too. New York State also supports Teacher Resource Centers. Cornell Area Studies Outreach coordinators work collaboratively with these Teacher Resource Centers to support quality professional development and classroom teachers as well as parents, board members, and administrators. Cornell SAP maintains a list of elementary, secondary and postsecondary teachers from the northern and central counties of Pennsylvania. These rural school districts are rarely included in trainings offered in larger cities. We are therefore able to serve a traditionally under-served segment of today‟s teachers and through them, their students. Through these offerings, the Consortium will also have a demonstrable impact on South Asian Studies in K-12 by facilitating curriculum development for NY State, a national leader in curriculum design. We are the only interdisciplinary center on South Asia beyond the metropolitan NY region. In 2009, SAP, along with the East and Southeast Asia Programs will host the New York Conference on Asian Studies (NYCAS) an academic conference for two and four year college instructors held each fall and which includes a pre-conference training program for K-12 teachers. At Syracuse, the Moynihan Institute of Global Affairs and SAC work closely with the Professional Development Program of the School of Education to provide training for teachers on international issues. Working with the Syracuse School of Education and an advisory board of teachers we are in the process of identifying appropriate materials to supplement the new New York State social science curriculum. Our faculty and students continue to be active in the Syracuse School district, delivering talks on a variety of topics. Over the next four years we plan to systematize this initiative, creating a core team of faculty and graduate students to deliver talks in response to the specific curriculum needs that our advisory board identifies. This may include introductions to Indian languages, which was greatly received in 2003-04. Post-secondary institutions: Consortium members regularly participate in NYCAS, and as


previously mentioned, the Asia Programs at Cornell will collectively host the October 2009 conference. Faculty members, graduate students and outreach coordinators from the consortium will continue to participate in activities at other universities around the country. We will also work closely with our associated scholars of South Asia at local colleges (Elmira, Ithaca, Hamilton, Hartwick, Hobard and William Smith, Keuka, and the SUNYs in Cortland, Binghamton, and Oswego) in developing programs at these institutions. Both outreach coordinators for the consortium are members of the South Asia National Outreach Council (SANOC), which meets regularly to share ideas and best practices as well as plan for potential national outreach endeavors. Under discussion currently, is a book prize to be given by SANOC and teacher training opportunities in conjunction with national academic meetings focused on Asia. Nationally, we will continue to increase our lending video acquisitions each year as well as improve upon our web-based materials. Business: The outreach coordinators at Cornell will continue to offer speakers to the Ithaca Rotary Club on international issues. Topics relevant to the business community will often be covered by speakers at our weekly seminar series. Both SAP and SAC work with the South Asiarelated student groups in our respective schools of business to facilitate interactions with our MBA students and persons in business. Recently, a former CEO for Proctor and Gamble in India was hosted by Cornell‟s South Asia Business Student network. At Syracuse, SAC works with the Maxwell School's Executive Education Program (M.A. for midcareer executives for public sector managers from around the world as well as for the U.S. government) along with the Moynihan Institute to provide access to issues on South Asia for the business and management community. SAC will work with the Whitman School of Management to bring an Executive in Residence from South Asia in 2007. We also work with various departments to provide faculty and graduate student speakers on South Asia for business groups on and off campus.


Media: Cornell‟s area studies programs subscribe annually to an all-inclusive international media database. By querying this database, we target our publicity to regional, national and

international news outlets and encourage coverage. Syracuse, in a larger city with greater access to media, uses the resources of the Maxwell School and the University‟s Public Relations office to bring attention to speakers and issues of wider interest. General Public: Both campuses will continue weekly academic speaker series as well as

cultural fine arts offerings. Our conferences, Religious Fragmentation and Economic Development in South Asia, 2005 and Drawing a Line in Water: Religious Boundaries in South Asia, 2004 attracted keen interest and participation nationally. Our websites have also been revamped to be much more informative and user-friendly, as attested by the large number of hits they receive. The Johnson Museum at Cornell annually works with the SAP to host an all-day program on Asia, spotlighting our extensive Asia collections. And at Syracuse, the Smith Poster Archive featuring over 3,500 chromolithographs of “god posters,” and the Ruth Reeves collection of 500 artifacts representing the craft traditions of India, have been used by scholars interested in the development of popular art forms and the iconography of particular deities. Syracuse‟s yearly film series on Human Rights in South Asia, organized in collaboration with the Asia Society in New York City, continues to be immensely popular. We contribute to Cornell Cinema‟s South Asian Film Series as well as to the Syracuse International Film and Video Festival which has an immense clientele and caters to students, media and the general public. The Consortium‟s lending libraries continue to be accessed widely by the public as well as by teachers around the country. We will expand our video collections at both Cornell and Syracuse by 4-5 additions each year. VIII. PROGRAM PLANNING AND BUDGET The mandate of the Title VI NRC grants is to strengthen nationally recognized centers of excellence in foreign language and area studies in teacher training activities and to assist


meritorious graduate students. As sections I-IX demonstrate, the Cornell-Syracuse Consortium provides national leadership in South Asia area studies – in its coverage of unusual subjects and languages, and in the distinctive, contemporary, interdisciplinary approaches taken in teaching and research. We seek in this proposal to make permanent additions to the strength of our Consortium's activities. The improvements (listed below) we seek to make are part of longterm institutional commitments, in which NRC funding will play a small, but crucially leveraged role. Please refer to the Timeline and Budget. 1. Language Instruction and Preparation of Materials: We seek funds to maintain and enhance our strengths in less-commonly taught language instruction: funding for Hindi-Urdu, Bengali, Nepali, Sinhala and Tamil during the academic year, and alternate year-funding for the summer Nepali program. Hindi-Urdu, has the largest demand from our undergraduates and contributes significantly to faculty and graduate work across our universities. Bengali

contributes to the research and teaching of faculty in History and Comparative Literature, and is important to faculty and graduate students in Developmental Sociology, Applied Economics and Management, and Nutrition as well as our professional degree candidates. Nepali contributes to both faculty work in Anthropology and City and Regional Planning as well as professional degree candidates in Public Affairs. Cornell is the only US institution to regularly offer Sinhala at potentially all levels. Tamil contributes to faculty in Religion and Anthropology and graduate students in our professional fields. We seek travel costs to support students from one university to attend language classes in the other. In Fall 2007, we anticipate our distance learning language courses in Bengali and Tamil will be in place. Each campus requests funding to support facilitators for Tamil at Cornell and Bengali at Syracuse. technical assistant. At Syracuse, demand for training at five leveles requires a ¾ time Hindi instructor in addition to regular faculty. Besides teaching multiple levels of Hindi, Jishnu Shankar also develops webWe seek partial funds at Cornell for the language resource center


based Hindi lessons for our “Virtual Laboratory for Hindi Language.” We seek a modest amount to augment this lab which is largely supported by internal Syracuse resources. 1a.Summer Programs: While Cornell has previously offered both Sinhala and Nepali in the summer, we are now moving our Sinhala offering to SASLI. Instead, we seek funds to invite a visiting scholar to Cornell in the summer of 2008 to work with our academic year instructor and Anne Blackburn, Asian Studies, to update and develop additional teaching materials for Sinhala instruction. We continue to seek funding in alternate years for summer Nepali instruction at Cornell to address the demand of undergraduate students participating in our Nepal Abroad program, as well as graduate students across the country whose work demands individualized instruction. We seek funds for the consortial dues as a member of the South Asia Languages Summer Institute (SASLI), currently held in Madison, WI. SASLI allows students from across the country to engage in intensive South Asia language training. Students from the Consortium wishing to study South Asia languages are encouraged to attend. Cornell‟s summer Nepali program in their publications. 2. Area Studies Activities: As highlighted on the budget and timeline, we seek funds for course development, lectures and faculty travel that will help to bring our faculty members together in new interdisciplinary ways, address more effectively the invitational priorities, and introduce students to the increasing complexity of the contemporary world. 2a. Faculty Positions: With co-sponsorship from the Department of Political Science and the Maxwell School, Syracuse seeks partial support for a postdoctoral teaching fellowship in Comparative Politics of Modern South Asia. This position will offer one undergraduate level and one graduate course in South Asian Politics. The graduate seminar is particularly important for students in Maxwell‟s International Relations program, but will also serve many in anthropology, history, and the social science doctoral program. We also wish to add Classical Indian Dance to our offerings at Cornell. Conversely, SASLI will advertise


2b. Course Development: At Syracuse, for summer 2007, we seek funding for S. Basu‟s projected course, “Mapping Identity: Nation Re-imagined in South Asia”. At Cornell, we seek funds for faculty travel to develop course materials on South Asian Religions, Government, and Development issues, especially for courses targeting the Public Affairs MPS degree program. 3. Teacher Training, Outreach, Lectures, and Performances: For a detailed description of our proposed outreach activities see Section VI and refer to the Timeline and Budget. Many activities will be connected to or drawn from the annual theme events focused on South Asia and Islamic South Asia in particular. We also seek a small amount of funding for the proposed network of scholars on South Asia from Central New York, the four workshops and our related activities of seminars, lectures and conferences. We seek support of on-going collaborative endeavors, such as SASLI administrative dues, and teacher training activities offered by the area studies programs at our institutions. 4. Library Development. Previous NRC support has leveraged significant university funding for Cornell's South Asia collection. The Cornell library has committed itself to picking up entirely the ¾ time assistant position which supports our Curator, we therefore seek minimal financial support for a student cataloger. Both Cornell and Syracuse request funds to enable us to make specially targeted enhancements of the collections in the light of new hires and academic initiatives. 5. Administration and Travel. South Asian studies at both Cornell and Syracuse are unusually interdisciplinary in nature and function by virtue of bridging an unusually large number of different institutional entities. As a result, the coordinating and data-collecting components of the Consortium's function are especially challenging tasks that require good levels of staff support. We request funds to pay for administrative staff and related office expenses. We also request travel expenses to attend essential professional meetings, for visiting scholars and for seminar, workshop and outreach activities, and to support travel by students and faculty members between our campuses.


6. FLAS. Our requests for FLAS funding are listed at the end of Section X. NRC funding of these initiatives will contribute to a permanent enhancement of South Asian studies at our universities, as we participate in the national enterprise of refining and redefining the study of the region in the new century. IX. IMPACT AND EVALUATION As described in several sections of this report, the Cornell-Syracuse consortium for South Asian studies has a major impact on the university, the Central New York region, as well as nationally and internationally. The university impact is due to the combined strengths of both universities‟ commitment to South Asia, as well as the NRC status of the consortium. The regional impact is due to these university level commitments, as well as to the fact that we represent the single largest source for South Asian scholarship, pedagogical resources, outreach and knowledge outside the metropolitan New York area. Thus our services are greatly in demand in the local community, in the K-12 system of the larger region, in various business groups, and in the various undergraduate and post-graduate teaching colleges in the region. We expect a big jump in this last potential impact through the network of South Asia interested college and university teachers in the region that we propose to set up in this grant cycle. Finally, our national impact is expressed though the number of national and international activities our faculty engage in, numbers of teaching resources disseminated both hard-copy and via the websites, as well as the wide dispersion of careers that our students specializing on South Asia engage in upon passing out of the two universities. Chart 4 in Section VI (Outreach) highlights the number of events sponsored by the Consortium including location, numbers of participants and activity outcomes. Through this variety of

academic and cultural events, the Consortium continues to maintain its dedication to enhancing area knowledge of South Asia in our institutions, local and regional schools and the rural community of upstate New York and Northern Pennsylvania. We continue to be committed to expanding our offerings nationally through web-based information, mailings and our lending


libraries. Our faculty members contribute papers and other presentations at national symposia and area-specific meetings. Specific actions taken by SAP to address equal access and treatment for eligible students and other project participants are mentioned throughout the narrative but we would like to highlight here that the Program, in keeping with the Americans with Disabilities Act of 1990 and the No Child Left Behind Act of 2002, coordinates its Outreach and teaching efforts with Cornell‟s Center for Learning and Teaching and the Office of Student Disabilities Services to make all materials, lectures, and programming accessible to all constituencies. Chart 5 reflects the number and occupation placement of both undergraduate and graduate alumni who completed academic programs in South Asian studies.
Chart 5: Cornell/Syracuse Degree/Career Report 2003-2005 After Graduation Activities Continuing Education Employed by US Organizations Elementary, Secondary or Postsecondary Institutions Federal, State or Local Government Private Sector Not for Profit For Profit Employed by International or Foreign Organizations In the US Outside of the US TOTAL BA 23 8 7 17 31 14 5 105 MA 16 7 4 12 7 2 15 63 Ph.D.

10 2

1 3 3 19

Our graduate students have successfully competed in fellowship competitions such as AIIS, Fulbright, Fulbright-Hays and SSRC and have gone on to use their area expertise in teaching, research and higher administrative positions. In this time frame, our graduates have been offered placements in over 9 post-secondary institutions in the US. Of note, a recent graduate from Cornell‟s Law School who did extensive scholarship on South Asia was working on the Afghanistan Desk in the Pentagon and now has joined the US Department of State as a Foreign Service Officer. Our FLAS recipients have used their language acquisition in a variety of important undertakings, as indicated in the FLAS section, and often go on to win other prestigious grants. In the past five years, at Cornell, all nine graduate student recipients of


Fulbright awards to South Asian countries are prior FLAS awardees, and the two undergraduate students awarded Fulbright have completed South Asian concentrations. Program planning and evaluation are built into our Timeline for all of our offerings. In particular, for each planned activity, we first solicit ideas from advisory groups specializing in the subject of the activity or representative of the expected audience for that activity. Using this feedback, programs are designed as well as regularly modified to meet the proposed need. Sign-up sheets, comment cards and evaluation questionnaires are provided to all participants. On

evaluations, we ask participants to rate and comment on the program‟s content, organization and materials presented. We also seek to discover how the participant heard of our programs so that we can strengthen our ability to reach an ever-growing audience. We will continue to expand our lending library of videos and hands-on materials for classrooms. All new courses to be offered by our faculty are subject to evaluation and approval by our institutions‟ Educational Policy Committees. Students also evaluate all courses each time they are taught and the tabulated results are used in faculty salary and promotion decisions and periodic curriculum reviews. As for the language teaching staff, performance reviews are conducted by a three-member faculty panel and include classroom visits as well as detailed student evaluations. All of our language teachers are required to undergo such reviews for renewal and promotion. We are keenly aware of the need to have both quantifiable as well as more qualitative measures of impact. To this end, both programs continuously collect records of student enrollments, audience size at various events, distinctions conferred on faculty, graduate and post-doctoral fellowships and awards, faculty travel to and participation in conferences and advisory meetings. We also monitor ongoing projects through a series of instruments, and collaborate with our larger umbrella organizations (EIS and MIGA) in organizing regular external evaluations of our units. At Cornell, for each area program in the Einaudi Center, this larger evaluation includes: 1) a self-evaluation of our strengths and weaknesses reported to a university wide


review committee 2) a site-visit by a panel of distinguished external evaluators--individuals with broad experience in the administration of international studies programs nationally. The external team visits our facilities, speaks with our faculty, staff, and students, and presents their recommendations to the President and Provost. Within the context of Cornell‟s strategic

planning for the decade ahead, new programmatic plans and priorities for funding around area studies are then discussed. The last such, three-year long, evaluation process occurred in 1999-2002 as part of a university-wide quality control effort. At Syracuse the former Global Affairs Institute was chosen by the United State Congress through a rigorous selection process for a major endowment in honor of the late Senator Daniel Patrick Moynihan. The stature of the South Asia Center was noted as particularly important to the ultimate selection of the Syracuse campus, as the Senator had served as US Ambassador to India. While MIGA would be evaluated every five years as are all Maxwell programs, SAC is due for a separate external evaluation, projected for spring 2007, for which MIGA has pledged financial support. Our aim is to respond to these various inputs from across the board in the most proactive way possible. For example, it is because of regular student demand for Tamil language instruction that we now envisage long distance pedagogy in Tamil at Cornell through the Syracuse program; conversely Syracuse will meet its own students‟ demand for Bengali through distance classes from Cornell. Similarly, the great interest shown in South Asia in general and the Consortium‟s activities in particular by several post-secondary teachers in the Central New York region has led us to propose a network of South Asianists from the region as mentioned above. Another example of evaluation studies feeding into our activities concerns our incorporation of human rights questions, especially on India and Nepal, into our in-school presentations, as a result of feedback from the schools we visit. Also, the Humanities courses in New York state schools now focus on comparative literature and this focus has led to materials created on the Indian epics.


X. FLAS AWARDEE SELECTION PROCEDURES Cornell and Syracuse are both research universities fully involved in graduate student education. The FLAS grants constitute a valuable addition to graduate student training in South Asian studies and are used to develop the Consortium's special commitments to instruction in the LCTLs of Hindi – Urdu, Nepali, Bengali, Sinhala and Tamil. The Graduate Schools of the Consortium support the academic-year FLAS awards by supplementing the grant with funds to reach the actual cost. Advertising: Competition for the FLAS awards is publicized in our Consortium's printed

material and via our websites and network. For Summer FLAS awards there are special notices included in the announcements of the summer language programs in the same media, in the Cornell Summer Sessions Catalogue, and also in journal postings. On both campuses the announcement of the FLAS competition and applications are sent directly to the Directors of Graduate Study (DoGS) of each of the Graduate Fields or Departments, who in turn pass the information on to current, incoming, and prospective graduate students. We especially target those in the programs most likely to draw student interests including the professional programs at both institutions in International Relations, Public Affairs, Planning, Communications, and at Syracuse to the Whitman School of Management. We also target the traditional disciplines where those students most likely to pursue advanced level language training are located. Timetable: Applications at Cornell are available beginning in November; the deadline for For

applications is late January; and preliminary notice of the awards is made in March.

Summer FLAS the deadline is April 15 and the awards are announced May 15. At Syracuse, applications are available in January. For summer FLAS the deadline is February 15 and for academic year FLAS the deadline is March 1. Decisions are announced before the end of March. How Students Apply: Students may apply in written form, or using our FLAS webpages. At Cornell all applications are made to the DoGS of the relevant Graduate Field, who makes a


preliminary evaluation and ranking and forwards them to the SAP. The application must include two letters of reference, one of which must be from the student's graduate advisor, a documentation of existing language ability where relevant, and a Project Statement. Students are required to enroll in South Asia-related non-language courses, and encouraged to participate in SA seminars and other activities. Selection Procedures: In order to ensure transparency and fairness in awarding its FLAS grants, the Consortium takes care to announce both the FLAS competition and selection procedures widely. We also constitute a Selection Committee that will be judicious and

representative. As mentioned above, at Cornell FLAS selection is done in a multilevel process in which applications are first evaluated by the DoGS and then by the FLAS Selection Committee. Cornell's FLAS Selection Committee consists of the SAP director and the FLAS Coordinator (ex officio) and a representative group of Program faculty members. Members are typically drawn from all of the colleges represented in the Program; some are selected for their familiarity with the students' projects, while others are selected for their long experience with Cornell's South Asian curricula and for their impartiality in relation to the particular applications at hand. Committee meetings are chaired by the Director and proceed on the basis of achieving consensus about which applications best fulfill the selection criteria. At Syracuse, the FLAS selection committee is headed by the Center Director, with three members chosen from the core faculty, normally with one representative each from the humanities, social sciences, and professional programs and one language instructor. Selection Criteria: The Selection Committees on both campuses rank candidates according to the Consortium's priorities for the FLAS awards as follows: Awardees are expected to: 1)demonstrate significant promise for academic excellence; 2) demonstrate the relevance of language study to their academic project; 3) present a plan to enroll in Performance-Based instruction in a South Asian language, preferably on the Cornell or Syracuse campus; 4) demonstrate a commitment to the integration of language study with non-language areal


studies; 5) demonstrate a commitment to using their language training in their professional careers. The FLAS committees further maintains a group of priorities while attempting to balance the following programmatic needs and interests: a) recruitment of minority students into the field of South Asian studies; b) applications from students in the professional schools and in nontraditional or multidisciplinary / crossdisciplinary fields c) the study of languages other than Hindi; d) applications for advanced level language studies. We will encourage applications that will make use of the other institution‟s offerings in SA languages. Lowest priority is given to students with native fluency, or who propose to use a FLAS for dissertation research abroad. Our consortium‟s selection process has responded, and will continue to respond to the invitational priorities to support the internationalization of the professional school curricula and train students at the advanced level. Summer FLAS: The Consortium also uses FLAS grants as part of its summer language programs. The procedures for selection run parallel to those used during the academic year. At least one summer FLAS from both Cornell and Syracuse will be dedicated to the national pool of awards for the SASLI. Numbers of Applicants / Students: Competition for the Consortium's FLAS awards is brisk. For every FLAS grant awarded during the academic year there have been 3 qualified applicants, for every summer FLAS there have been 2 qualified applicants. Proposal: In this proposal we request 12 academic year FLAS grants for Cornell and 10 for Syracuse, and 6 summer FLAS grants each for Cornell and Syracuse. These numbers reflect both the invitational priorities on less commonly taught languages, and the increase of student demand in the professional schools. We seek to continue our strong summer program in Nepali as well as support the collective SASLI program. XI. COMPETITIVE AND INVITATIONAL PRIORITIES In several sections of this application, we have detailed the ways in which we plan to address


the competitive priorities chosen for this grant cycle. Here we briefly refer to these descriptions in the context of each specific priority. NRC Program Competitive Preference Priority: As we outline in the language section, both Cornell and Syracuse have rigorous language requirements for all undergraduates; in addition for those undergraduates choosing a minor in Asian Studies, these requirements are even more stringent and both oral and written proficiency is tested. Where text-independent tests have not been readily available, the final examination leading to qualification includes an oral interview similar to that used in the Foreign Service Institute. FLAS Program Competitive Priority : As described under „selection crieteria‟ in section X

selection committees on both campuses will give preference to applicants who demonstrate a commitment to the integration of language study with non-language areal studies and a

commitment to using their language training in their professional careers. Such commitments will be an important way of ensuring that applicants seek advanced level proficiency in their chosen languages; since all the languages offered by the Consortium are less commonly taught ones, this part of the priority will also be met. NRC Invitational Priority 1: We have described our plans on this in the section on Quality of Curriculum Design. Responding to the Cornell Provost‟s academic priorities, SAP actively participates in freshman orientation events promoting the Asian Studies major and South Asian concentration, promoting all South Asian less commonly taught languages. SAP is also in the forefront during the International Education week which focuses on undergraduates, with the “where in the world are you going?” emphasis on language learning and study abroad experience. NRC Invitational Priority 2: Throughout this narrative, especially on the sections to do with area studies, courses, and outreach, we have emphasized the importance to the Consortium of training specialists in areas that are vital to US security interests. In particular, as described in the course list, we have several academic offerings particularly relevant to the study of Islamic


societies. At least one of our themed conferences will be on Islam in South Asia, its plurality of expressions. Finally, we may mention that all our conference themes plan to place a special focus on the study of Afghanistan, a very under-researched part of the world. NRC Invitational Priority 3: As detailed in the outreach section on K-12 and post-secondary training and activities, we have several plans to improve teacher training in foreign languages or area or international studies. Many of these are already ongoing activities. Among the new initiatives, are the one day workshop for k-12 teachers planned to precede Cornell‟s hosting of the New York Conference on Asian Studies in 2009 and the creation of a network of South Asian scholars from the undergraduate colleges in Central New York. NRC Invitational Priority 4:. Because of the astonishing linguistic diversity of the South Asia sobcontinent, no single U.S. university has the resources to address the demand for expertise. Consequently, all of the universities currently designated by the U.S. Department of Education as Title VI National Resource Centers for South Asia established the South Asia Language Resource Center in 2002 to meet this pressing need for expertise. Other U.S. universities with South Asia programs also collaborate in this effort. The SALRC is an umbrella under which lesscommonly-taught languages are advanced through a coordinated program to improve the national infrastructure for language teaching and learning. Cornell and Syracuse actively collaborate with and help the universities‟ schools of business to enhance their South Asia related offerings. NRC Invitational Priority 5: As the sub-section on elementary and secondary schools in the section on Outreach outlines, both Cornell and Syracuse are extraordinarily active in activities that target K-12 constituencies. We are particularly uniquely placed to engage, advise and support the K-12 system in Central new York because we represent the single largest and often sole source or South Asia related expertise and resources outside new York city, which is 200 miles away.