Indiana University IAUNRC p. C1
TABLE 1 Acronyms and Abbreviations Used in This Proposal
AI Associate Instructor
BALSSI Baltic Studies Summer Institute
CeLCAR Center for the Languages of the Central Asian Region
CEUS Department of Central Eurasian Studies
COAS College of Arts and Sciences
ECPT Eastern Consortium in Persian and Turkish
GA Graduate Assistant
IAUNRC Inner Asian and Uralic National Resource Center
IAUS Inner Asian and Uralic Studies
IU Indiana University
OIP Office of International Programs
RIFIAS Research Institute for Inner Asian Studies
SPEA School of Public and Environmental Affairs
SWSEEL Summer Workshop in Slavic, East European, and Central Asian Languages
Ever since 1956, when Indiana University (IU) created a special program devoted to a region
of the world unfamiliar to most Americans, our institution has been a pioneer in the field of Inner
Asian and Uralic Studies (IAUS). Since 1996, following recommendations of an internal review as
well as a site visit by Title VI program officers, our Center began to pursue new directions.
Developing its solid instructional programs and library resources, it launched innovative projects
including development of new curriculum materials, integration of IAUS into graduate and
undergraduate curricula (especially in professional schools), and reaching out to new audiences
beyond the university. Our achievements in the last six years have been possible thanks to careful
use of funds from Title VI and new outside sources, as well as the constant strong support of IU.
Our Center cooperates with many organizations. Our closest partners are fellow educational
institutions and other units at Indiana University. At IU, the Inner Asian and Uralic National
Resource Center (IAUNRC) carefully coordinates its activities with the Office of International
Programs (OIP) and other NRCs. We work especially closely with IU‘s Russian and East European
Institute (REEI) to assure that our efforts complement and support each other.
The events of September 11, 2001 demonstrated in a most extraordinary and painful way the
critical importance of educating Americans about all areas of our interdependent twenty-first-
Indiana University IAUNRC p. C2
century world. The lesson, of course, applies to all continents and cultures. Nowhere, however, is
the gap between the existing and necessary levels of expertise more dramatic than in much of the
territory of our Center‘s focus. Our country is particularly challenged to raise public knowledge of an
area that few had heard of not long ago, and to train a much larger sophisticated cadre of specialists
to serve national security needs. Indiana University has quickly responded to the heightened
challenge. Supported with Title VI funding, and in many ways growing out of IAUNRC, we have
established a Center for the Languages of the Central Asian Region (CeLCAR). Extra funds that
DOE provided to IAUNRC for the last year of the current triennium are being used to meet goals
identified by Congress, especially to increase the number of international experts with in-depth
knowledge of Islamic societies in the Independent States of the former Soviet Union and to achieve
high-level proficiency in the languages of those societies. The additional money is allowing us to
introduce Kazakh language into IU‘s academic year offerings, to create new language learning
materials, improve access to library Central Asian language materials, and to make FLAS funding
available to students in fields of highest priority. In the new cycle IAUNRC proposes to work
closely with CeLCAR to continue narrowing the gap between required and actual levels of training
in IAUS. In keeping with IAUNRC‘s traditional strengths, we will focus on the critical need to train
specialists in our region‘s languages, all of which fall into the category ―least commonly taught.‖
1. Commitment to the Subject Area
1.A.1: Center Operation. IU pays the salary and benefits for the IAUNRC secretary, fee
remissions for three GAs, and half the assistant director‘s salary and benefits (increasing to 80
percent by 2005). It also provides basic operating expenses and funds the entire administrative salary
of the director, as well as that of all professional and secretarial staff in the Central Eurasian Studies
Department (CEUS), the Research Institute for Inner Asian Studies (RIFIAS), and the Summer
Indiana University IAUNRC p. C3
Workshop in Slavic, East European, and Central Asian Languages (SWSEEL). Because of expanded
Center activities, IU hired a half-time associate director in fall 2002.
1.A.2: Teaching Staff. IU‘s commitment to
TABLE 2 IU 2002-2003 Support of IAUS
IAUS is evident in its maintenance of CEUS—an Category of Support Amount
interdisciplinary academic unit devoted almost exclusively Administration & Outreach $49,977
IAUS Faculty* $1,387,476
to Inner Asian and Uralic language and area studies. Library $74,640
Presently CEUS has 13 tenured or tenure-track Administration & Outreach $14,908
IAUS Faculty* $524,498
appointments with salaries totaling $946,315. IU also Summer Uzbek Instruction $10,984
Hungarian Chair Program $46,000
provides much of the salary for non-tenure track CEUS RIFIAS $76,023
Library Acquisitions $20,500
language instruction and virtually all funding for non- Supplies and Expenses $24,625
Faculty Exchanges, Conferences,
language instruction in other departments related to and Research $9,106
Summer Scholarships $83,245
IAUS. In 2002-2003, CEUS is searching for new tenure- Graduate Assistantships $47,323
Total Institutional Support $2,390,568
track specialists for Hungarian and Xinjiang studies. The
*Includes salaries of all IAUNRC-affiliated faculty;
amounts reflect proportion of time devoted to IAUS.
former is to be funded entirely by the College of Arts and
Sciences (COAS); the latter, seeded with Title VI funds, will be assumed entirely by COAS in 2006
(Budget, p. 2). COAS has also authorized a search for an additional tenure-track modern Central
Asianist beginning 2005.
1.A.3: Library Resources. IU‘s commitment to IAUS library resources is described in
subsection 5.B. The University also supports the operations of the Language Lab with a current
budget of $318,135. (See 4.D.2) In AY 2000-2001, the Lab was upgraded at a cost of approximately
1.A.4: Linkages with Institutions Abroad. IU maintains formal agreements with
Azerbaijan (Western University and Baku State University), Finland (Helsinki School of Economics
and Business), Hungary (Budapest University of Economic Sciences, Hungarian University of
Indiana University IAUNRC p. C4
Physical Education, Lajos Kossuth University, and Semmelweis University of Medicine), Kazakhstan
(Taraz State University and Adilet Higher Law School), Kyrgyzstan (American University of
Kyrgyzstan), Turkey (Akdeniz University, Doğus University, Istanbul Technical University, and
Middle East Technical University), and India (for Tibetan studies, the Amnye Machen Institute).
These agreements involve many departments and professional schools at IU and other Indiana
colleges and universities. Most agreements include university-sponsored faculty or graduate student
exchanges, as well as reciprocal activities in research, faculty development, and curriculum building.
1.A.5: Outreach. IU contributes to the salary of a full-time coordinator for joint outreach
programs of IU area studies. It underwrites such major initiatives as the International Resource
Center and the International Studies Summer Institute for high school students. (See 7.A.1) IU also
provides space and administrative support for the Permanent International Altaistic Conference
(which has held 45 annual gatherings) as well as space for the Mongolia Society. It has consistently
matched contributions of the Hungarian Chair in co-sponsorship of about 15 international
conferences in the past 25 years.
1.A.6/1.B: Students in Related Fields. Many students in IAUS-related departments and
professional schools receive IU financial support, including graduate assistantships, fellowships, and
associate instructorships. Roughly one third of IAUNRC students receive non-governmental
financial aid. Also, by charging all SWSEEL students only in-state fees (regardless of residence
status) in 2002, IU made an effective contribution of $83,245 to IAUS.
Indiana University IAUNRC p. C5
2. Quality of Curriculum Design
2.A.1: Incorporation of Area Undergraduate Instruction into Baccalaureate Degree
Program. Instruction in the Center‘s area has been incorporated into the baccalaureate degree
program through 1) the CEUS undergraduate certificate program, 2) the COAS Individualized
Major Program (IMP), 3) Center courses used as options to fulfill undergraduate requirements, and
4) the undergraduate major in International Studies to be implemented in the fall semester 2003.
2.A.2: Appropriateness of Requirements and Resulting Quality of Program. Students
pursuing a CEUS Undergraduate Certificate must take five classes in culture or history (including at
least two at the 400 level) and two semesters of one CEUS language. This program provides an
interdisciplinary introduction to area studies that complements the disciplinary major. CEUS
awarded two certificates in 1999 and an additional one in 2001. Recent efforts to spur enrollments in
the certificate program have focused on increasing awareness of our study area through a campus
―Mini Expo and Welcome Reception‖ for incoming freshmen, and a regularly-offered freshmen-
sophomore level ―Topics‖ course in COAS. Over the past three years, an average of 74
undergraduates enrolled in these IAUS courses.
IMP undergraduates design their own programs under the supervision of faculty members.
They complete approximately three-fourths of their work in regular COAS courses; the remaining
consists of on- and off-campus tutorials. In the Center‘s area, one IMP student completed an
individualized major in Mongolian studies in 1999, a second (in Finnish studies) is scheduled to
graduate in fall 2002, and a third (in Tibetan studies) is continuing her work.
Undergraduates also use Center courses to fulfill culture studies, foreign language,
international studies, and arts and humanities requirements for their programs in COAS and
professional schools. Some courses are cross-listed with professional schools, for example V450
(Environmental Policies and Problems in the Former USSR) in the School of Public and
Environmental Affairs (SPEA), and P251 (Educational Psychology), which contains a significant
component on Finnish culture (School of Education). The Center‘s academic year and summer
language courses meet the two-year language requirement for undergraduate students in COAS.
Indiana University IAUNRC p. C6
Undergraduates are currently enrolled in Estonian, Finnish, Hungarian, Kazakh, Mongolian,
Tibetan, Turkish, and Uzbek languages.
2.B.1: Variety of Training Options for Graduate Students. IU graduate students have six
IAUS training options: 1) the CEUS MA, 2) the CEUS PhD, 3) the CEUS minor, 4) fulfilling
requirements or electives in professional schools or COAS departments, 5) a joint CEUS-
professional school MA or PhD, and 6) the IAUNRC graduate certificate.
2.B.2: Appropriateness of Requirements and Resulting Quality of Program. The
CEUS MA introduces students to IAUS and leads to at least intermediate competence in a Central
Eurasian language. IAUNRC students may study Post-Communism and Nationalism, or choose one
region of specialization (ROS): Baltic/Finnish, Central Asian, Hungarian, Mongolian, Tibetan, or
Turkish. Students must take four relevant area studies courses, complete at least the second year of
an appropriate language of specialization (LOS), and demonstrate proficiency in an additional
modern research language (e.g., French, German, or Russian). To fulfill the MA requirement of 30
credit hours, students complete one professional research
TABLE 3 IAUS. Dual Graduate Degree
methodology course in an appropriate discipline, two Students, 2002-2003
electives (one of which must be in CEUS), and write a Programs
thesis. CEUS/Art History 1
CEUS/Arts Administration 1
The CEUS PhD requires 60 credit hours beyond CEUS/Comparative Literature 2
the MA, including four relevant CEUS area studies CEUS/Near Eastern Studies 2
courses. (Students may create a specialized ROS not CEUS/Sociology 1
available at the MA level, such as the Volga-Kama region,
Siberia, or Xinjiang.) The PhD program requires three additional courses in a student‘s LOS, four
elective courses, and a 700-level CEUS seminar. PhD students must also complete two minors (12
credits each, including at least one minor in a disciplinary department) and demonstrate proficiency
in an additional research language. Finally, all PhD candidates must pass written and oral exams and
write a dissertation. In recent years several CEUS students have opted to pursue a dual joint MA or
PhD in conjunction with other departments or schools. (See Table 3)
Indiana University IAUNRC p. C7
Graduate students in any COAS department may pursue a CEUS minor requiring four
courses. In addition, many CEUS graduate courses, including language offerings, fulfill
requirements or serve as electives in other COAS departments and in professional schools.
Graduate students in IU‘s professional schools or other COAS departments and programs
can also pursue dual or joint degrees. Additionally, they may earn a Center (not CEUS)
certificate, which is more flexible and therefore can better meet individual needs. This option
requires intermediate-level competence in a Center language plus at least four area studies courses.
2.C.1: Academic and Career Advising. Undergraduates pursuing an individualized major
receive guidance from a faculty sponsor. At the graduate level the chair of CEUS and a faculty
member in the ROS counsel each student during the first semester. Subsequently each student
establishes a three-member graduate advisory committee and meets with it at least once a semester.
Career advising grows out of academic advising, since committees urge students to consider career
goals in course selection. Students nearing degree completion also receive expert placement
counseling from CEUS faculty familiar with employment options for each area. Undergraduate and
graduate students in other COAS departments and in professional schools receive academic and
career advising from their own department or professional school placement office.
2.C.2: Arrangement and Usage of Research and Study Abroad Programs. The Center,
with the support of the OIP and the Office of Overseas Study, assists and promotes formal
arrangements for students to study and conduct research abroad: at the Amnye Machen Institute
Tibetan Centre for Advanced Studies, the University of Lajos Kossuth (one student every academic
year), and the Helsinki School of Economics and Business (34 students in the last four years).
Unfortunately, the political systems and economic turmoil in most areas relevant to IAUS
complicate efforts to conclude formal exchange agreements. Even when political factors are not a
barrier, it is often impossible to assure partner-institution compliance, especially regarding quality of
instruction. Most potential partners have limited financial resources, if any, to support exchanges.
Despite the problems, the Center continues to explore new opportunities. In 2002 it received an
NSEP grant to establish summer 2003 Uzbek and Kazakh courses in Samarkand and Almaty. To
Indiana University IAUNRC p. C8
ensure the future of these programs, during the next triennium IAUNRC will apply for Fulbright-
Hays Group Projects Abroad support.
Through formal award programs both inside and outside IU, during the past three years
IAUNRC students have been supported in their research and study abroad in Azerbaijan, China,
Estonia, Finland, Hungary, Kyrgyzstan, Mongolia, Nepal, Russia (Buriatia, Tatarstan, and Tuva),
Turkey, and Uzbekistan. Such students have received IU research awards (e.g., International
Enhancement Grants and Pre-Dissertation Travel Grants) as well as such external awards as ACLS,
IREX, and Fulbright-Hays. Some students use personal funds for research trips, or travel with
summer FLAS fellowships. In all cases, close ties between IU faculty members and foreign
institutions are critical in working out ad hoc study and research arrangements.
2.C.3: Student Access to Programs at Other Institutions. IU encourages students to take
advantage of opportunities through other institutions, including those supported by the external
grant programs noted above. FLAS fellowships are available to students who wish to study at other
universities‘ language programs both in the US and abroad. The Center publicizes formal and
informal programs through electronic distribution lists, newsletters, postings, class announcements,
and the Center‘s web site. In addition, the Office of Overseas Study maintains files with descriptions
of programs throughout the world. Students may receive credit for courses abroad or at other
institutions following review by the IU Office of Admissions.
3. Non-Language Instructional Program
3.A.1: Coverage of Disciplines and Countries. IU offers a rich variety of courses in non-
language disciplines relevant to IAUS. The largest concentration is in CEUS. Central Eurasian
faculty are specialists on civilizations stretching from Finland and the Baltics to Hungary, Turkey,
Central Asia, Tibet, and Mongolia. CEUS faculty pursue both historical and contemporary analysis
in a wide range of disciplines, including anthropology, comparative literature, history, linguistics,
political science, and religious studies. CEUS offerings are complemented by courses in other COAS
departments and in professional schools, many of which enjoy international reputations.
Indiana University IAUNRC p. C9
3.A.2: Course Availability in Professional Schools. Until the early 1990s, IU‘s
professional schools devoted little attention to IAUS. This has changed dramatically during recent
years with the addition and revision of courses. As our attached course list attests, the following
offer IAUS courses: Business, Education, Journalism, Law, SLIS, and SPEA. These include both
undergraduate and graduate offerings. Increasingly, professional schools provide area studies in
more formalized fashion through such programs as the Kelley School of Business Global
Experience Academy (GEA), the PhD in Law and Social Science, and the joint SPEA/CEUS MA.
IAUNRC has facilitated creation of special materials that now integrate IAUS content into
SPEA courses: V502 (Introduction to Public Management), V602 (Strategic Management of Public
and Non-Profit Organizations), V443 (Managing Work Force Diversity), and V550 (2010: Scenarios
and Strategies). In the new Title VI triennium we will sponsor creation of materials for three courses
in the School of Education: H520 (Education and Social Issues), H551 (Comparative Education),
and H340 (Education and American Culture). In H340, a required course for pre-service teachers,
the material will be used to highlight the role of education in American society by contrasting it with
the role of education in the newly emerging Central Asian post-socialist societies. In addition, in the
new Title VI cycle we will fund development of additional material for L724 ―Law and Society in
Asia‖ (Budget, p. 6). In the coming triennium the School of Business will offer a study course on
EU expansion for which IAUNRC will support developing materials that will provide students
necessary background on Hungary.
3.B: Depth of Specialized Course Coverage. The combined area studies and discipline
specializations of its faculty allow IAUNRC to offer both breadth and depth in instruction. One of
the richest discipline areas is history, with courses on every one of the Center‘s regions, including 21
offered during AY 2001-2002. ―Selected Topics‖ courses, often taught by visiting scholars,
frequently supplement our regular curriculum. These currently include ―Hungarian Folk Music‖ and
―Mongolian Throat Singing.‖ At the graduate level, students may pursue their specific academic
interests by taking directed readings under faculty specialists.
Indiana University IAUNRC p. C10
3.C: Interdisciplinary Offerings. A high proportion of IAUNRC courses are
interdisciplinary, largely because CEUS, by design, is an interdisciplinary department. For example,
CEUS U370 (Uralic Peoples), CEUS U397 (Peoples and Cultures of the Middle East), and CEUS
U544 (The Baltic States Since 1918) address issues of anthropology, culture, society, and history for
their respective regions. Other courses, such as CEUS U394 (Islam in the Former Soviet Union) and
CEUS U469 (The Mongols of the 20th Century) further reflect the character of the Center‘s
offerings. Most are open to both graduate and undergraduate students. In addition, IAUNRC
annually offers COAS special ―Topics‖ courses for freshmen and sophomores, including ―Global
Environmental Change,‖ ―Culture and Difference: The Mongol Case,‖ ―The ‗Issue‘ of Tibet,‖ and
―Religion and Communal Identity in Inner Asia.‖ IAUNRC has funded graduate students in the last
three years to teach special interdisciplinary undergraduate courses, e.g., ―Music and Pop Culture in
Central Eurasia,‖ ―Hungary 1914-1945,‖ and ―The Discovery of Central Asia.‖ With Title VI
support (Budget, p. 2), we will continue to offer ―Topics‖ courses in order to attract students to
IAUS. Scheduled for 2003-2004 are ―The Portuguese Captain and the Chinese Admiral:
Comparative Study of Early Modern Exploration,‖ and ―Guess Who‘s Coming to Dinner: Russia,
China, and the Peoples of Central Eurasia.‖
3.D.1: Sufficiency of Faculty Numbers. Forty-four non-language faculty members, who
are assigned no more than two courses each semester, plus a small number of advanced graduate
assistants (GAs), teach non-language IAUS courses. Low student-to-faculty ratios attest the
sufficiency of faculty numbers: 20:1 for single-section undergraduate courses and 7:1 for graduate
courses in AY 2001-2002.
3.D.2: Pedagogy Training for Associate Instructors (AIs). The great majority of
IAUNRC‘s non-language courses in CEUS, its core department, are taught by full faculty. Both in
CEUS and other departments AIs are supervised by senior faculty. They receive pedagogical training
through their home departments as well as the Teaching Resources Center (TRC). IAUNRC
encourages all AIs to utilize the TRC‘s easily accessible resources, including group workshops,
individual consultations, and teaching materials. The Teaching and Learning Technologies Lab, the
Indiana University IAUNRC p. C11
Instructional Consulting Office, and Teaching Support Services provide additional resources and
4. Language Instructional Program
4.A.1: Extent of Language Instruction. IU has a national reputation for instruction in
Inner Asian and Uralic languages. Each academic year IAUNRC offers courses in all of the
following living and classical languages indigenous to the Center‘s area: Estonian, Finnish,
Hungarian, Kazakh, Mongolian, Persian/Tajik, Tibetan, Turkish, and Uzbek. Other languages are
offered less frequently: Buriat, Chaghatay, Chuvash, Evenki, Kyrgyz, Manchu, Mari (Cheremis),
Mordvin, and Old Tibetan, and Turkmen. Academic-year offerings are supplemented by summer
courses in Hungarian and Tibetan (beginning level) as well as TABLE 4 IAUS Languages Offered
Azeri, Kazakh, Turkmen, and Uzbek (beginning and Language AY Sum AY Sum
00-01 01 01-02 02
intermediate levels), organized in conjunction with SWSEEL. Azeri
Beginning summer 2003, SWSEEL will also offer Tajik and Finnish
Uyghur. In addition to all of these Center-sponsored Kazakh
languages, IU students can study others relevant to IAUS, Persian/Tajik
including Russian and other Slavic languages, Romanian, Turkish
Greek, Georgian, Arabic, Sanskrit, Pashto and related Iranian Uzbek
Indicates course offered
languages, and Chinese. Maintenance of this unique complex
of language offerings is possible thanks to IU‘s commitment, NSEP and SSRC support, as well as
funds from Title VI (Budget, p. 1).
4.A.2: Enrollment in Applicant’s and Other Programs. Enrollment for IAUNRC
language, literature, and linguistics courses in 2001-2002 was 223 (86 undergraduate and 137
graduate students). All students are encouraged to study languages abroad if opportunities exist.
Students have recently studied Hungarian at Eötvös Loránd University, Finnish at Kuopio
University, and Mongolian at the National University of Mongolia and the IREX-funded Mongolian
Language Training Program in Ulaanbaatar. The Mongolian programs were developed in
Indiana University IAUNRC p. C12
consultation with IU Professor Christopher Atwood. An agreement with the Amnye Machen
Institute (in India) provides an opportunity to study Tibetan. Although no high-quality structured
overseas language programs are available at this point for most Turkic languages, CeLCAR has
received an NSEP grant to offer advanced Uzbek and Kazakh summer programs in Samarkand and
Almaty beginning in 2003.
IAUNRC encourages students to pursue summer language instruction through SWSEEL,
the Baltic Studies Summer Institute (BALSSI), the Eastern Consortium in Persian and Turkish
(ECPT), as well as other courses in the US and abroad. We request funds for the next three years to
support BALSSI, ECPT, and the highly successful Turkic Language Consortium that IAUNRC
organized during the current triennium (Budget, p. 5). IAUNRC publicizes summer language
programs at other US and foreign universities, and encourages all IU students to partake of them
and to apply for FLAS fellowships.
4.B.1: Extent of Language Instruction at Three or More Levels. The Center now offers
three levels in Estonian, Finnish, Hungarian, Mongolian, Tibetan, and Uzbek, as well as two levels
of Kazakh, Persian, and Turkish (three levels beginning AY 2003-2004). Previous efforts to bring
students to a level of proficiency beyond the third year through Foreign Language Across the
Curriculum (FLAC) have not met expectations. Therefore, instead of support for FLAC, we request
funding in 2003 through 2006 for our new initiative—Advanced Directed Language Study (Budget,
p. 5). ADLS students will meet one-on-one for three contact hours weekly with qualified heritage
informants. If appropriate informants are not available locally, ―meetings‖ will be conducted
through e-mail, fax, and phone. ADLS students will write an individualized study plan which will be
reviewed and approved by the ADLS coordinator, a language pedagogy specialist.
4.B.2: Foreign Language Instruction in Non-Language Courses. In the current
triennium FLAC courses have been feasible only in Hungarian and Tibetan. Nevertheless, for all
major IAUS languages Center faculty adopted a simpler and more popular version of FLAC—
providing those students with a good command of the subject language additional opportunities to
read original materials and present their findings in English to their peers.
Indiana University IAUNRC p. C13
4.C.1: Sufficiency of Faculty Numbers. Current language instructors include eight
regularly appointed faculty, eight visiting faculty, and three AIs. The summer SWSEEL instructional
staff consists of ten visiting faculty. The low average student-teacher ratio for language courses,
about 3:1, attests the sufficiency of language faculty. All visiting faculty and AIs are native speakers
of the languages that they teach.
4.C.2: Exposure to Current Language Pedagogy Training. IAUNRC employs a
language coordinator who works with AIs and visiting language faculty. The current coordinator,
Beatrix Burghardt, has a certificate in educational policy from the University of Amsterdam and has
worked as a language instructor in Hungary and the US. At an annual orientation she introduces
instructors to curricular goals and practical aspects of language teaching. To ensure performance-
based instruction in all Center languages, she observes classes and meets individually with instructors
and groups of students for evaluation. She gathers all faculty monthly to share and discuss teaching
strategies. Instructors are also encouraged to observe colleagues‘ classes. In addition, this year
CeLCAR held workshops on such topics as syllabus design, material development, and second
language acquisition. In the next triennium, in cooperation with African Studies, IAUNRC will
provide annual workshops of similar profile (Budget, p. 5). Teachers for summer language courses
participate in a special pre-SWSEEL language pedagogy workshop. Every summer IAUNRC holds a
performance-based workshop for SWSEEL Turkic instructors. Beginning 2003, COAS will hire a
language specialist to observe and evaluate classes, and offer advice to instructors.
In the current triennium we have organized workshops on Hungarian instruction and on the
use of new technologies in Turkic language instruction. A pedagogy workshop for Turkish is
planned for spring 2003. IAUNRC also supports language faculty attendance at workshops of the
National Council of Less Commonly Taught Languages.
4.D.1: Use and Development of Performance-Based Instruction. IAUNRC develops
and tests performance-based language instruction materials for use nationwide. In 1999-2001, with
financial support from NSEP and in close collaboration with ACTR/ACCELS, the Center produced
12 web-based interactive language modules featuring video feeds of authentic language materials for
Indiana University IAUNRC p. C14
Azeri, Kazakh, Turkmen, and Uzbek–three modules for each language. Now available on-line at
<http://www.cenasianet.org>, they were beta-tested at SWSEEL in summers 2000 and 2001.
Under a second NSEP grant that will run through 2003, IAUNRC and ACTR/ACCELS will
develop 8 modules for intermediate level instruction in each language. Language teachers were
trained to use the early products from the second grant at a 2002 workshop. Another such
workshop is planned for June 2003.
In addition, the Center‘s former language coordinator, Suzan Oezel, developed CD-based
learning aids for beginning Turkish, which she tested in spring 2002 at IU. The Center also
supported publication of Turkish Through Songs, the first book to use music to teach the Turkish
language. Currently similar books are being produced for Azeri and Uzbek. We request funds for
creation of an intermediate Turkish Reader in the next Title VI cycle (Budget, p. 5).
4.D.2: Adequacy of Resources for Language Teaching and Practice. IU‘s outstanding
language resources include labs and audio-video production facilities. The labs are equipped with
sophisticated instructor consoles, 62 student workstations with dual-channel cassette recorders and
Macintosh computers, multi-format VCRs, and a well-stocked audio library. Students may view
Estonian, Finnish, Hungarian, Kazakh, Uzbek, Tajik, Kyrgyz, and Turkish SCOLA broadcasts at
special campus facilities as well as in all dormitories. These authentic materials may be videotaped
for controlled listening-comprehension practice.
The Center, CEUS, and RIFIAS have valuable material resources for language instruction. In
the new grant period, IAUNRC will continue to collect foreign-language multimedia materials,
including videos and CDs, for integration into courses and other uses (Budget, p. 4). Students and
faculty organize regular coffee or tea hours, as well as holiday programs, picnics, and other cultural
activities where students are able to practice and enhance their language skills. During SWSEEL
students participate daily in extracurricular foreign language activities. The summer courses in
Uzbekistan and Kazakhstan will provide language immersion. During the academic year IU hosts
many easily accessible foreign students and scholars who are native speakers of Center languages.
Indiana University IAUNRC p. C15
4.D.3: Proficiency Requirements. The CEUS Undergraduate Certificate requires two
semesters of one of its languages, while the MA program demands two semesters at the intermediate
level, in addition to reading knowledge of one research language. The PhD requires advanced level
of a CEUS language and reading proficiency in two research languages. Because proficiency-based
testing in IAUS languages is just being developed, the language coordinator helps individual
instructors create appropriate testing materials.
5. Strength of Library
5.A: Holdings. IU houses outstanding IAUS resources in both the Main Library and several
specialized collections. The latest available survey of the Association of Research Libraries (ARL)
ranked IU Library 13th among North American academic libraries in terms of volumes held and 20th
in terms of volumes added during 2000-2001. Total holdings number 6.4 million bound volumes,
57,377 serial subscriptions, and 4.5 million microforms. In terms of library circulation ARL ranks IU
number one among the top 20 US academic libraries.
Prominent among IU library collections are valuable holdings in IAUS subject areas. It is
TABLE 5 Estimated Library
difficult to quantify precisely the holdings of the Main Library Holdings Relevant to
relevant to the Center‘s geographical area because records are periodicals)*
organized according to long-established academic disciplines. Region Volumes
The Main Library‘s Mongolian, Hungarian, and Central Asian Finland and Estonia 19,000
holdings are each among the three largest such collections in Turkey 7,500
Central Asia 24,500
the United States. In addition to these resources, the Main Tibet and Mongolia 13,500
Other IAUS 37,500
Library maintains approximately 300 serial subscriptions Total Volumes 117,000
*Approximately 50% in local languages, 20%
directly relevant to the Center‘s world areas. in English, and 30% in other languages
Specialized Collections. The most important specialized
collection is the RIFIAS, which provides access in a single location to basic reference works,
textbooks, grammars, and dictionaries relevant to Inner Asia, as well as to rare books and
manuscripts. The reference collection of over 7,000 volumes is complemented by 350 rare Tibetan
Indiana University IAUNRC p. C16
books (including valuable block prints and medieval manuscripts), extensive microform holdings of
out-of-print publications, more than 1,000 Oriental manuscripts, and a Turkish Folklore Archive
(130 audio recordings).
CEUS has its own library with about 2,500 books and bound periodicals, covering mainly
the Uralic field. The Gordon Collection contains precious Tibetan and Buddhist books and art
objects. Another valuable resource is the 5,500-volume Hangin Collection, mostly in Mongolian.
IU‘s famous Lilly Library contains many rare books and manuscripts relevant to the Center‘s area.
Additional IAUS-related resources are housed in collections of the School of Music, School of Fine
Arts, the Kinsey Institute, university museums, and other units on campus.
5.B: Support for Acquisitions and Staff. IU supports a Central Eurasian bibliographer and
Slavic/Central Eurasian cataloguer (1 FTE) as well as a Slavic bibliographer who oversees IAUS
publications in English and Russian. They are aided by two GAs as well as by library support staff
whose combined work related to IAUS amounts to 2.25 FTE. Librarians and area specialists dealing
with Arabic, Persian, and East Asian materials relevant to the Center‘s area also provide valuable
The library‘s university-funded acquisitions budget for serials and books in our area during
AY 2000-2001 was $20,500. Approximately 1,200 volumes were added to the Main Library‘s Central
Eurasian collections during the past year. The recently established Banda Endowment for Hungarian
acquisitions currently produces an annual income of $1,000, a sum that will soon increase to almost
$5000. COAS support for the operation and staffing of RIFIAS in AY 2002-2003 amounted to
The IU Library has long engaged in cooperative development to supplement its IAUS
collections. Its resources are coordinated with those of the University of Wisconsin for Central Asia
and the Baltic area, and with the University of Michigan for materials on Turkish history. We are
requesting Title VI funding to support cooperative library acquisitions in accordance with each of
these agreements (Budget, p. 3).
Indiana University IAUNRC p. C17
The IU Library is a member of the Center for Research Libraries (CRL) consortium.
Specifically relevant to Central Eurasian Studies is our participation in CRL‘s project to microfilm
historical and cultural sources of IAUS regions (except Turkey and Tibet). The IAUS collection is
also supported through exchange agreements with institutions in Hungary, Estonia, and Russia, and
through private donations.
5.C: Accessibility. IU fully participates in cooperative exchange agreements with other
research libraries. One of the top five net lenders in the Interlibrary Loan program, IU lent 93,388
volumes during 2000-01, while borrowing 28,341 volumes. Interlibrary loan is free of charge to
other libraries within the Committee on Institutional Cooperation (CIC); non-Indiana libraries
outside the consortium pay a modest charge.
IU students and faculty enjoy on-line access to the catalogs of other institutions through the
library‘s Infogate and numerous national access services. Either remotely or in-house, they may also
conveniently access major citation indexes, full-text periodical articles, statistical databases, and
reference materials via the Main Library homepage. Teachers, students, and faculty from other
institutions can likewise avail themselves of IU print and electronic resources by obtaining a special
borrower‘s card and a temporary network password. IUCAT (IU‘s web-based catalog) offers the
general public centralized access to various university collections. Clients nationwide may borrow
from our Center‘s own collection of videos, books, and other holdings. (See 7.A.3)
The ProCite database of RIFIAS holdings is expected to be completed in 2002, when a
searchable inventory list will become available through IU‘s Digital Library Program. We are
beginning to digitize some of the most valuable holdings of RIFIAS in order to increase accessibility.
We seek funds in the new triennium to continue this work and extend it to the Hangin collection
(Budget, p. 6), which has recently been catalogued.
6. Staff Resources
6.A.1: Qualifications of Teaching Faculty and Professional Staff. This section provides
a broad overview of the qualifications of Center staff and faculty; the attached bios offer more
Indiana University IAUNRC p. C18
detailed information. Director William Fierman oversees Center activities and represents IAUNRC
both within and outside the university. He is serving his sixth year, and also directs the recently
established CeLCAR. Associate Director Edward Lazzerini (PhD in History) shares duties with
Fierman. A specialist of the Volga-Kama region, Lazzerini has many years of experience with
academic program development and administration. The Center‘s assistant director, Kasia Rydel-
Johnston (MAs in German and Swedish) administers Center projects, serves as outreach
coordinator, and supervises the rest of the staff—a full time secretary, three GAs, and two work-
Center faculty, who are involved in the full range of instructional, research, and outreach
activities, are prominent specialists in their respective fields, as well as experienced teachers. Except
for AIs, all regular faculty have doctorates, many from some of the world‘s most prestigious
universities. They have authored myriad monographs and articles and have received awards from
such organizations as the MacArthur, Guggenheim, and National Research Foundations, IREX, the
National Council for Soviet and East European Research, NEH, Fulbright-Hays, the American
Council of Learned Societies, and the Woodrow Wilson Center. IAUNRC faculty also have a rich
base of practical experience from consulting activities with government, non-government, and
private organizations. Regular faculty are complemented by highly qualified visiting professors and
6.A.2: Professional Development Opportunities. IU faculty enjoy many opportunities for
professional development. Tenured faculty are entitled to a paid semester for research every seventh
year; untenured faculty in tenure-track positions receive similar leave prior to tenure review. Every
year, most faculty members take advantage of IU support for travel to professional conferences and
for research. COAS and the professional schools offer faculty support for a professional
development trip every year, and OIP offers grants to facilitate attendance at conferences abroad.
Indiana University IAUNRC p. C19
These and other sources of funding permit our faculty to travel regularly to their areas of expertise
(often for prolonged stays) and to conduct ongoing research and present papers in their regions of
6.A.3: Commitment to Students. Faculty responsibility for teaching, supervising, and
advising within IAUS is noted on his or her CV. Most IAUNRC faculty spend half to two-thirds of
their time teaching and advising students. In addition to the typical teaching load of two courses
each semester, non-language faculty conduct directed readings for individual students. They advise
every student at least once each semester, usually more often. All faculty hold regular office hours,
generally two to three times each week. Many IAUNRC faculty also guest lecture to Center and non-
6.B.1: Program Oversight. In addition to members from COAS, the IAUNRC Advisory
Board includes representatives from professional schools (SPEA, Business, and Education), the
Library, and the IU Center for International Education and Development Assistance. The Board
convenes at least twice annually to advise on matters of policy and to help guide and evaluate Center
projects. In addition, ad hoc subcommittees meet as needed. The Center continues to benefit from
the advice of active emeritus faculty, such as renowned scholars Sinor, Bayerle, and Bregel.
6.B.2: Adequacy of Staff Resources. Besides the director, associate director, and assistant
director, the IAUNRC staff includes a full-time secretary, GAs, and two undergraduate work-study
students. The secretary is the first point-of-contact for many Center clients and handles daily
operations. AIs help with outreach—web site and newsletter—and administrative tasks, such as
database maintenance and grant research.
6.C: Non-Discriminatory Employment. IU‘s Office of Affirmative Action (OAA)
ensures compliance with all federal, state, and local regulations pertaining to the hiring of faculty and
staff. It works to eliminate inequality and discrimination, to foster a climate of tolerance and
Indiana University IAUNRC p. C20
inclusiveness, and to provide opportunities for full participation in university life. To this end, IU
recruits, hires, and promotes all persons according to individual qualifications. Discrimination based
on such categories as age, color, disability, ethnicity, gender, marital status, national origin, race,
religion, sexual orientation, or veteran status is prohibited. All current and future IAUS hiring will
strictly honor these guidelines.
OAA‘s efforts to increase diversity are supplemented by other programs and advocacy
offices, such as the Faculty Recruitment and Retention Program, which funds qualified junior- or
senior- level minority and senior-level women candidates for positions not advertised or otherwise
funded. Moreover, IU adheres to the requirements of the Americans with Disabilities Act, making
reasonable accommodations to eliminate discrimination in the hiring of persons with disabilities.
In the coming three years IAUNRC will continue its effort to stimulate greater awareness
and understanding of Central Eurasia through outreach activities to constituents at every level of
education, in business and media, and among the general public. To accomplish these goals, we will
continue to rely on our many affiliates, including faculty in COAS and IU‘s professional schools, as
well as graduate students, international students, and visiting scholars.
7.A.1: Elementary and Secondary Schools. IAUNRC recognizes the critical place of
elementary and secondary education in DOE‘s sole absolute priority for the new cycle: IAUS teacher
training activities. Our goals in response are three: 1) expanding teachers‘ awareness of existing
resources, 2) creating new ones, and 3) promoting integration of these resources into the classroom.
American unfamiliarity with Central Eurasia places a special responsibility on us to make teachers
aware of the peoples and cultures of our region. We maintain direct and routine contact with K-12
teachers in a variety of ways—visits to schools, attendance at regional and national teacher
Indiana University IAUNRC p. C21
conferences, and discussions with IU School of Education faculty who are involved with curricular
development, pre- and in-service teacher training, and defining of state standards. We have
sponsored such activities as presentations by our visiting scholars at meetings of Phi Delta Kappa
(the professional educators association), interactive video programs to schools on ―Islam in Central
Asia,‖ ―Hungarian Dance,‖ ―Mongolian Throat Singing,‖ and ―What I Want to Know about
Afghanistan,‖ as well as colloquia at IU‘s annual International Studies Summer Institute for teachers
and high school students.
The dynamic character of IAUNRC is reflected in new curriculum materials for K-12 that
we have created. Our Center has produced materials for a project of the Indiana Outreach Council,
providing a curriculum unit accessible to teachers on ―Women of Central Asia.‖ Prof. DeWeese was
instrumental in shaping the teacher and student resource guide ―Spotlight on Inner Asia.‖ We are
currently cosponsors of the filming of a lecture series for K-12 educators titled ―Central Asia:
Islamic Diversity from the Mongols to the Present.‖
Even with excellent resources, today‘s teachers require assistance in finding ways to
effectively use and thoroughly integrate them into the classroom. In the current triennium, we
made a major contribution to what we consider an exemplary model for meeting the absolute priority.
Prof. Mary Goetze of IU‘s world famous School of Music has combined all three above-mentioned
goals in her project ―Global Voices in Song.‖ Goetze‘s multi-media adventure gives teachers a tool
to introduce primary school pupils to Hungarian culture, language, song, and dance. IAUNRC made
it possible for her to collect, record, and arrange authentic materials, produce a beta-test CD-ROM,
and hold a workshop on how to use the resource effectively in the classroom. Following feedback
from teachers nationwide, she refined and released the product. Based on the success of her
endeavor, we request funding to produce a similar tool on the music of Kyrgyzstan (Budget, p. 6).
Indiana University IAUNRC p. C22
In the first two years of the new cycle we will be ―Bringing Central Asia into the Social
Studies Classroom.‖ In this project, we request funds for Prof. Mary Thurlkill of Southern Arkansas
University to gather and create curriculum resources which she will subsequently present to high
school teachers at three workshops in Arkansas and another site still to be determined (Budget, pp.
In cooperation with the Center for Russia, Eastern Europe, and Central Asia at the
University of Wisconsin, we plan to develop a Central Asian resource CD-ROM for secondary
teachers (Budget, p. 6). It will include an abundance of textual, audio, and visual materials relative
to that region. We will also promote dissemination of information in the schools about IAUS by
sponsoring creation of ―Post-Socialist Education,‖ a module that will be used in a course taken by all
pre-service teachers at IU‘s School of Education.
Along with these new initiatives, IAUNRC will maintain successful existing programs.
Among these is ―Introduction to World Languages,‖ which exposes middle and high school
students to LCTLs during their pre-college visits to campus. With other IU NRCs, we will also
continue to support the annual International Studies Summer Institute, which explores global topics
in regional perspective (Budget, p. 4).
7.A.2: Post-secondary Institutions. Our outreach activities to post-secondary institutions
take many forms. One of the most important involves sharing IU teaching resources. Most of our
past and some future activities involving language resources are described in Section 4. In addition
to those, thanks to an NSEP grant, IAUNRC, in conjunction with CeLCAR, will begin to offer
distance-learning opportunities to study Uzbek and Kazakh at two other midwestern institutions in
fall 2003. We have also created non-language materials, such as the web-accessible modules for
Public Administration‘s ―Managing Diversity in Kyrgyzstan‖ and ―Public Policy Problem in
Turkey.‖ By 2006 these will be supplemented with two case studies on public policy and
Indiana University IAUNRC p. C23
management in Central Asia (Budget, p. 6). During the next triennium, we will organize and
broadly advertise an IAUS Speakers Bureau that will make the expertise of our faculty available
nationwide by means of interactive video technology. This will allow professors at universities and
colleges around the country to invite a ―guest speaker‖ to their classes which deal with Central
In the current Title VI cycle we held the workshop ―Majorities, Minorities, Pluralities‖ for
faculty of midwestern colleges and universities. We propose another such activity for AY 2004-2005
in cooperation with IU‘s East Asian Center: ―China‘s Inner Asia‖ (Budget, p. 6). Our outreach
activity also includes support for scholarly publications such as the Journal of Turkish Studies (JTS) and
two conferences: the annual gathering of the Association of Central Eurasian Students (ACES), and
the 40th Anniversary Conference of the Mongolia Society. In the next triennium we will continue
assistance to JTS and ACES, and also support the annual Central Eurasian Studies Society meeting
(Budget, pp. 6 & 7). Our faculty will continue to participate in advisory and selection committees
(e.g., for IREX, SSRC, ACTR/ACCELS, Fulbright-Hays, and NEH) and on the editorial boards of
various journals, including Problems of Post-Communism, Nationalities Papers, Mongolian Studies, and the
Journal of Baltic Studies.
IAUNRC also practices ―outreach‖ to our own institution, mainly because our region is
traditionally little studied in Western academia. In the current cycle we have supported
interdisciplinary roundtables on ―Radical Politics in the New World Disorder‖ and ―Democracy
After Communism‖ (which will extend into the new cycle). IAUNRC organizes and funds
numerous public lectures by IU faculty and visitors. The Center plays a key role in fostering the
presence of scholars from Central Eurasia, shouldering the logistical burden that comes with hosting
guests from our regions. Some of these visitors have been central to the successful establishment of
linkages with institutions abroad. (See 9.A.1)
Indiana University IAUNRC p. C24
The Center works with student organizations associated with our region (Hungarian,
Estonian, Finnish, and Central Asian ―Novruz‖ Association) and financially supports their national
celebrations. The last group annually marks the spring new year with a public event that attracts
hundreds of participants and is filmed for future broadcast on local television.
IU‘s outreach in terms of library material accessibility is described in Section 5.
7.A.3: Business, Media, and General Public. Faculty frequently serve as experts for the
mass media by responding to queries and giving interviews (e.g., to National Geographic, BBC, The Los
Angeles Times, The New York Times, Dallas Morning News, History Channel, Discovery Channel, NPR,
Radio Liberty, Radio Free Asia, Voice of America, and local outlets). Faculty write entries for
popular encyclopedias (e.g., World Book, Encarta, and Encyclopædia Britannica), advise government and
public agencies (e.g., The World Bank, Asian Development Bank, USAID, Department of State,
CIA, US Broadcasting Board of Governors), and offer expert testimony at Congressional and court
hearings. They also answer myriad inquiries from, for example, Peace Corps volunteers heading to
our region, offices requiring translations of documents, and museum curators.
Through the Global Speakers Service and other channels, faculty, students, and visiting
scholars frequently deliver presentations at a wide variety of venues, including retirement homes,
schools, and youth and professional organizations. IAUNRC sponsors numerous musical and
cultural events, such as the fall Lotus Festival, the spring Lotus Blossoms (for children),
performances of music from the Silk Road by Saba, and The Summer Central Eurasian Concert and
Art Exhibit. We also organize such hands-on demonstrations for local youth as Mongolian fortune
telling, a Central Asian bone game, and Tibetan calligraphy.
In 2002 the Center funded an exhibit of 55 framed photographs of Bukhara by former IU
photojournalism student Zilola Saidova of Uzbekistan. Over a thousand people from around the
state have viewed this exhibit. IAUNRC also provided disposable cameras to Uzbek children with
Indiana University IAUNRC p. C25
which they captured images of their daily life. These photographs were organized into a popular
touring exhibit. Our ―Turkmen Backpack‖ and ―Tibetan Trunk‖ travel continuously throughout the
state to elementary and secondary schools, international fairs, and festivals.
Schools and other public audiences find a rich list of media and artifacts on our website, and
borrow them at no cost for display and formal or informal activities. Our increasingly popular
website <www.indiana.edu/~iaunrc> serves as the initial point of contact with the IAUNRC for
information on Center resources, events, and funding opportunities. It also provides
comprehensive links to resources about our regions. Lastly, we produce a newsletter that publicizes
the activities of our Center and its affiliates.
8. Program Planning and Budget
8.A: Quality and Relevance of Activities. In the next triennium, IAUNRC will continue
to exert a great and measurable impact on individuals and institutions ranging from the local
community to the nation and world. We will strengthen IAUS curriculum, contributing to
preparation of American specialists needed for challenges of the 21st century. The Center‘s impact
will reach far beyond IU, through production of new training materials and programs, and increased
access to rich library and other rare resources for constituents at all levels of education, business,
government, and the general public.
Beginning in AY 2002-2003, our grant will support a new full-time faculty specialist on
modern Xinjiang, a region of critical importance to US security that higher education has largely
ignored. With IAUNRC help, readers and course modules with IAUS content will be created for
new courses (―Law in Central Asia,‖ ―Post-Socialist Education,‖ and ―Public Policy and
Management in Central Asia‖) (Budget, p. 6). As is the case with materials from the current cycle
grant, these will also be advertised and made available to faculty at other educational institutions.
IU‘s innovative and flexible curriculum, such as the joint SPEA/CEUS Master‘s degree, the
Indiana University IAUNRC p. C26
IAUNRC certificate, and PhD in Law and Society will encourage the integration of IAUS into the
training of students preparing for professional careers in government service and the private sector.
In the new triennium IAUNRC will pay special attention to improvement of language
training in LCTLs. The addition of Kazakh as an academic year course is a major step in this
direction. We will supplement academic year language training by tailoring opportunities for students
who have completed third-year courses in IAUS languages and need additional instruction to
achieve superior competency. For this we will hire special native informants capable of directing this
language work. They will be assisted by an ADLS administrator with appropriate preparation in
language pedagogy for advanced levels. In order to enhance their teaching skills, our regular
language class instructors will receive frequent guidance from our language coordinator; in addition,
they will attend special workshops organized in conjunction with African Studies and dedicated to
particular aspects of LCTL instruction.
IAUNRC will support collaborative efforts in summer through its leading role and support
for SWSEEL, as well as funding for BALSSI and ECPT (Budget, p. 5). Our Center will also use
Title VI funds to create a reader for intermediate Turkish with exercises to build vocabulary,
improve mastery of grammar, and expand cultural knowledge. IAUNRC‘s work in the area of
language materials and pedagogy will be conducted in close collaboration with CeLCAR, and will
benefit from rich experience acquired in developing CenAsiaNet (Budget, p. 5).
Beyond supporting new acquisitions, IAUNRC will enhance the exceptional accessibility of
IU library resources by linking the RIFIAS catalogue to the Main Library‘s Metadata system and
Digital Library Program, and through use of Title VI funds to digitize rare Central Asian and
Mongolian holdings in the RIFIAS and Hangin collections (Budget, p. 6).
Through workshops, such as ―China‘s Inner Asia,‖ we will help train post-secondary
instructors from beyond IU, and through an IAUS Speakers Bureau our faculty will offer guest
lectures to college and university classes throughout the US. Materials from workshops will be made
available to a broad audience electronically. In addition, we will advance post-secondary education in
Indiana University IAUNRC p. C27
IAUS through support of conferences on ―Law in Kazakhstan,‖ ―Democracy after Communism,‖
and ―Expansion of the European Union (Turkey and Hungary)‖ (Budget, p. 6).
Our Center will have a major impact on teacher training for primary and secondary schools
through such activities as the workshops and projects coordinated by Professors Thurlkill and
Goetze as more fully described in our Outreach Section (7.A.1) and Budget (p. 6).
In the new triennium IAUNRC will continue its strong tradition of reaching out to the
public by sponsoring such annual events as the Novruz festival and other regional or national
celebrations; through real and virtual visits by faculty, staff, visiting scholars, and graduate assistants
to schools, professional meetings, retirement homes, and other venues; through an active website
and lending library of books, electronic media, and artifacts; and through interviews to the mass
media. Undoubtedly, especially in light of the prominence of Islamic societies in Inner Asia, our
faculty will continue consulting for government and private organizations.
8.B.1 See Timeline.
8.B.2: Effective Use of Resources and Personnel. The Center will employ diverse
resources and personnel to achieve each of these objectives. In many cases, we will combine our
resources with those of CeLCAR, other NRCs, and complementary institutions at IU and beyond.
Other cooperative activities include BALSSI, ECPT, and SWSEEL summer language programs
(Budget, p. 5), distance learning activities (Budget, p. 5), cooperative library acquisitions (Budget,
p. 3), and joint outreach programs to schools (Budget, p. 2). We will also continue to utilize visiting
scholars and students from Central Eurasia as well as IAUNRC graduate students when appropriate.
8.C: Reasonable Costs. By combining its resources with those of other institutions,
IAUNRC is able to reach its ambitious objectives in cost effective fashion. Aside from these
cooperative agreements, a number of other factors contribute to the cost/benefit achievements of
the Center‘s programs. Indiana University provides IAUNRC both direct and indirect support, most
notably by maintaining CEUS, which is devoted almost entirely to language and non-language
instruction in the Center‘s areas. Our numerous formal and informal exchanges of personnel and
materials with institutions abroad offer valuable resources at low or no cost. Likewise, the Center‘s
Indiana University IAUNRC p. C28
activities continue to generate substantial grants that complement Title VI funds (e.g., through
NSEP projects [See 4.D.1] and State Department linkages [See 9.A.1]). Finally, IU‘s location in a
small midwestern city means that IAUNRC‘s basic operating costs are relatively low.
8.D: Long-Term Impact on Training Programs. Title VI support will enable IAUNRC
to make major and lasting contributions to IAUS over the next three years. It will allow IAUNRC to
improve the preparation of area studies specialists and to provide an area studies dimension to the
training of students across the university. The addition to CEUS of a specialist on Xinjiang will
greatly strengthen the curriculum in both IAUS and East Asian Studies. Title VI support will help
our efforts to reach IU undergraduates, and to make the library resources that are critical to all
aspects of IAUS teaching and research more broadly available.
IAUNRC‘s innovative projects using the Internet and CD technology will significantly
improve language and literature instruction; the Center will also create new course materials that
allow integration of IAUS into the preparation of future teachers, and into the teaching of business,
education, public administration, and law. IAUNRC-supported conferences will encourage scholars
and students to integrate our region into the scholarly and public discourse. (See 8.A) Our Center‘s
hosting of visiting scholars, which fosters their contact with IU faculty and students, will broaden
the basis for long-term collaboration and intellectual exchange. Support for SWSEEL, BALSSI, and
ESPT will allow IU to provide effective and efficient intensive language instruction for students at
IU and other institutions, and to test new materials. (See 4.A.2 and 8.A)
Title VI support for IAUS enables us to leverage funds from IU generally, COAS, and other
organizations beyond the university, for continued development of the Center‘s training and other
programs. IAUNRC‘s major outside grants over the past five years are testimony to the catalytic
effect of Title VI funds.
9. Impact and Evaluation
9.A.1: Impact of Program Shown by Objective Indices. IAUNRC has long exerted a
great and measurable impact on individuals and institutions ranging from the local community to the
Indiana University IAUNRC p. C29
nation and world. The growing importance of our region has created a greater need in both the
private and public sectors for trained specialists with the expertise our Center provides.
IAUNRC plays a key role at the university level. In AY 2001-2002, the Center‘s 159 courses
enrolled 2,523 undergraduates and 484 graduate students (See course list). Although CEUS remains
the most important focus for IAUS, the impact of Center activities extends to many other
departments and schools. IAUNRC is instrumental in USIA/State Department-funded linkage
agreements between IU and partner educational institutions in Azerbaijan, Kazakhstan, and
Kyrgyzstan. These have yielded 57 visits from Indiana to its partners and 73 from those partners to
Indiana. Visitors provide opportunities for many faculty and students throughout the state to learn
about our region. IAUNRC provides funds for exchange participants to develop collaborative case
studies, packets of readings, and other materials for use in classrooms across the country.
In addition to linkage-exchange visitors, during the past triennium we have hosted 79 visiting
scholars (mostly from our region) for stays of three or more months; many others have come for
shorter periods. Our Center provides logistical support to incoming scholars and encourages IU
faculty to host them. Through participation in classes and public lectures, such visitors play a direct
role in bringing IAUS to university audiences; they are and will remain a critical link in forming
partnerships leading to grants for sustained contacts. (This was the case in all four active USIA/State
Department linkages [p. C25], and in another for which we are currently applying).
During AY 2001-2002 IAUNRC outreach activities reached 37,398 students, 4,711 teachers,
and 14,845 members of media, business, and the general public. Over the past three years IAUNRC
teacher-training workshops and other activities for educators have exerted an especially strong
regional impact. Every year the Center holds at least one workshop for a group of about 25
university professors or elementary/secondary school teachers. The following testimonials from
attendees‘ evaluations attest the positive experience and enthusiasm our activities generate: ―spirit of
creativity,‖ ―inspirational learning opportunity‖ and ―invaluable information and contacts.‖
New educational materials developed and being developed by IAUNRC are of national and
even international significance. Our CenAsiaNet project has 1,241 registered users. (See 4.D.1) The
Indiana University IAUNRC p. C30
US military has made numerous inquiries for help with materials and training in Central Asian
languages. In the future, our contribution to enhanced US language capabilities will continue in close
collaboration with CeLCAR.
Other information on impact is provided throughout this application, especially in Sections
4, 7, and (for placement data) 9.B.3.
9.A.2: Equality of Access and Treatment. IU‘s Office of the Associate Vice Chancellor
for Academic Affairs coordinates numerous programs assuring minority equality and access. This is
supported in its efforts by the Minority Achievers Program, Minority Student Recruiting
(admissions), Groups Program (to promote retention), FASE Program (structured mentoring), and
Office of Multicultural Affairs. As part of IU, IAUNRC strives to provide equal access and
treatment to all groups within and outside the IU community. The Center widely publicizes its
programs and activities, attracting diverse audiences. Over the last cycle, women and other
traditionally underrepresented groups have comprised approximately half of CEUS graduate
students and IAUNRC FLAS recipients.
The Center‘s outreach program also reflects its concern for equal representation. Our 2000
workshop, ―Majorities, Minorities, Pluralities,‖ emphasized global issues of multiethnic and
multiracial societies. Our Center frequently provides speakers to the growing local retirement
9.B.1: Comprehensive and Objective Evaluation Plan. The Center compiles and uses
objective data—placement, enrollment, and attendance figures—both to evaluate and guide its
training and outreach programs. Student evaluations are an integral part of instruction at IU. In
addition, language classes are each evaluated by the language coordinator.
The Center regularly obtains feedback on such events as teacher workshops, where each
participant fills out a structured but open-ended questionnaire. In AY 2004-2005 IU‘s area studies
centers will invite an external evaluator to assess outreach activities (Budget, p. 7). Our NSEP-
funded Turkic language projects include in-classroom evaluation of modules, feedback by e-mail and
phone, as well as editorial board review to assure high quality and to suggest improvements. IU‘s
Indiana University IAUNRC p. C31
university linkage grants routinely include external evaluation. Our school curriculum projects are
tested for effectiveness and revised before mass distribution. Finally, the IAUNRC Advisory Board,
drawn from a diverse group of campus units, oversees and evaluates the broader scope of Center
activities and offers advice to the director.
9.B.2: Responsiveness of Program to Recent Evaluations. In 1996, IU prepared for the
transition to the current Center director with an internal review of IAUNRC by five non-Center
staff and faculty. Their recommendations were supplemented by those from a DOE site visit in
September 1996. In response to these, IAUNRC hired a full-time assistant director and a full-time
secretary, as well as two GAs. These critically constructive reports inspired major improvements in
outreach, cooperative projects, and library accessibility.
COAS commissioned a full external review of IAUNRC, CEUS, and RIFIAS in early 2000.
The review committee members, based on their findings, recognized the ―illustrious and world-
famous tradition‖ of Inner Asian and Uralic Studies at Indiana University. They declared that
Indiana‘s IAUS program was ―poised to enter the 21st century as an even stronger program not just
competitive with newly developed ones in this area but as the acknowledged leader and trailblazer.‖
Along with this positive assessment, the reviewers suggested such measures as hiring additional
faculty for the Central Asia field, raising salaries of language instructors, and providing students a
more formal advisory role in IAUNRC. Funds provided by COAS have allowed CEUS and
IAUNRC to share a newly appointed associate director/historian of Turkic peoples; furthermore, as
noted in 1.A.2, over the next two years CEUS will hire three new specialists in modern Central Asia,
Xinjiang studies, and Hungarian studies. With equal support from COAS and Title VI, the lowest
IAUS salaries for language instructor in AY 2005-2006 will be 25 percent higher than in 2002-2003.
Likewise, taking into account the external review recommendation, the IAUNRC advisory board
now includes a student member.
Indiana University IAUNRC p. C32
9.B.3: Training and Placement of Specialists. The most important resource IAUNRC
provides is the area specialists it trains. Because of the Center‘s strong, virtually unique academic
program, IU has long been recognized as a leading institution in IAUS. CEUS has granted 149 MA
and 63 PhD degrees since 1966, while its courses enroll a
TABLE 6 IAUNRC Graduate
significant number of undergraduate and graduate students from Placement (2000-2001)
more than a dozen other departments and professional schools. Continuing Study 14
Educational Institution 1
The placement of Center graduates in a wide variety of Public Sector -
Private Sector 7
careers utilizing their area studies training attests the quality of International Organization 2
IAUS. As evident in Table 6, the most common immediate step Unemployed 1
Unknown/Off job market 6
after completion of an IAUNRC is continued study. Longer term Total 31
statistical data are exceptionally difficult to collect, partly because
of IU‘s size: in any large public university, it is difficult to track students beyond their first year after
graduation. This problem is exacerbated by the interdisciplinary nature of the Center‘s academic
program, which draws students from many departments and professional schools, as well as by the
fact that graduates in the intelligence community are less likely to stay in touch
Even incomplete data reveal an impressive placement picture. Recent IAUNRC-associated
graduates hold positions in both the private and public sectors, within the US and abroad.
They currently hold faculty positions at the University of Washington, Hamilton College, Vassar
College, Baldwin Wallace College, Washington University, Bogazici University, Hofstra University,
University of Dallas, Texas A&M, Indiana University of Pennsylvania, Wheeling Jesuit College,
Rhodes College, Point Loma Nazarene College, and elsewhere. IAUNRC graduates work as
exchange program officers, interpreters and translators, and consultants to the World Bank and to
corporations with business interests in Central Eurasia. One, for example, a specialist on irrigation in
Uzbekistan‘s Ferghana Valley, provides expertise that informs World Bank investment in projects
involving water, the scarcest of all Central Asian resources and a source of continuing tension. Our
recent graduates also include a teacher of Turkic languages at a US military base, the director of the
Central Asian regional office of the Academy for Educational Development, CIA analysts, and a
Indiana University IAUNRC p. C33
military attaché at a US Embassy in Central Asia. Our former students also hold positions of
responsibility in American foundations whose work focuses on our region, such as education and
development programs in Tibet. One of our PhDs from the 1990s wrote and published Uzbek-
English, Kazakh-English, and Kyrgyz-English dictionaries, and another PhD created a Turkmen-
English dictionary. Another former student, one who did not complete her degree program, wrote a
textbook for Turkish and is now completing a CD-ROM project to enhance the study of Turkish.
In this regard it is worth noting that attractive job opportunities and/or limited financial
assistance to continue academic pursuits have taken quite a few of our students away from their
studies and into jobs even before completion of MA or PhD degrees. One of our currently enrolled
PhD students no longer in residence has taken a job in New York in the Tibetan Buddhist Resource
Center, which is digitizing Tibetan texts and making them available to the entire academic
community. We expect that this particular student will in time finish his dissertation and graduate.
Just the same, some of our students leave permanently for careers where they make very
important and sometimes even dramatic contributions. One of the most celebrated faces among the
US special forces during the early stages of the Afghan war was an ABD who was lured away by a
job in the intelligence services. Several years ago another student left CEUS without completing his
MA to take a position in Tashkent with a USAID contractor. Since then he has rapidly moved up
into more responsible positions, first in Baku, and then in Almaty.
Although this is flattering testimonial to the area expertise of Center students and to the
growing demand for their skills, we hope that our new ADLS program (See 4.B.1) will encourage
more of them to complete degree programs and ultimately prepare them to make even greater
contributions. This new initiative will offer our students an opportunity to raise their language skills
to a superior level, at the same time allowing us to use FLAS money to support those pursuing
advanced proficiency in least-commonly-taught languages.
The impact of IU-trained IAUS specialists should also be viewed from the perspective of
SWSEEL‘s contribution. We have only begun to track the progress of those students who have
come to IU for summer study of Turkic languages, Hungarian, and Tibetan. Nevertheless, given the
Indiana University IAUNRC p. C34
very limited opportunities to study these LCTLs and the range of SWSEEL participants—students
from higher educational institutions throughout the country and a wide range of professionals—the
impact of our annual language program is undoubtedly great.
10. FLAS Awardee Selection Procedure
10.A.1: Advertisement. IAUNRC works closely with all relevant campus units to announce,
beginning in early October, the FLAS fellowship program through: 1) posters placed around
campus, 2) flyers sent to 21 departments and professional schools, which distribute them to new
applicants and continuing students, 3) departmental and professional school newsletters, e-mail
distribution lists, and the Center‘s web site, 4) an ad in the Indiana Daily Student (circa 40,000
readers), and 5) a campus-wide FLAS information session. Summer FLAS opportunities are also
advertised in the AATSEEL and AAASS newsletters and through flyers distributed at national
Because it is a new option, we will undertake special efforts to publicize ADLS
opportunities, including individual contacts with all current IAUS language students at IU, and a
special insert in packets sent in response to requests for CEUS application packets.
10.A.2: Application Procedures. The FLAS application procedure is standard for all IU
area studies centers. Applicants choose a paper or on-line application requiring two pages of general
information, past language training, proposed program of study, and career goals. In addition
students must submit transcripts and three letters of reference, at least one of which addresses the
candidate‘s ability to learn a foreign language. Summer FLAS applicants for programs other than
SWSEEL fill out the academic year FLAS form. The SWSEEL application collects all information
requested in the academic year form. Thus, students seeking FLAS for SWSEEL need only check an
additional box to be considered for it.
10.A.3: Selection Criteria. The FLAS Selection Committee reviews and ranks all
applications based on established FLAS eligibility rules. The committee then assesses whether the
statement of purpose conforms to the student‘s overall academic and career plan, and finally meets
Indiana University IAUNRC p. C35
with the Center director to select awardees. The committee is advised to keep in mind the Title VI
goal of maintaining a broad and diverse language, disciplinary, and professional knowledge base in
international studies. Preference is given to students in least commonly taught languages seeking
advanced language proficiency and to MA candidates with an interest in government service. As in
2002-2003, in each year of the new cycle, 8 of 13 FLAS academic year fellowships will be reserved
for the strategically important languages of Central Asia. In the current cycle the ratio of applications
to awards was 4:1. Last year applications came from students from 18 different IU departments and
professional schools and from more than a dozen non-IU institutions. Recipients selected from this
are pursuing degrees in six units: CEUS, Anthropology, Linguistics, Near Eastern Languages and
Cultures, Political Science, and SPEA. Still another is supplementing the Master of Fine Arts she
now hold with CEUS training.
10.A.4: Selection Committee. The faculty committee (6-8 members) represents a cross-
section of the Center‘s professional school, regional, and disciplinary specialties. Prior to the com-
mittee‘s meeting, all Center faculty affiliates are asked to submit rankings in their primary discipline
and/or language area. The Center director also consults the FLAS Selection Committee in cases
where, after the normal selection process, a grantee is unable to accept or must relinquish an award.
10.A.5: Correspondence to Competitive Priorities. All FLAS fellowships awarded by the
Center are for least commonly taught languages of Central Eurasia. See also 10.A.3.
10.A.6: Timing of Selection Process. FLAS advertising continues year round, most
intensely from October through January. The academic year FLAS deadline is February 1, fifteen
days after the Graduate School admission application deadline. This allows departments and
professional schools time to notify eligible FLAS applicants who have not yet applied. The selection
committee meets in February; students are notified of awards in mid-March and asked to make a
decision within two weeks of notification, so alternates can be notified in timely fashion if necessary.
IU complies with the April 15 award acceptance deadline as mandated by the Council of Graduate
Schools. Summer FLAS competition advertising continues until the application submission deadline,
April 1. Summer FLAS awards are announced by April 30.