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ASSESSING READINESS TO OFFER NEW DEGREE PROGRAMS
Assessing Readiness to Offer New Degree Programs is a supplemental campus-based document that will
a) Inform the academic program development process and
b) Illustrate the unit’s readiness to offer the proposed degree program.
The proposing unit is expected to
a) Submit the assessing readiness document with the proposed program’s planning document and
b) Update the assessing readiness document as unit conditions change for submission with the
proposed program’s request to establish.
Part One: Assessing Need for the Program
Need for the Program
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Provide detailed information regarding linkages to the university mission, vision, and strategic
plan, and the impact of the proposed program on other unit programs.
What is the societal need for the proposed program? Project the current and future need for
graduates with this degree at the regional, state, and national levels.
What are the expected enrollment patterns for the proposed program over the next five years;
what is the enrollment target within five years of establishment? What evidence is there that the
proposed program and this unit can attract quality students?
We present four types of evidence that demand for this program exist: A) demographic evidence B) the
results from a survey conducted of two potential student pools: secondary educators in Eastern NC, and
senior BA or BS majors in Hispanic Studies graduating between December 2007 and May 2012, C)
Demand for the knowledge and skills our graduates will possess and D) the proposed program’s support
for crucial elements of the strategic initiatives of ECU and the HCAS.
A. The external need may best be explained by considering the social and demographic changes
occurring in North Carolina and nationally.
Individuals self-identifying as being of Hispanic or Latino origin now constitute both the largest and the
fastest-growing minority in the U.S. According to the US Census Bureau, this demographic grew from
13% of the U.S. population in 2000 to 16.3% in 2010; in raw figures, from 35.3 million to 50.5 million—an
increase of 43%. North Carolina’s Latino population increased 394 percent between 1990 and 2000 and
another 111% from 2000-2010 (from 378,963 to 800,120); moreover, Census Bureau statistics showed
that Eastern North Carolina hosts the largest concentration of Hispanics. Thus, the Hispanic population in
NC is thus increasing much faster than it is nationally.
(http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=DEC_10_PL_P2&prod
Type=table)
The Rural Latino Round Table Report published by ECU and the N.C. Rural Economic Development
Center concluded that “Today, the growth and influence of the state’s Latino population is
unprecedented. . . . North Carolina’s Latino population grew faster . . . than that of any other state
between 1990 and 2000. Recent estimates indicate that that population is continuing its rapid growth.
Given the dramatic changes this population has made to much of rural North Carolina, it is imperative that
action be taken to better capitalize on the presence of Latinos in rural North Carolina.”
The economic impact of the Hispanic population has increased accordingly. Latinos have provided the
backbone for several NC industries: for example, in Mecklenburg County, 75 percent of construction
workers are Latino, over 95 percent of agricultural workers are Mexican guest workers and in Bladen
County over 50 percent of the workers in meat processing plants are Latinos. Latino buying power in NC
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increased from $8.3 million in 1990 to $2.3 billion in 1999. The new labor supply has enabled traditional
economic sectors such as tobacco, agriculture, food processing and vegetable farming to maintain their
importance in the region.
As the Rural Latino Round Table Report points out, it will be imperative to “provide valuable information
and services to the local Latino population” and “to help integrate the Latino population into the local
community and assist Latinos to become entrepreneurs.” By becoming fully capable and informed
consumers and providers of goods and services, Hispanics will contribute to the state’s economic growth.
The development of linguistically- and culturally-competent business professionals in the non-Hispanic
population to train Latino employees and serve their community’s needs will contribute to this end.
These facts indicate that the state and national economies will face an extreme shortage of professionals
who possess both linguistic and cultural competence to deal with the Hispanic community in order to
supply effectively the increasing number of Latino consumers. The potential for growth in this market
sector is unknown, but clearly substantial. The demand on the public sector to provide bilingual services
in fields such as health and education will also increase accordingly.
B. Survey results: We conducted a survey of two potential student pools: secondary educators in Eastern
NC (a one-time survey), and senior BA or BS majors in Hispanic Studies graduating from December 2007
to May 2012. We received 16 responses from the former (as it was performed only once), and 133 from
the latter. Each question was to be answered on a scale of 1-5, with 1 being “not at all” and 5 “extremely”.
They were asked how interested they would be in pursuing an on-line MA and how interested they would
be in pursuing the same degree in a classroom setting. 60 (40%) responded with either 4 (very, 8) or 5
(extremely, 52) to the possibility of the on-line degree (the two options were not mutually exclusive: i.e.,
they could put the same number on both if they wished therefore the numbers do not add up to 100% of
responses. For the classroom-based MA, 49 (33%) answered with either a 4 (7 responses) or a 5 (42
responses).).The educators unanimously preferred the on-line option and commented they would
otherwise not be able to enroll. The majority of our student pool showed a preference for a classroom
setting, but more than half still expressed an interest level of 4 or 5 in on-line courses. It is noteworthy that
only 40 of 149 respondents (27%) answered with an interest level of less than 4 in both categories.
Moreover, in the last two years the combined number of BA and BS majors has increased from 90 to 152;
therefore, internally, if only 1 out of 10 of these students continued directly into the MA program, even
with no external students we would enroll 15 in our first cohort. Given these numbers, we believe an
estimate of 10-15 students in our first cohort is not overly optimistic. We expect the student pool to
include our own graduates and those of other colleges and universities in North Carolina, and K-12
educators across the state. It may also include a small number of native- or near-native speakers with
undergraduate degrees in other disciplines who would enroll in the interest of professional advancement
or personal development. The program may eventually attract students from outside the state, but we do
not anticipate this to be the case at first, nor for their numbers to ever be significant due to the high price
of out-of-state tuition.
C. Demand for the knowledge and skills our graduates will possess: In a survey of 85 graduates from our
program performed in 2010 for our department’s external review, 70% of respondents stated they were
working in a field related to their degree. Of these, the professions in which they were using the
knowledge and skills gained as undergraduates broke down as follows: K-12 education: 45%, law,
medicine, banking or government: 20%, real estate, biological science or public health: 20%,
translators/Interpreters: 10%.
According to the Bureau of Labor Statistics (henceforth BLS), positions in K-12 education are predicted to
grow at a rate of 13%. An MA in Hispanic Studies will be valuable for continuing certification and career
advancement. Community colleges across the country hire faculty with MA degrees, and many 4-year
institutions also depend on these faculty to deliver lower-level courses.
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The BLS also predicts that “Translators who work in Spanish, Portuguese, French, Italian, German,
Chinese, Japanese, Korean, Arabic, and other Middle Eastern languages should be in demand’: in fact, it
predicts the field will grow much faster than the average for all careers through 2018, with an increase of
20% percent or more (http://www.bls.gov/oco/oco20016.htm). Hospitals such as Pitt County Memorial
Hospital and other institutions have employed our BA graduates as interpreter/translators; an MA would
prepare them much better for such careers, and allow them to command larger salaries.
The variety of other fields in which our BA and BS graduates have found employment, documented above,
illustrates the unique knowledge and skill sets we provide. Some professions, such as teaching and
translation/interpretation, make use of trans-linguistic and trans-cultural competencies as the primary
skills. However, our students also acquire a broad knowledge and skill base in demand in the business
and public service sectors. There is ample evidence that the knowledge and skills we impart are in
demand: for example, a recent Forbes survey of more than 100 executives at large U.S. businesses
(annual revenues of more than $500 million) found that:
In global, multicultural organizations, simply expecting all employees to speak one
common language, such as English, marginalizes the potential impact of international
talent and leaves monolingual staff ill-equipped to help the organization compete
effectively in a globalized environment,” that “In an increasingly global economy, U.S.
companies will perform better by hiring individuals who can communicate in foreign
languages and helping current employees develop language skills,” and that ““language
barriers have a broad and pervasive impact on business operations. [. . .] foreign
language skills will be even more vital in the future and that language abilities can help
executives advance their careers, speed overseas expansion, and boost corporate—as
well as personal—success.
http://www.forbes.com/forbesinsights/language_study_reg/index.html accessed 12/16/11
In addition, the Association of American Colleges and Universities performed a survey of employers
concerning what they want institutions to teach. The answers did not suggest a narrow focus. Instead, 89
percent said they wanted more emphasis on “the ability to effectively communicate orally and in writing,”
81 percent asked for better “critical thinking and analytical reasoning skills”—precisely the abilities we
develop (New York Times: Sunday, 3 Jan. 2010).
Finally, in surveys conducted by Students Review Inc., graduates with a Bachelors degree in Foreign
Languages had a 2.6% unemployment rate after graduation, as compared to graduates in Accounting
(6.6%) and Business Management (6.8%)
http://www.studentsreview.com/unemployment_by_major.php3). An MAHS would only improve their
marketability. Moreover, the BLS has found that, in general, professionals with a Masters degree earn
$936 more per month than those with a Bachelors in the same field, and have a comparative
unemployment rate 1.4% lower (http://www.bls.gov/emp/ep_chart_001.htm;
http://www.bls.gov/oco/ocos175.htm). Our MAHS would improve upon their undergraduate base—or, in
the case of those with the necessary language skills and an undergraduate degree in another discipline,
previous knowledge and experiences—thus enabling graduates to be attractive candidates in a variety of
endeavors, or to advance in their present profession.
The MAHS will also qualify our graduates for a number of other areas: national, state, and local
governments are in great need of employees with Spanish language and intercultural skills, as well as
knowledge of the history, politics, and economics of Spanish-speaking nations. The Departments of
Justice (including the FBI), State, Defense (including all branches of the Armed Forces), the National
Security Agency, Central Intelligence Agency, Library of Congress, and Voice of America all hire
individuals with the knowledge and skills our MAHS will develop. To illustrate, we offer the following
examples: among the Department of State’s qualifications for Foreign Service Officers one finds the
ability “To work and communicate effectively and harmoniously with persons of other cultures, value
systems, political beliefs, and economic circumstances; to recognize and respect differences in new and
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different cultural environments” (http://careers.state.gov/officer/who-we-look-for). The CIA’s Intelligence
Collection Analysts are called upon to “apply their foreign language, area knowledge, and subject matter
expertise,” and their Open Source Officers must possess “a keen interest in foreign affairs; strong writing
and analytical skills; foreign language proficiency; well developed Internet research skills; and excellent
communication, interpersonal, and English language skills. Bachelors, Masters, and Doctorate degrees in
all areas of study are considered. Many [successful candidates] have formally studied the politics and
history of a particular country or region. As a part of the screening process, selected applicants will be
sent a language proficiency test and an analytic writing test” (https://www.cia.gov/careers.html).
Other areas in public service where Spanish language and inter-cultural competence give job candidates
a distinct advantage are in law enforcement, immigration, customs, professions that the BLS predicts will
grow at a rate of 10%, (http://www.bls.gov/oco/ocos160.htm); and social services, which will experience
“rapid growth” (defined by the BLS as more that 20%; http://www.bls.gov/oco/ocos060.htm).
In the private sector, SimplyHired.com, an internet-based employment consultant, lists the following job
titles as being typical for employment seekers with degrees in Spanish: International Relations Consultant,
Importer/Exporter, International Account Manager, International Banking Officer (the employment outlook
in banking is considered particularly favorable --http://www.bls.gov/oco/ocos126.htm), and Bilingual
Customer Support, as well as numerous positions in the travel and hospitality industries
(http://www.simplyhired.com/a/jobs/list/q-spanish+major). Business fields in which our graduates’ skills
will be in particular demand include marketing, advertising, sales, and public relations management, in
which the BLS notes that “the ability to communicate in a foreign language may open up employment
opportunities in many rapidly growing areas around the country, especially cities with large Spanishspeaking populations” (http://www.bls.gov/oco/ocos020.htm; http://www.bls.gov/oco/ocos297.htm).
Faculty Preparedness
10 faculty will be teaching in the MA program: 8 tenured (one full professor, 7 associate professors), 2
tenure-track assistant professors, (1 more to be hired).
 Together, our faculty account for 5 books, 122 articles or book chapters, 39 book reviews (which
in our field are solicited by journals and thus an indication of a scholar’s stature in his/her field),
and 5 published article translations.
 Six serve on the Editorial Boards of major international journals, and one is Reviews Editor of
another.
 Three have been outside readers of doctoral dissertations, one is currently directing an MA thesis,
and others have served on 3 MA thesis committees.
 They have received a total of 23 grants or other monetary awards.
 Three have experience teaching DE courses, and one other is preparing to do so.
External Support:
1) The Dean of the Harriott College of Arts and Sciences has granted us two assistantships funded at
$10,000 apiece. These students will be used as Teaching Assistants and will allow us to offer two new
high-enrollment undergraduate Introduction to Hispanic Studies courses per semester (currently being
developed) for 150 students per course for Foundations Curriculum credit in the humanities. Given our
enrollment limit of 25 for language courses, these will generate an extra 1500 student credit hours per
year to help defray the cost of operating the MA program.
2) We have identified the following grants for which we believe our program qualifies. These are in two
areas:
a) First, to develop and assess the success of our innovative MA curriculum’s Engaged Research
courses their values to the community, we intend to apply for the NEA Learning and Leadership
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Grant “to fund collegial study, including study groups, action research, lesson study, or mentoring
experiences for faculty or staff new to an assignment. All professional development must improve
practice, curriculum, and student achievement.”
b) Second, to help our students fund their studies:

We intend to apply for the Office of Postsecondary Education (OPE): Graduate Assistance in
Areas of National Need (GAANN) Program CFDA Number 84.200A: “The GAANN program
provides grants to academic departments and programs of institutions of higher education
(IHEs) to support graduate fellowships for students with excellent academic records who
demonstrate financial need and plan to pursue the highest degree available in their course of
study at the institution.”.

We also intend to apply for the FLAS Fellowships Program, which “provides allocations of
fellowships to institutions of higher education or consortia of institutions of higher education
to assist meritorious undergraduate and graduate students undergoing training in modern
foreign languages and related area or international studies.”
3) Our students will be working at clinics to be founded by the new ECU School of Dental Medicine
(scheduled to begin operation in 2014) to provide dental health care to the Hispanic community. They
may combine this with their required Engaged Research project. We plan on entering into a contractual
agreement with the SODM by which our program will be reimbursed for these services.
D. ECU’s strategic initiatives as outlined in its “ECU Tomorrow” document identifies the following five focal
points:
 Education for a New Century – ECU will prepare our students to compete and succeed in the
global, technology-driven economy. (UNC-T 4.1.1, 4.1.3)
The increasing Latino population is a direct result of the demographic flows caused by the
global economy, and creates the necessity and the obligation for ECU to prepare this
demographic segment to compete and succeed. The preparation of a sufficient number of
linguistically- and culturally-competent educators will contribute in two ways: to ready nonLatinos to relate to a Latino clientele and work force, and to prepare older and secondgeneration Hispanic-Americans to succeed in a technology-driven economy. Furthermore, it will
provide the opportunity for professional providers of goods and services to the Latino populace
to supply more effectively this increasing demand. Our program will contribute to this strategic
direction in the specific ways described below.
The UNC Tomorrow report (4.1) states the goal of developing both learners’ “ability to think
critically, reason analytically, solve problems, communicate clearly both orally and in writing”
and their “understanding of diverse cultures [and] the commonality of human problems,” goals
clearly present in the learning outcomes addressed below in part 3 of the “Comparison to
Similar Programs in Other Universities” section.
Part I of ECU’s Phase I Response to UNC Tomorrow, “Education for a New Century”, affirms
the following objectives: “Globalizing (Internationalizing) ECU” and to “Promote more global
awareness through the ECU curriculum”. Furthermore, the Mission Statement of East Carolina
University affirms that through teaching, ECU nurtures “an understanding of the
interdependencies of people,” and “values the contributions of a diverse community”. These
goals are clearly present in the learning outcomes addressed below in part 3 of the
“Comparison to Similar Programs in Other Universities” section.
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The Mission Statement of East Carolina University affirms that through teaching, it fosters
“lifelong learning”. Section I of ECU’s Phase I Response to UNC-T, “Education for a New
Century”, promises our “commitment to student access” and “to being the leader in online
education”. As part of this commitment, we will rotate offering our courses via DE beginning in
the second year so that working people may complete the degree entirely online.
The “Introduction” to ECU’s Phase I Response to UNC Tomorrow vows to improve education
through “experiential learning, particularly through ECU’s public service centers and outreach
endeavors,” and to foster “global awareness”. Our program’s engaged research component will
support the university’s outreach endeavors by placing students in service venues throughout
North Carolina. Toward this end, the program will take advantage of the ECU Office of
Engagement, Innovation, and Economic Development, as well as contributing to and benefitting
from its Outreach and Engagement Directory/Repository.
Through research, ECU aims “to solve significant human problems, and to provide the
foundation for professional practice through the support of basic and applied research”. Our
students will be available to work as Graduate Assistants to faculty pursuing research
concerning the Hispanic population (particularly in health care, see UNC-T 4.5.1), and would
thus help solve problems involving the Latino community and its relationship with the peoples of
Eastern North Carolina. Placements will be arranged in venues such as the following confirmed
partners: the Mexican Consulate, the Down East Council for Hispanic/Latin Affairs, the Hispanic
Community Center in Goldsboro, the Charlotte-based Latin American Coalition, Pathways to
Life (statewide mental health/counseling services) , the Centro Latino of Catawba County,
Student Action with Farm Workers, the Association of Mexicans in North Carolina, the Comisión
Latina en SIDA (AIDS), the NC Justice Center, the East Coast Migrant Head Start Project, El
Pueblo Inc. and the clinics of the future ECU School of Dental Medicine. Placements will be
arranged at the beginning of each student’s studies, and need not be in North Carolina or the
United States (See part IV of ECU’s Phase I Response Document, “Health Care and Medical
Innovation”). These activities would also support the university’s commitment “to integrating
research and creative activities in the educational experiences of students.”
The service mission of East Carolina University, as an institution with a tradition of strong
regional ties and public outreach, is to provide leadership and to engage in partnerships
supporting public education, health care and human services, cultural activities, and regional
development. The program’s engaged learning component will provide needed skills to Eastern
North Carolina Communities.
 The Leadership University – ECU will distinguish itself by the ability to train and prepare leaders
for tomorrow for the east, for North Carolina and for our nation.
As the Rural Latino Round Table Report published by ECU and the N.C. Rural Economic
Development Center concludes, it will be necessary to “develop the Latino leadership” within
the state, which will require educating the increasing number of children of immigrants entering
the University who have some knowledge of spoken Spanish but no formal training in writing
and little knowledge of the histories of Hispanic cultures. Our program will also cultivate
linguistically- and culturally-competent non-Latinos prepared to engage with the Latino
population.
 Economic Prosperity – ECU will create a strong and sustainable future for eastern North Carolina
through education, innovation, investment and outreach.
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As the demographic changes described above illustrate, the Latino population is the fastest
growing segment of our nation, our state—and hence also of our domestic economy, as both
workers and consumers.
The economic impact of the Latino population has increased accordingly. Latinos have provided
the backbone for several NC industries: for example, in Mecklenburg County, 75 percent of
construction workers are Latino, over 95 percent of agricultural workers are Mexican guest
workers and in Bladen County over 50 percent of the workers in meat processing plants are
Latinos. Latino buying power in NC increased from $8.3 million in 1990 to $2.3 billion in 1999.
The new labor supply has enabled traditional economic sectors such as tobacco, agriculture,
food processing and vegetable farming to maintain their importance in the region.
As the Rural Latino Round Table Report points out, it will be imperative to “provide valuable
information and services to the local Latino population” and “to help integrate the Latino
population into the local community and assist Latinos to become entrepreneurs”. By becoming
fully capable and informed consumers and providers of goods and services, Latinos will
contribute to the state’s economic growth. The development of linguistically- and culturallycompetent business professionals in the non-Hispanic population to train Latino employees and
serve their community’s needs will serve this purpose.
Many Latinos also face challenges in housing, as they are not always aware of their rights or
responsibilities as tenants under the state's landlord/tenant law. In the same way, many are
particularly vulnerable to "bad" loans and violations of the Federal Fair Housing Act. They are
frequently victims of payday robberies as a lack of Spanish-language financial service keep
them from depositing money into the banking system.
Student participation in our engaged learning courses will help to alleviate such problems
through their service in placements performed at any time of the year in venues such as (but not
limited to) : the Mexican Consulate, the Down East Council for Hispanic/Latin Affairs, the
Hispanic Community Center in Goldsboro, the Charlotte-based Latin American Coalition,
Pathways to Life (statewide mental health/counseling services) , the Centro Latino of Catawba
County, Student Action with Farm Workers, the Association of Mexicans in North Carolina, the
Comisión Latina en SIDA (AIDS), the NC Justice Center, the East Coast Migrant Head Start
Project, El Pueblo Inc. and the clinics of the future ECU School of Dental Medicine. Placements
will be arranged at the beginning of each student’s studies, and need not be in North Carolina or
the United States. Placement partners will be identified by the student and graduate program
director upon enrollment in the program, and need not be limited to NC or the United States.
This responds to the UNC-T Report’s (4.4.1) call for university participation in “community
development” and in particular “rural and underserved areas” (4.4.2), and to Part III of ECU’s
Phase I Response document, “ECU’s Vitality and Economic Prosperity in the East”.
Furthermore, this program’s focus on language and cultural study will contribute to the region’s
social and economic development by promoting a closer interaction between the Latino and
non-Latino populations, developing the understanding and awareness described in the
“Introduction” to ECU’s Phase I Response to UNC Tomorrow, and contributing to the region’s
appreciation of the growing diversity of our populace.
Sources:
The Rural Latino Round Table Report
US Bureau of the Census
State of the South report (http://www.mdcinc.org/knowledge/sos-2010.aspx)
Selig Center for Economic Growth (University of Georgia, http://www.terry.uga.edu/selig/)
El Pueblo, Inc. http://www.newsouthproductions.com/info.htm
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East Carolina University's Regional Development Institute (http://www.ecu.edu/oeied/)
National Center for Education Statistics (http://nces.ed.gov/pubsearch/)
NC Center for Public Policy Research (http://www.nccppr.org/drupal/)
 Health Care and Medical Innovation – ECU will save lives, cure diseases, and transform the
quality of health care for the region and the state.
The UNC-T Report calls for greater university involvement in providing quality health care
(4.5.1), as well as for “align[ing] campus programs with regional needs” (4.7.1).The increasing
Latino presence creates an immediate demand for linguistically- and culturally-competent health
care professionals, and interpreters for those who are not. According to the US Census Bureau,
North Carolina Latinos generally have fewer years of formal education than NC's population as
a whole, with only 43 percent of Latinos having a high school diploma. Hispanic patients
continue to face significant barriers that impede access to appropriate health care, and health
care providers have also become overburdened in their efforts to serve North Carolina's
changing population. For instance, a Latino-accessible non-profit community-based mental
health agency located in the Triangle has had a 500 percent increase in its Latino clients over
the last five years. Providers overwhelmingly report that language is the most significant barrier
to providing adequate care for the Latino population. Some of our students will, through
engaged learning, provide these services. Furthermore, by serving as research assistants, they
will contribute to advances improving the quality of health care to this underserved population.
 The Arts, Culture and the Quality of Life – ECU will provide world class entertainment, culture and
performing arts to enhance the quality of our lives.
Through the teaching of the Spanish language and Hispanic cultures, our program will
contribute to a greater knowledge of and appreciation for the Latino artistic heritage. As the
Hispanic population increases, their cultural and artistic heritage will become part of that of
North Carolina and the nation. ECU thus has an obligation to provide the opportunity for crosscultural experiences in the arts. By creating increasingly closer ties to the Hispanic community
through engaged learning, we may attract an increase in students of Hispanic background to
ECU’s arts programs, and possibly see an increase in the number of Latino arts events hosted
by the university.
As the East Carolina University strategic initiatives state, “our legacy is 100 years of service to
our state,” going on to note that the “Education Trust identified ECU as a national leader in
ensuring the success of minority students,” and to claim that “our biggest impact occurs for
those who are traditionally underserved.” We believe that our proposed MA degree will help
continue that tradition in the following ways:
1) allowing North Carolina educators to continue their professional development by increasing
their linguistic and cultural competence, thus improving the education of non-Hispanics in the
Spanish language and Hispanic cultures, and the education of Hispanic youths so they may
improve their own future opportunities and better contribute to society and
2) offering post-graduate studies to business, health and other service professionals who have
a knowledge of Spanish so they may increase their linguistic and cultural competence in
order to stimulate economic growth, improve the quality and quantity of goods and services
offered to and consumed by Latinos and
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3) our MA students will make an immediate contribution by facilitating the improvement of
educational, economic, and health care opportunities for Hispanics, thereby aiding their
integration into society and
4) enhancing the quality of life in Eastern North Carolina through the teaching of Hispanic
historical and cultural traditions.
In addition, the degree will contribute to the vision of the Thomas Harriot College of Arts and Sciences in
that it will “provide a sound liberal arts education for all students, conveying the traditions of learning and
inquiry that presents them with information essential for performing global, societal and professional
roles”. It will participate in the College’s stated mission “to provide educational and learning experiences
to provide the skills and knowledge for students to become responsible citizens in a diverse society . . .,
to support regional and health development through training and education, to serve the community and
region through basic and applied research and community engagement, and to expand international
opportunities for study, service, teaching, and research,” as well as supporting its commitment “to
diversity and to adopting cross-cultural and transnational perspectives in our teaching, learning, and
scholarly activities.”
In particular, it will contribute to the following HCAS initiatives:
Initiative: Instructions and Student Scholarship
Strategy 2: Expand degree offerings (undergraduate, Masters, PhD) consistent with
SACS accreditation measures, five-year enrollment projections and the university mission
Initiative: Teacher Preparation
Strategy 1: Expand DE and evening liberal arts course offerings to meet the needs of
non-traditional students and students in teaching training programs
Initiative: Support the Arts
Strategy 1: Support interdisciplinary programs that encompass aspects of the arts (e.g.
Classical Studies, various cultural study programs).
Initiative: Impact Economic Advancement.
Strategy 1: Provide education and training to enhance job-related competencies for
persons internal and external to the university.
Strategy 2: Expand learning opportunities for non-traditional students through increased
DE course offerings.
Initiative One: Student Leadership.
Strategy 1: Identify and promote experiences that cultivate leadership skills. Develop
engaged learning opportunities such as service learning, volunteer, and community
service programming
It would contribute to the attainment of the Department of Foreign Languages and Literature’s vision of
“educating students in linguistic, literary, and cultural competencies to make a difference in our
multilingual and multicultural communities at the local, state, national, and world levels,” and execute its
mission to “prepare skilled teachers and scholars, liberally educated women and men, and articulate and
aware citizens of the state, the nation, and the world . . . to enhance the education both of East Carolina
University students and of K-12 students locally and statewide . . . to promote a better understanding of
self, of culture (our own and that of others), and of humankind in general by studying the language,
literature, cultural values, and living patterns of diverse peoples.” In particular, the Department’s Strategic
Directions include the goal of “an M.A. in Hispanic Studies; reducing the critical need for foreign language
specialists in the United States; training language specialists in support of the educational, medical and
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health-related, and business needs of the region and beyond; and providing access to richer literary,
artistic, and cultural experiences in the 21st century”.
Comparison to Similar Programs in Other Universities
● How common is this type of program nationally and what about the proposed program would
enable it to particularly stand out from the others? What would it take to become a nationally
recognized program in this area?
MA programs in Spanish and Hispanic Studies do exist across the nation and in North Carolina.
However, NC schools offering the degree have entirely different foci: the UNC-CH graduate
program specializes in Spanish Linguistics and Spanish and Latin American literatures, and
primarily caters to PhD students. UNC-W and UNC-G offer traditional language and literature
curricula. NCSU offers either a “Traditional MA” in Foreign Languages (with a traditional language
and literature curriculum), or the MA with a concentration in linguistics, literature, or pedagogy.
Appalacian State offers an MA in Romance languages, but with only a specialization in the teaching
of Spanish. None of these programs offer DE, nor do they have an engaged learning component.
None uses the MLA Report’s recommended outcomes of translinguistic and transcultural
competence as a basis for program assessment, nor uses the “Developing Multiple Literacies”
curricular and pedagogical model.
Ours will be unique in three ways:
1) Ours will be the only MA program in the state to make all courses leading to the degree available
through distance education (beginning in the second year), thus providing learning opportunities for
students not living in proximity to these other UNC institutions. ECU is recognized as a leader in distance
education, and our faculty in Hispanic Studies have considerable experience offering DE courses.
Eastern North Carolina has traditionally been an underserved region for graduate education opportunities.
2) It will be the only graduate program in Spanish/Hispanic Studies in North Carolina with an engaged
research component
3) Our curricular structure and pedagogical approach will be unique not only in North Carolina, but in the
nation.
Our MA in Hispanic Studies is based on the new standards of our professional organization, the Modern
Language Association of the Americas (MLA). In May 2007, the MLA’s Ad Hoc Committee on Foreign
Languages report titled “Foreign Languages and Higher Education: New Structures for a Changed World”
advocated “[r]eplacing the two-tiered language-literature structure with a broader and more coherent
curriculum in which language, culture, and literature are taught as a continuous whole”.
(http://www.mla.org/flreport)
The MLA document directly addresses the new, specific desired outcomes we have for our graduate
students: to become “educated speakers who have deep translingual and transcultural competence . . . to
function as informed and capable interlocutors with educated native speakers in the target language [and]
to reflect on the world and themselves through the lens of another language and culture”. Such a program
“situate[s] language study in cultural, historical, and cross-cultural frames within the context of humanistic
learning” and “systematically teaches differences in meaning, mentality, and worldview . . . to help
[students] consider alternative ways of seeing, feeling, and understanding things”.
Specifically, these are our outcome goals:
1) Achieve enough proficiency in the language to converse with educated native speakers on a
level that allows both linguistic exchanges and, to a lesser extent, metalinguistic exchanges
(that is, discussion about the language itself). We expect our BA/BS students to graduate with
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writing and speaking proficiencies at an “Intermediate High” level on the American Council on
the Teaching of Foreign Language (ACTFL) scale, but we will expect our MAHS graduates to
have developed “Advanced Mid” levels in those skills. On the other commonly used proficiency
scale, the Interagency Language Roundtable (ILR, formerly FSI) scale used for government
employment, this would correspond to an increase from the “Limited Working Proficiency” or S2 level to the S-3 or “Professional Working Proficiency” level, defined as follows:
Limited Working Proficiency:
 able to satisfy routine social demands and limited work requirements
 can handle with confidence, but not with facility, most social situations including
introductions and casual conversations about current events, as well as work, family, and
autobiographical information
 can handle limited work requirements, needing help in handling any complications or
difficulties; can get the gist of most conversations on non-technical subjects (i.e. topics
which require no specialized knowledge), and has a speaking vocabulary sufficient to
respond simply with some circumlocutions
 has an accent which, though often quite faulty, is intelligible
can usually handle elementary constructions quite accurately but does not have thorough or
confident control of the grammar.
Professional Working Proficiency:
 able to speak the language with sufficient structural accuracy and vocabulary to
participate effectively in most formal and informal conversations on practical, social, and
professional topics
 can discuss particular interests and special fields of competence with reasonable ease
 has comprehension which is quite complete for a normal rate of speech
 has a general vocabulary which is broad enough that he or she rarely has to grope for a
word
 has an accent which may be obviously foreign; has a good control of grammar; and
whose errors virtually never interfere with understanding and rarely disturb the native
speaker.
We define transcultural understanding as the ability to comprehend and analyze discourse—the cultural
narratives that appear in every kind of oral and written expressive form—from essays, fiction, poetry,
drama, journalism, humor, advertising, political rhetoric, and legal documents to performance, visual
forms, and music. To read a cultural narrative a student should possess the following transcultural skills:
--Recognize and analyze intra- and inter-linguistic diversity
--Achieve enough proficiency in the language to converse with educated native speakers on a level
that allows both linguistic exchanges and, to a lesser extent, metalinguistic exchanges (that is,
discussion about the language itself).
--Have knowledge of and be able to discuss some of the specific metaphors and key terms that inform
Hispanic culture: e.g., “raza” in Latino culture, the “Special Period” in Cuba, “los desaparecidos” in
Argentina, “the two Spains”.
--Have some understanding of how a particular background reality is reestablished on a daily basis
through discourses such as:
 the mass media
 literary and artistic works as projection and investigation of a nation’s self-understanding
 the social and historical narratives in literary texts, artistic works, the legal system, the political
system, the educational system, the economic system, and other social systems
 stereotypes of both self and others, as they are developed through texts
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 symbols or sites of memory in the broadest sense, including buildings, historical figures, popular
heroes, monuments, culture-specific products, literary and artistic canons, landscapes
 major competing traditions such as views of the nation that are secularist or religious
 historiography
In order to achieve these outcome goals, our courses use as a specific model one such innovative
curriculum, the "Developing Multiple Literacies" (DML) program used in the German Department at
Georgetown University
(http://www1.georgetown.edu/departments/german/programs/undergraduate/curriculum/manuscripts/). In
fall semester of 2009, the Hispanic Studies faculty participated in a two-day seminar by the creator of the
DML model, Professor Heidi Byrnes. A group of three faculty also followed up this training in spring of
2010 by visiting classes given in the Georgetown program.
Based on this experience, the courses will differ from our present offerings and courses at other
institutions for the following reasons:
--The curriculum will consist of two parts: a core curriculum that serves to give a diverse group of
students a common theoretical and methodological foundation on which to build, and an advanced
curriculum in which students work in depth on a limited number of topics. The core will be unique,
as it will include a course on how to design action research projects, and a second one in which
they carry out their projects while performing service activities with the Hispanic community.
--Nor is any distinction made between “peninsular” and “Latin American” courses in the curriculum,
as in traditional programs. Half of the advanced courses are structured chronologically so that
students may immerse themselves in the world views of each time period and compare it to those
of non-Hispanic cultures. The other half will be thematically oriented courses on important topics
and issues.
--The chosen themes and topics are presented through a diversity of textual resources using a
variety of media, with the goal of achieving sufficient level of linguistic and cultural competence to
function successfully in a professional environment using an appropriately formal register.
--In all courses, students compare and contrast their native language and cultural assumptions with
those of the Spanish-speaking world.
MAHS students will thereby become autonomous, self-reflective learners capable of employing the
linguistic, critical thinking, and research skills acquired toward their own professional and personal goals.
Moreover, students will be encouraged to present their research at conferences and to submit it to be
considered for publication (four of our students have presented papers, two of which have been
published).
This curriculum also reflects what we already do in our scholarly pursuits and pedagogical practices: work
in creative ways to cross disciplinary boundaries, incorporate the study of all kinds of material in addition
to the strictly literary, and promote wide cultural understanding through research and teaching.
The program will be a hybrid of DE and traditional classroom delivery methods. In the first year, all
courses will be delivered face-to-face. Beginning the second year, two courses per semester will be
offered entirely DE for students employed full-time and who will be enrolled part-time. These will be
delivered in a combination of synchronous and asynchronous instruction, making use of Camtasia,
Centra and Blackboard technologies. Two courses will be on campus for traditional, full-time students,
who will also take the DE classes. Courses will be rotated so that full-time students can graduate in 3
semesters, students taking only DE courses will be able to complete the MA in three years (at 2 courses
per semester) or 5 ½ years (at 1 course per semester). Beginning in the second year, we will also be
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offering at least 1 DE course in second summer session, further reducing the time to completion to 4
years.
One of our program objectives is to offer engaged learning courses in which students would complete a
research project (agreed upon between themselves and a faculty member) based upon service
performed in venues such as the following confirmed partners: the Mexican Consulate, the Down East
Council for Hispanic/Latin Affairs, the Hispanic Community Center in Goldsboro, the Charlotte-based
Latin American Coalition, Pathways to Life (statewide mental health/counseling services) , the Centro
Latino of Catawba County, Student Action with Farm Workers, the Association of Mexicans in North
Carolina, the Comisión Latina en SIDA (AIDS), the NC Justice Center, the East Coast Migrant Head Start
Project, El Pueblo Inc. and the clinics of the future ECU School of Dental Medicine. Placements will be
arranged at the beginning of each student’s studies, and need not be in North Carolina or the United
States. These courses respond to the UNC-T Report 4.4.1 call for university participation in “community
development” and in particular “rural and underserved areas” (4.4.2).
In addition, our students will be available to work as Graduate Assistants to faculty pursuing research
concerning the Hispanic population (particularly in health care, see UNC-T 4.5.1), and would thus help
solve problems involving the Latino community and its relationship with the peoples of Eastern North
Carolina. This would also serve as a source of financial support for our students. In fact, one of the
students in the Masters in International Studies program with a Concentration in Hispanic Studies,
through the initiative of one of our faculty, worked as a Research Assistant for Dr. Patricia Slagter Van
Tryon in the College of Education.
Finally, it is worthy of note that the cultural content of all coursework, and the first-hand experience of
Hispanic cultures provided by the engaged learning experience directly support UNC-T 4.4.2, “arts and
cultural enrichment.”
In conclusion, we believe the Developing Multiple Literacies approach will offer students a unique skill set
that will be highly transferrable and useful in any professional context.
Accreditation Standards
● Are there accreditation standards or requirements that will affect this program? Is so, describe in
detail how the proposed program will meet those standards or requirements.
No, however, students presently teaching Spanish but not yet certified may improve their language skills
and cultural knowledge, thereby increasing their chances of teaching licensure.
Part Two: Assessing Readiness of Current Faculty
●
●
Complete the Faculty Information Sheet (attached, with instructions for downloading from
Sedona) for each individual who will serve as a core faculty member, actively involved in
delivering the proposed program.
Provide a summary of faculty readiness in the unit to include the cumulative totals of the
following:
o Number of core faculty at each rank who will be actively engaged in this program.
o Number of core faculty with experience directing theses/dissertations
o Number of scholarly and professional activities related to proposed degree (with
emphasis on the past 5 years):
o Number of publications related to proposed degree
o Number of grants & contracts submitted and awarded related to proposed degree
o Invited research presentations outside ECU
o Patents/disclosures/copyrights
o Participation in scholarly collaborations with other universities, laboratories, & centers
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o
Service on related national/international boards or committees
1. Number of current faculty at each rank who will be involved in this program: 10 faculty: 8
tenured (one full professor, 7 associate professsors), 2 tenure-track assistant professors, (1
more to be hired)
2. Number of core faculty with experience directing theses/dissertations:
4 faculty members
Purificación Martínez:
Director, MA thisis: Berrini, Lucas. “Ideology and Kingship in the Chronicles of Alfonso X of
Castile.” East Carolina University [Dept. of History], in progress.
Dale Knickerbocker:
External evaluator, PhD dissertation: Wolfe, Graham. Encounters With the Real: A Žižekian
Approach to the Sublime and the Fantastic in Contemporary Drama (external appraiser);
University of Toronto 2009.
Committee member, MA thesis: Stewart, Meredith K. “Separation of Genes: Cristina Garcia’s
The Agüero Sisters”., East Carolina University, 2009.
Paul Fallon
External Reader. Universidad Autónoma de Barcelona, España, PhD. dissertation by
Roxana Rodríguez Ortiz: Alegoría de la frontera México-Estados Unidos: Análisis
comparativo de dos escrituras colindantes. May 2008.
Juan José Daneri
Ph.D. Exam Committee Member, Middlebury Coll. 2005.
Reader of two M.A. theses, Marquette Univ. 2003.
3. Number of scholarly and professional activities related to proposed degree (with emphasis on
the last 5 years): 5 books, 122 articles or book chapters, 39 book reviews (which in our field
are solicited by journals and thus an indication of a scholar’s stature in his/her field), and 5
published article translations.
a. Books: publication of book monographs relevant to proposed program, ranging from
second language acquisition to early modern and modern Spanish poetry as well as
contemporary Spanish narrative and Latin American cultural studies. These include:



Ford, Katherine. Politics and Violence in Cuban and Argentine Theater. New
York: Palgrave Macmillan 2010.
Lorenzo,
Javier.
“Nuevos
casos,
nuevas
artes”:
intertextualidad,
autorrepresentacion e ideologia en la obra de Juan Boscán. Currents in
Comparative Romance Languages and Literatures. Peter Lang Publishing, Inc.,
2007.
Schinasi, Michael, Ed. and notes. Ventura de la Vega, Poemas. Salamanca:
Grupo de Estudios del Siglo XIII-Universidad de Salamanca, 2005.
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

Knickerbocker, Dale. Juan José Millás. The Obsessive-Compulsive Aesthetic.
Currents in Comparative Romance Languages and Literatures. Peter Lang
Publishing, Inc., 2003.
Ruiz-Funes, Marcela. On Teaching Foreign Languages: Linking Theory to
Practice. West Port, Conn.: Begin & Garvey, 2002.
b. Regular publication in some of the top journals in the field: Hispanic Review,
Bulletin of Spanish Studies, Bulletin of Hispanic Studies, Revista de Estudios
Hispánicos, Foreign Language Annals, Latin American Theater Review, Dieciocho,
Letras Peninsulares, Revista Hispánica Moderna, Arizona Journal of Hispanic
Studies, Modern Language Notes, Hispania, Anales de Literatura Española
Contemporánea, Foundations, Journal of the Fantastic in the Arts, Extrapolation, La
Corónica, Hispanófila, Calíope: The Journal of the Society for Renaissance and
Baroque Hispanic Poetry, Anuario de Estudios Cervantinos, Neophilologus, Revista
de Literatura, Monographic Review/Revista Monográfica.

Steady collaboration in editorial boards of well-established journals:
Faculty on Editorial Boards of 6 Journals. Hispania Nova, Revista de Historia
Contemporánea, The Bulletin of Spanish Studies, Modern Language Journal, Revista
Canadiense de Estudios Hispánicos, Extrapolation, Brújula, Journal of the Fantastic
in the Arts, Language Learning and Technology, Language Learning, Applied
Linguistics, Cornell Working Papers in Linguistics as well as academic presses:
Cambridge University Press, Oxford University Press, Pegasus Press, Klewer
Publications; Modern Language Association of the Americas (Translation Series).

Regular attendance and organization of panels at professional conferences such as
the American Council on the Teaching of Foreign Languages, Latin American Studies
Association, Asociación Internacional de Hispanistas, The Modern Language
Association, International Conference on the Fantastic in the Arts, Kentucky Foreign
Languages Conference, The American Association of Applied Linguistics, The MidAmerica Conference on Hispanic Literatures, Sociedad de Estudios Medievales y
Renacentistas, The Mid Atlantic Association of Language Laboratory Directors etc.
4. Number of publications related to proposed degree: 171 (see number 3 above for more
details).
5. Number of grants & contracts submitted and awarded related to proposed
degree: 23, these include:









2008 HCAS Research Award: Prof. Jennifer Valko, $5,000
2008 HCAS Research Award Prof. Juan José Daneri, $5,000
2007 HCAS Research Award: Prof. Paul Fallon, $5,000
2007 ECU Division of Research and Graduate Studies, Research Development Grant
Program, $17,638.48, “Language, Literacy, and Identity Development in Rural Eastern North
Carolina”.
2006. International Conference Fund, East Carolina University, for attending 52nd International
Conference of Americanists, Seville, Spain. $500.
2005. Indiana Campus Compact Service-Learning Faculty Fellowship
2003. Travel Grant, Center for Latin American and Caribbean Studies, Univ. of Wisconsin,
Milwaukee, for attending LASA Conference. $450.
2002. Gettel Faculty Research Grant, Dept. of Foreign Languages & Literatures, for research
at the Newberry Library, Chicago. $400.
East Carolina University Teaching Grant, 2002. $7,305.
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
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
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
2001. Gettel Faculty Research Grant, Dept. of Foreign Languages & Literatures, for research
at the Bancroft Library, Univ. of California, Berkeley. $450.
2001. Arts & Sciences Dean’s Grant for invited lecture at Stanford Univ. (2001). $300.
Gettel Faculty Research Grant, Dept. of Foreign Languages & Literatures, for research at the
National Library, Santiago, Chile. $700.
2000. Summer stipend grant for finishing Mellon project, Marquette Univ. $2,820.
1999. Mellon Grant for “El mundo hispano hoy: A multimedia course for a multimedia
classroom” (co-recipient with Prof. Afinoguénova), Marquette Univ. $7,099.
1999. Graduate School Dean’s grant for the Study of Classical Nahuatl, Washington Univ.
$2,000.
1998-1999. Graduate School Dean’s Dissertation Fellowship, Washington Univ. $13,000.
1998 Partnership BellSouth Foundation. “Foreign Language Education: Linking Theory to
Practice.” $4,000.
1998. Grant in aid from the Folger Shakespeare Library in Washington D.C. $2,000.
1997. Tinker Travel Grant for summer research
1996. Mellon Dissertation Fellowship. $3,500.
Vice-Chancellor's Research/Creative Activities Grant, East Carolina University, 1995. $5,152.
1988-1991. Fellowship in Contemporary Poetry. Univ. Católica de Valparaíso. $6,000.
1993. Spanish Ministerio de Asuntos Exteriores (Foreign Affairs Ministry): grant for archival
research in Madrid on Theater life in 19th century Spain. $10,000.
Spanish Ministerio de Asuntos Exteriores (Foreign Affairs Ministry): grant for research at the
Biblioteca Nacional (National Library) in Madrid, 1991.
1989. Travel grant for summer research in Spain, Southern Region Education Board,
Summer, 1989: $800.
1988-87. Post doctoral research fellowship for the academic year, granted by the U.S. Spanish Joint Committee for Cultural and Educational Cooperation under the auspices of the
Agreement on Friendship, Defense and Cooperation between the United States of America
and the Kingdom of Spain (administered by the Fulbright Commission in Madrid).
Approximately $26,000.
1989-1992 Fulbright Research Grant, Bogotá, Colombia.
1970. Grants from the Office of International Studies and the Off-Campus College of SUNY
Binghamton for research in the personal library of Miguel de Unamuno, Salamanca, Spain.
Part Three: Assessing Adequacy of Instructional/Research Facilities and Personnel to Support
the Program
Instructional and Research Facilities
● Describe existing space and specialized equipment to be devoted to the proposed program within
the context of the space and equipment currently assigned to the unit/s.
Present resources adequate; however, if the demand for DE courses grow, either enrollment would have
to be capped or additional office space provided.
●
How will assignment of this space to the proposed program impact existing programs? It will not.
●
Describe additional facilities or specialized equipment that would be needed over the next five
years. None.
●
Describe current holdings in library resources in the proposed program and projected library
resources needed to support the proposed program. They are adequate for our needs.
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●
Describe the adequacy of unit computer resources. If additional resources are needed, give a
brief explanation and an estimate for the cost of acquisition. Include classroom, laboratory, and
other facilities that are not currently used in the capacity being requested. (Collaborate with ITCS
to determine feasibility of adding these resources, particularly in the areas of mainframe computer
usage, networking requirements, statistical services, network connections, and student computer
labs.)
Only if enrollment calls for additional faculty will further computer equipment be necessary (see first bullet).
●
Provide e-mail verification of consultation with Office of Space Management about the feasibility
of new or additional space needs for the proposed program (See attached)
Personnel
●
What additional personnel would be needed to make the proposed program successful for growth
and development over a five-year period?
o
o
o
o
o
●
Faculty: We have received a position for a sociolinguist to deliver our engaged
learning/action research courses, and supervise placement and student research projects.
The search is currently frozen due to budgetary issues. One of our faculty has experience
in action research and is preparing the course proposals with help from experienced
faculty in the Department of Sociology.
Post-doc associates NA
Research technicians NA
Graduate assistants: We have requested and been promised 2 Graduate Assistantships
from the HCAS. We intend to request 2 more from the Vice Chancellor for Research and
Graduate Studies. These would be used as TAs to faculty teaching large lecture sections
of FC courses that would produce SCHs to offset the use of faculty to teach small
graduate sections. Once students have the 18 sh required by SACS, they may be trained
to teach sections of our 1000-level language classes.
Other staff NA
What will be needed to recruit such individuals and what is the recruitment market like?
The current economic crisis will aid us in our search, as will the fact that positions designed for faculty
both to teach and perform action research are nearly non-existent. The Latino presence in Eastern NC
favors us, as does the opportunity to collaborate with the Nuevo South Action Research Collaborative.
Part Four: Assessing Financial Resources to Support the Program
●
Describe existing financial resources to be devoted to the proposed program. The Department
will need to offer three additional graduate-level courses per semester, two DE.
●
Describe what additional financial resources would be needed over the next five years and their
proposed sources of funding. None, unless enrollment growth is unexpectedly high.
●
What new financial resources will come to the university based on the projected increase in
enrollment? The new large-enrollment courses made possible by the two TAs will result in a net
growth of SCHs.
●
Will the program students contribute to the financing of the program through teaching, research,
and clinical practice? Yes, in two possible ways:1) through the assistantships, it will be possible to
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offer large lecture sections (150 students) of our FORL courses for FC Humanities credit. The
SCHs generated would help defray the cost of the program. Once they have completed 18 sh,
students may also teach sections of our 1000-level language courses. 2) Our students will be
working at clinics to be founded by the new ECU School of Dental Medicine (scheduled to begin
operation in 2014) to provide dental health care to the Hispanic community. They may combine
this with their required Engaged Research project. We plan on entering into a contractual
agreement with the SODM by which our program will be reimbursed for these services.
●
What are your plans for the program if the financial resources anticipated for the program
(enrollment, external support, etc.) are 25% lower and 50% lower than expected? At both 25%
and 50% lower enrollment, we would continue to offer courses for two more years, while
recruiting to meet expected enrollment. At that point, a decision would need to be made at the
HCAS level whether or not to discontinue it. If HCAS and DFL&L cannot support the additional
courses per semester required to graduate students in a timely manner, they would not be offered.
Part Five: Assessing External Support and Collaboration
●
List active grants/contracts specifically related to the proposed program. NA
●
Describe existing collaborative efforts related to the proposed program with community or state
agencies, other institutions of higher education, federal laboratories or agencies, national centers,
or other external organizations. At the present time, we offer an undergraduate-level internship
course that may be taken for 1, 2, or 3 semester hours.
●
How do you plan to use external funding to support the proposed program? To what agencies or
programs would proposals be submitted and with what timeframe? Faculty outside our unit who
have external funding have expressed interest in employing our students as Research Assistants
paid from those funds.
o
o
o
o
What indications are that the proposed program addresses significant problems of stated
interest to funding agencies? NA
How well does the proposed program align with state and national initiatives as stated by
the indicated governmental agencies? NA
How well does the proposed program align with state and national initiatives as stated by
the indicated foundations or other non-governmental sources? NA
What kind of university investments will be needed to leverage external support and over
what time period? NA
External Support:

The Dean of the Harriott College of Arts and Sciences has granted us two assistantships
funded at $10,000 apiece. These students will be used as Teaching Assistants and will
allow us to offer two new high-enrollment undergraduate Introduction to Hispanic Studies
courses per semester (currently being developed) for 150 students per course for
Foundations Curriculum credit in the humanities. Given our enrollment limit of 25 for
language courses, these will generate an extra 1500 student credit hours per year to help
defray the cost of operating the MA program.

We are currently investigating the possibility of applying for grants in two areas:
First, to develop and assess the success of our innovative MA curriculum’s Engaged
Research courses their values to the community, we intend to apply for the NEA Learning
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and Leadership Grant “to fund collegial study, including study groups, action research,
lesson study, or mentoring experiences for faculty or staff new to an assignment. All
professional development must improve practice, curriculum, and student achievement.”
Second, to help our students fund their studies:
1) We are intend to apply for the Office of Postsecondary Education (OPE): Graduate
Assistance in Areas of National Need (GAANN) Program CFDA Number 84.200A: “The
GAANN program provides grants to academic departments and programs of institutions of
higher education (IHEs) to support graduate fellowships for students with excellent
academic records who demonstrate financial need and plan to pursue the highest degree
available in their course of study at the institution.”
2) We intend to apply for the FLAS Fellowships Program, which “provides allocations of
fellowships to institutions of higher education or consortia of institutions of higher education
to assist meritorious undergraduate and graduate students undergoing training in modern
foreign languages and related area or international studies.”

Our students will be working at clinics to be founded by the new ECU School of Dental
Medicine (scheduled to begin operation in 2014) to provide dental health care to the
Hispanic community. They may combine this with their required Engaged Research project.
We plan on entering into a contractual agreement with the SODM by which our program will
be reimbursed for these services.
Faculty Information Sheet
Name: Dale Knickerbocker
1.
Rank: Professor
2.
Degrees: BA, MA, PhD
3. Teaching Experience related to proposed degree (with emphasis on the past five years)
a. Overall nature of workload assignments
(%teaching/%research/%service/administration/clinical practice)
40% teaching, 40% research, 20% service
b.
Courses
At the graduate level:
Special Topics in Hispanic Studies: Contemporary Hispanic Speculative Fiction
Post-Civil War Spanish Novel
Major Latin-American authors: The Fantasists (Borges, Cortázar, Rulfo)
Spanish for Reading Knowledge
Contemporary Spain
Spain and Modernity
c.Graduate student supervisory experience (theses/dissertations)
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Dissertation Committee, Wolfe, Graham. Encounters With the Real: A Žižekian Approach to the
Sublime and the Fantastic in Contemporary Drama (external appraiser); PhD dissertation,
University of Toronto 2009.
MA Thesis Committee, Stewart, Meredith K. “Separation of Genes: Cristina Garcia’s The Agüero
Sisters”. MA Thesis, East Carolina University, 2009.
4. Scholarly & Professional Activities related to proposed degree (with emphasis on the past five
years)
a.
Publications/Scholarly Activity related to proposed degree
BOOKS IN PRINT
Juan José Millás: The Obsessive-Compulsive Aesthetic. New York: Peter Lang, 2003.
ARTICLES/BOOK CHAPTERS IN PRINT
“Apocalypse, Utopia, and Dystopia: Old Paradigms Meet a New Millenium Extrapolation 51.3
(Fall 2010): 345-57.
“Aporia e historia en Laberinto (as time goes by) por Gabriel Trujillo Muñoz. Actas del Primer
Congreso de Literatura Fantásticay de Ciencia Ficción Universidad Carlos III de Madrid
(2008). http://www.congresoliteraturafantastica.com/index.html, Fall 2009.
“Science, Religion, and Indeterminacy in Juan Miguel Aguilera’s La locura de Dios (The Folly of
God).” Foundation: The International Review of Science Fiction. 37.102 (spring 2008):
31-48.
“What Students Don’t Learn Here—And How to Get Them ‘There’.” Rendezvous: A Journal of
Arts and Letters 40.2 (2008): 23-32.
“Dos mujeres en Praga, de Juan José Millás: novela onto-epistológica.” Texturas: Estudios
Interdisciplinarios sobre el Discurso 7.7 (2007): 53-69.
“Apocalypse, Apotheosis, and Transcendence in Rosa Montero’s Temblor.” Extrapolation 46.4
(Winter 2005): 469-87.
“Apocalypse and Alienation in Javier Negrete’s Nox perpetua.” Journal of the Fantastic in the
Arts 15.4 (Winter 2004): 288-308.
“Juan José Millás and the European Bastard: The Alphabetical Order” Chap. 14 in Fantastic
Odysseys. Greenwood Press. 115-21.
“Identidad y otredad en Primavera de luto de Juan José Millás.” Letras Peninsulares 13.2 (Fall
2000): 119-137.
“Technology, Nature, and Dehumanization in Gonzalo Torrente Ballester's Quizá nos lleve el
viento al infinito.” Anales de Literature Contemporánea Española 25 (2000): 147-169.
“Technology, Technophobia and Gynophobia in Gonzalo Torrente Ballester’s Quizá nos lleve el
viento al infinito.” Journal of the Fantastic in the Arts 10.4 (2000): 353-371.
20
10-17-08
“Escritura, obsesión e identidad en la obra de Juan José Millás.” Actas del XIII Congreso de la
Asociación Internacional de Hispanistas. Florencio Sevilla and Carlos Alvar eds. Vol. 2.
Madrid: Castalia, 2000. 4 vols. 681-86.
“La reiteración de motivos en Tonto, muerto, bastardo e invisible de Juan José Millás.” Revista
Hispánica Moderna 51.1 (June 1998): 147-160.
“Búsqueda del ser auténtico y crítica social en Tonto, muerto, bastardo e invisible de Juan José
Millás.” Anales de Literatura Española Contemporánea 22.2 (1997): 211-233.
“Ideología y sujeto en La saga/fuga de J.B. de Gonzalo Torrente Ballester.” Hispanic Journal
16.2 (Fall 1995): 399-416.
“Of Narrative Strategies and Practical Jokes: A Meta-Reading of Gonzalo Torrente Ballester's La
saga/fuga de J.B.” Romance Languages Annual 7 (1995): 527-531.
“Pascual Duarte y el narcisismo fóbico.” Revista Hispánica Moderna 47.2 (December 1994):
407-420).
“Abyección y crítica social en La familia de Pascual Duarte.” Hispanística 2.2 (July 1994): 20-28.
“Tiempo de silencio and the Narration of the Abject.” Anales de Literatura Española
Contemporánea 19.1 (1994): 11-31.
“Metaficción, fantasía y mito en el Don Juan de Gonzalo Torrente Ballester.” Letras
Peninsulares 7.2 (fall 1994): 485-501.
“The Legend of the Siete Infantes de Lara and the Problem of Antifeminismo.” La corónica
23.1 (Fall 1994): 12-22.
“Feminism and Narrative Structure in Pardo Bazán's Insolación.” Hispanic Journal 13.2 (Fall
1992): 251-63.
“La teoría literaria implícita en `Diario para un cuento' de Julio Cortázar.” Inti: Revista de
Literatura Hispánica 34-35 (1991-1992): 151-58.
“Play and Subversion: Observations on the Fantastic and Metafictional Modes.” Romance
Languages Annual 3 (1991): 478-83.
“The Medieval Concept of the Sin of ‘Maldecir’ as reflected in Spanish Exemplary
Literature.” Cincinnati Romance Review 8 (1989): 67-77.
REVIEWS
Molina-Gavilán, Yolanda. Ciencia ficción en español: Una mitología ante el cambio. Journal of
the Fantastic in the Arts 14.2: 283-85.
Kidd, Michael. Stages of Desire: The Mythological Tradition in Classical and Contemporary
Spanish Theater. Journal of the Fantastic in the Arts 11.1 (2000): 106-109.
Wasserman, Carol. La trayectoria literaria de Camilo José Cela. Revista Hispánica Moderna 47.2
(December 1994): 566-567.
21
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Barceló, Miquel. Paradojas II: Ciencia en la Ciencia Ficción (Paradoxes II: Science in Science
Fiction). Forthcoming in Journal of the Fantastic in the Arts 17.3 (Fall 2006).
b. Status of Grants & Contracts submitted related to proposed degree (including agency names,
years of funding, collaborative partners)
Vice-Chancellor's Research/Creative Activities Grant, East Carolina University, 1995. $5,152.
c.
Invited research presentations outside ECU
Invited Lecture, “Science Fiction in Mexico”, University of South Florida, Mar. 20, 2010.
Invited Lecture, “A Mexican Apocalypse: Indeterminacy in El fin de todas las cosas”
d. Patents/disclosures/copyrights
e. Participation in scholarly collaborations with other universities, laboratories, & centers
f. Service on related state/national/international boards or committees
Head Judge, Science Fiction and Fantasy Translation Awards, 2012 (International)
Judge, Science Fiction and Fantasy Translation Awards, 2011 (International)
Head, International Division, International Association of the Fantastic in the Arts, 2004-present.
Head Judge and Organizer: Annual International Scholar Award, International Association of the
Fantastic in the Arts.
Review Editor, Journal of the Fantastic in the Arts;
Consultant to MLA Publications Text and Translation Series.
Textbook Consultant to Houghton Mifflin Co., 2005
Textbook Consultant to HarperCollins/American Text Works 2005
Textbook Consultant to McGraw Hill Inc., 2004
Textbook Consultant to Harcourt, Brace & Jovanovich, 2000
Judge, 1997, 1998 Minaya Alvar Fañez Literary Prize, awarded by El Cid (Citadel)
Consultant to McGraw Hill Inc. on Primis language education database project, 1997.
University of North Carolina (system-wide) Exchange Programs Advisory Board. 1998-2005
5.
Other
Faculty Information Sheet
Name: Michael Schinasi
1.
Rank
Associate Professor
2.
Degrees BA, MA, PhD
3. Teaching Experience related to proposed degree (with emphasis on the past five years)
a. Overall nature of workload assignments
(%teaching/%research/%service/administration/clinical practice) 40% / 40% / 20%
b.
Courses
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10-17-08
In the past 5 years: Spanish 2440 (Spanish Civilization) 4557 (Spanish Literature: 18th and 19th
century), 5700 (independent study: El romancero de la Guerra de África), Grad course: Spanish
Theater of the 19th Century and the Rise of the Bourgeois State
Prior: Intro to Translation, Approaches to the Study of Hispanic Literature, Survey of Spanish Literature
in Translation, Golden Age Literature, Federico García Lorca, Two Spanish Prose Writers of the 19 th
century: Larra and Pérez Galdós, 20th Century Spanish Literature
c.
Graduate student supervisory experience (theses/dissertations):
Graduate Tutorial: El Romancero de la Guerra de África
4. Scholarly & Professional Activities related to proposed degree (with emphasis on the past five
years)
a.
Publications/Scholarly Activity related to proposed degree
Past 5 years:
Book
Ventura de la Vega, Poemas, ed., intro. and notes by Michael Schinasi (Salamanca: Grupo de Estudios
del Siglo XIII-Universidad de Salamanca, 2005) (appeared in 2006).
Refereed Articles, Chapters and Proceedings
“Conmemorando a Cervantes: Ventura de la Vega y la apropiación de Cervantes en el siglo XIX,”
Anuario de estudios cervantinos 3 (2007), 133-142 .
“El canto del cisne que nunca fue: Juan de Grimaldi, una nota biográfica,” Hispanianova
( http://hispanianova.rediris.es ) 4 (2004).
Book Reviews
Luis Miguel Fernández, Tecnología, espectáculo literatura…Forthcoming in Bulletin of Spanish Studies,
Ignacio López Alemany, J. E. Varey, El teatro palaciego en Madrid… Forthcoming in Bulletin of Spanish
Studies
Christopher Britt Arredondo, Quixotism: The Imaginative Denial of Spain's Loss of Empire Albany: State
University of New York Press, 2005. viii + 266pp. ISBN: 0-7914-6255-2 in Cervantes, Journal of the
American Cervantes Society 2 (XXV), Fall 2006 pp. 321-323
José Cebrián, La Musa Del Saber. La poesía didáctica de la Ilustración española in Bulletin of Spanish
Studies, 2007, vol. 84, no 3, p. 425-426.
Rodríguez de León, María José, ed.. La crítica ante el teatro barroco español (siglos XVII-XIX).
Salamanca: Ediciones Almar, 2000 in Bulletin of Spanish Studies, vol. 82 (2005), 245-246.
Coughlin, Edward V.. La teoría de la sátira en el siglo XVIII. Newark: Juan de la
Cuesta. 2002. 155 pp in Bulletin of Spanish Studies , 82 (2005), 122-123.
23
10-17-08
Margaret A. Rees, The Nineteenth Century Theater in Spain: A Bibliography of Criticism and
Documentation. Glasgow: Bulletin of Hispanic Studies / Bulletin of Spanish Studies. 2001. xii + 158 pp. in
Bulletin of Spanish Studies , Spring 2003.
Malcolm K. Read, Transitional Discourses: Culture and Society in Early Modern Spain. Ottawa:
Dovehouse Editions. 1998. 274 pp. in Bulletin of Spanish Studies, 79 (2002), 657-58.
Yvonne Fuentes Rotger, El triángulo sentimental en el drama del dieciocho (Inglaterra, Francia, España),
Kassel: Edition Reichenberger. 1999. ix + 343 pp. Bulletin of Hispanic Studies (Bulletin of Spanish
Studies after January, 2002), 79 (2002), 525-27.
Prior to past 5 years
Refereed Articles, Chapters and Proceedings
Craig Stinson, “Taquería el Perico: la comida mexicana, y la identidad en Carolina del Sur,” trans.
Michael Schinasi and Ingrid Vernon, NC Folklore Journal, Fall-Winter 2001, 102-110.
“Ventura de la Vega, Tomás Rodríguez Rubí y los escritores del día,” Estudios de literatura española de
los siglos XIX y XX (Madrid: CSIC, 1998).
“The Theater Repression in Córdoba, 1694 -1834,” Dieciocho 18 (1995), 157-173.
“Poder estatal en España y política teatral a mediados del siglo pasado,” Encuentros y desencuentros de
culturas: siglos XIX Y XX, ed. Juan Villegas, Asociación Internacional de Hispanistas. Actas. Irvine 1992 .
(Irvine: Regents of the Univ. of California, 1994), 37 - 44.
"El café teatro y los orígenes del público actual," Crítica Hispánica 15 (1993).
"Two Documents for the History of the Spanish Theater in the Period of the Gobierno Intruso," Bulletin of
Hispanic Studies 68 (1991); 211-19.
"The Anarchy of Theatrical Genres in Mid-Nineteenth Century Spain," Romance Languages Annual, 1990
2 (1991); 534-39.
"Battles of Wild Animals and Commercial Mass Culture in Mid-Nineteenth-Century Spain," in Romance
Languages Annual, 1989 1 (1990); 609-15.
"The National Theater in Mid-Nineteenth Century Spain," in Resonancias románticas evocaciones del
romanticismo hispánico en el sesquicentenario de la muerte de Mariano José de Larra, ed. John R.
Rosenberg (Madrid: Ediciones José Porrúa Turanzas, 1988), 194-205. (Reviewed in Hispanic Review 58
[1990]; 127 - 29 and Revista de Estudios Hispánicos 1 [1990]; 132 - 33).
"The History and Ideology of Calderón's Reception in Mid-Nineteenth-Century Spain," Neophilologus 70
(1986); 381-98; rpt. in Segismundo 41 - 42 (1985), 127 - 49.
"Cuatro cartas inéditas de Ventura de la Vega," Revista de Literatura 44 (1982); 183 - 91.
Book Reviews
“Cebrián, José. Nicolás Antonio y la ilustración española. Kassel: Edition Reichenberger, 1997. 268pp.”
Bulletin of Hispanic Studies, Fall 2001.
24
10-17-08
“J.E. Varey and Charles Davis. Los corrales de comedias y los hospitales de Madrid: 1615 - 1848.
Estudios y documentos. Fuentes para la Historia del Teatro en España XXI. London: Tamesis. 1997.
310 pp.” Bulletin of Hispanic Studies (Glasgow) 77 (2000).
“Rosa María Aradra Sánchez, De la retórica a la teoría de la literature (siglos XVIII y XIX). Murcia:
Universidad de Murcia. 1997. 358 pp.” Bulletin of Hispanic Studies LXXVI (1999), 446 - 447.
“J.E. Varey, N. D. Shergold and Charles Davis, Teatros y comedias en Madrid: 1719-1745. Estudio y
documentos. Madrid: Tamesis. 1984. 384 pp.” Bulletin of Hispanic Studies LXXIV (1997), 226 - 227.
“Ana María Freire López, Poesía popular durante la Guerra de la Independencia española (1808 - 1814).
Indice de las composiciones publicadas en la prensa periódica y en folletos de la ‘Colección Documental
del Fraile’. London: Grant and Cutler, 1993. 203 pp.” Bulletin of Hispanic Studies (1996).
“Gaspar Zavala y Zamora. Obras narrativas. Edited by Guillermo Carnero. Barcelona: Simio. 1992.
265pp.” Bulletin of Hispanic Studies 71 (1994) 404 - 405.
“Caldera, E. ed. Teatro politico spagnolo del primo ottocento, Bulletin of Hispanic Studies (1993).
Sackett, Theodore Alan. Galdós y las máscaras: historia teatral y bibliografía anotada, in Revista de
Estudios Hispánicos 20 (1986); 138 - 39.
b. Status of Grants & Contracts submitted related to proposed degree (including agency names,
years of funding, collaborative partners)
Research grant from the Spanish Ministerio de Asuntos Exteriores, for three months of research in Madrid,
awarded for May-August, 1991. Approximately $10,000
Travel grant for summer research in Spain, Southern Region Education Board, Summer, 1989.
Approximately $700.
Post doctoral research fellowship for the 1987 - 1988 academic year, granted by the U.S. Spanish Joint
Committee for Cultural and Educational Cooperation under the auspices of the Agreement on Friendship,
Defense and Cooperation between the United States of America and the Kingdom of Spain, granted June,
1987 (Administered by the Fulbright Commission in Madrid). Approximately $25,000.
Grants from the Office of International Studies and the Off-Campus College of SUNY Binghamton for
research in the personal library of Miguel de Unamuno, Salamanca, Spain, Summer, 1970.
Approximately $600.
c.
Invited research presentations outside ECU
“La crisis del antiguo régimen y el teatro español en la primera mitad del siglo XIX.” Guest lecture
(presented in Madrid and online), Congreso Virtual de Historia Contemporánea de España, Madrid,
October 11, 2000.
"Spain Today." East Carolina Foreign Language Educator's Collaborative, Greenville, February 23, 1991.
"Spain: 15 years since the Dictatorship." Conference of the North Carolina Chapter of the American
Association of Teachers of Spanish and Portuguese, Greenville, March 24, 1990.
"Un entretenimiento popular del siglo XIX: la lucha de fieras." Public lecture at the Universidad de
Córdoba, Córdoba, Spain, May 7, 1986.
25
10-17-08
d. Patents/disclosures/copyrights
e. Participation in scholarly collaborations with other universities, laboratories, & centers
With the Universidad Nacional de Edicación a Distancia (Madrid): Organizing Committee: I Congreso
Virtual de Historia Contemporánea de España ( http://www.cvhce.uned.es ), Madrid, October 10 - 13,
2000
Representative to the consortium administering the UNC study abroad program in Santander (a
consortium including East Carolina University, Appalachian State University, UNC Charlotte, UNC
Wilmington, NC State University
Executive Committee of the Programa de Estudios Hispánicos en Córdoba (Preshco: a consortium
including the College of Wooster, Trinity College, Smith College, Brown University, Wellesley College and
Oberlin College); special assignments included a visit to and appraisal of the program in Spring 1986.
f. Service on related state/national/international boards or committees
Editorial Board: Hispanianova ( http://hispanianova.rediris.es ), 2001 - present
5.
Other
Referee for Pegasus Press, Sephardic Studies for Students of Spanish, Spring 2005
Referee for Romance Annual, Spring, 1992
Advanced Placement Reader, Educational Testing Service, 2004, 2005, 2006
Faculty Information Sheet
Name:
Purificación Martínez
1.
Rank:
2.
Degrees:
1996
Associate professor of Hispanic Studies
PhD. State University of New York at Stony Brook. Major field of
concentration: Spanish Medieval Literature.
1994
North Carolina Certification for Teaching and Teacher Education.
1990
M.A. Spanish Literature and Language. S.U.N.Y. at Stony Brook, New York.
Major field: Peninsular Literature. Minor field: Spanish American Literature.
1987
Certificado de Aptitud Pedagógica. (Certificate of Pedagogy). Universidad
Autónoma de Madrid, Spain.
1987
Monograph courses towards Doctorate in Hispanic Philology. Universidad
Autónoma de Madrid, Spain.
1986
Licenciatura en Filología Hispánica. Universidad Autónoma de Madrid,
26
10-17-08
Spain.
3. Teaching Experience related to proposed degree (with emphasis on the past five years)
a. Overall nature of workload assignments
(%teaching/%research/%service/administration/clinical practice)
40% - 40% - 20%















b. Courses
Development of the Medieval Prose (Graduate and Undergraduate)
Medieval Spain
Renaissance and Baroque Spain
Latin American Texts of the 19th and early 20th centuries
Teaching Second Languages in Grades K-12
Advance Composition
Spanish for International Business
Spanish for Business
Approaches to the Study of Hispanic Literatures
Culture and Civilization of Spain
Intermediate Spanish Composition and Review of Grammar
Intermediate Spanish Conversation
Women of the Spanish Middle Ages (in English)
Introduction to Medieval and Renaissance Studies (in English)
Basic and Intermediate Spanish
c.
Graduate student supervisory experience (theses/dissertations).
Director, MA thisis: Berrini, Lucas. “Ideology and Kingship in the Chronicles of Alfonso X of
Castile.” East Carolina University [Dept. of History], in progress.
4. Scholarly & Professional Activities related to proposed degree (with emphasis on the past five
years)
a.
Publications/Scholarly Activity related to proposed degree
PUBLICATIONS
Journals and encyclopedia entries forthcoming
“Cómo hablar con los muertos: respuestas y retos del hispanomedievalismo estadounidense en
los últimos veinte años.” Revista de Poética Medieval. Forthcoming.
“Crónica de tres reyes.” Encyclopedia of the Medieval Chronicle Ed. A. M. M. Ward. Leiden, The
Netherlands, Brill, Forthcoming.
“Gran Crónica de Alfonso XI.” Encyclopedia of the Medieval Chronicle Ed. A. M. M. Ward. Leiden,
The Netherlands, Brill, Forthcoming.
“Sánchez de Valladolid, Ferrán.” Encyclopedia of the Medieval Chronicle Ed. A. M. M. Ward.
Leiden, The Netherlands, Brill, Forthcoming.
“Yáñez, Rodrigo.” Encyclopedia of the Medieval Chronicle Ed. A. M. M. Ward. Leiden, The
Netherlands, Brill, Forthcoming.
27
10-17-08
Journals and book chapters in print
“De la crónica general a la crónica particular: la Crónica de los Reyes de Castilla de Jofré de
Loaysa.” Actes del X Congrés International de l’Associació Hispànica de Literatura Medieval.
Alacant:: Institut Interuniversitari de Filologia Valenciana, 2004, 1123-1132.
“Dos reyes sabios: Alfonso X y Alfonso XI y la evolución de la crónica general a la crónica real.”
Lillian von-der-Walde Moheno, ed. Propuestas teórico-metodológicas para el estudio de la
literatura hispánica medieval. México: Medievalia, 2003, 193-210.
“The Exaltation of the King in the Chronicle of Alfonso XI.” The Medieval Chronicle 2 (2002): 144155.
“La historia como vehículo político: la figura real en la Crónica de Alfonso XI.” Espacio, tiempo,
forma. (Serie III. Historia Medieval). 13 (2000): 215-231.
"La Crónica y la Gran crónica de Alfonso XI: dos versiones ideológicas del reinado de Alfonso
XI." Hispanic Research Journal 1.1 (2000): 43-56.
"La imagen del monarca en la Crónica de Alfonso X." Actas del XIII0 Congreso de la Asociación
Internacional de Hispanistas. Madrid: Castalia, 2000. 1: 182-187.
"La influencia del pensamiento político de Santo Tomás en la Segunda Partida." Romance
Languages Annual 9 (1998): 600-603.
"Retórica como práctica social: hacia un análisis de la historiografía." Romance Languages
Annual 3 (1991): 505-508.
Abstracts in print
“Understanding the Evolution of the Medieval Chronicle in Castile: The Crónica de los Reyes de
Castilla by Jofré de Loaysa.” 3rd Conference on the Medieval Chronicle. 45-46.
“Cruzada y poder político en la Gran Crónica de Alfonso XI.” VIII Jornadas Medievales. 39-40.
b. Status of Grants & Contracts submitted related to proposed degree (including agency names,
years of funding, collaborative partners). N/A
c.
Invited research presentations outside ECU. N/A
d. Patents/disclosures/copyrights. N/A
e. Participation in scholarly collaborations with other universities, laboratories, & centers. N/A
f. Service on related state/national/international boards or committees. N/A
5.
Other. N/A
Faculty Information Sheet
Name: Marcela Ruiz-Funes
1. Rank: Associate Professor
2. Degrees:
Ph.D. (August, 1994)
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10-17-08
Second Language Education (Spanish and ESL).
Virginia Polytechnic Institute & State University (Virginia Tech), Blacksburg, VA, USA.
M.A. (January, 1988)
Second Language Education (Spanish and ESL).
Virginia Tech, Blacksburg, VA, USA.
B.A. (December, 1984)
English (language, culture and literature). Facultad de Lenguas, Universidad Nacional de Córdoba,
Córdoba, Argentina.
B.A. (December, 1984)
English/Spanish Translation. Facultad de Lenguas, Universidad Nacional de Córdoba, Córdoba,
Argentina.
3. Teaching Experience related to proposed degree (with emphasis on the past five years):
a. Overall nature of workload assignments
(%teaching/%research/%service/administration/clinical practice)
b. Courses:
Span 6600 Trends in Foreign Language Teaching, Learning, and Acquisition
Span 4611 Second Language Teaching Methodologies
Span 3330Advanced Composition
Span 3220Advanced Conversation through Media
Span 2330Review of Grammar
Span 2110Cultural Readings in Spanish
c. Graduate student supervisory experience (theses/dissertations): Evaluator, Spanish Proficiency Exam
for students in the MAIS degree program with concentration in Spanish
4. Scholarly & Professional Activities related to proposed degree (with emphasis on the past five years)
a. Publications/Scholarly Activity related to proposed degree:
 On Teaching Foreign Languages: Linking Theory to Practice. Greenwood Publishing Group,
Westport, CT. 2002.
 Book Review on How Spanish Works: A Pragmatic Analysis. Hispania. March 2002.

“Task Representation in Foreign Language Reading-to-Write”. Foreign Language Annals, 34, 226234, Spring 2001.
 “Hispanic Children’s/Juvenile Literature: A Selection for Spanish Teachers.” The Educational
Resources Information Center [ERIC], Center for Applied Linguistics. Fall 2000.






“Understanding the Role of Grammar in Proficiency-Oriented Instruction.” ERIC, Center for Applied
Linguistics. ED 432 149, Spring 2000.
Book Review on Sintaxis y semántica del movimiento: Aspectos de gramática cognitiva by José Luis
Cifuentes Honrubia, Alicante, 1999. Hispania. September 2000.
In collaboration with Sylvie Henning, Michael Bassman, Sylvia Briley, and Ann Borisoff-Rodgers:
“Eastern North Carolina Foreign Language Articulation Project: East Carolina University–Pitt County
School System.” Modern Language Association / ADFL Bulletin. (Forthcoming).
“Writing, Reading, and Reading to Write in a Foreign Language: A Critical Review.” Foreign
Language Annals, 32, No. 4, 514-526, Fall 1999.
“An Exploration of the Process of Reading to Write Used by a Learner of Spanish: A Case Study.”
Foreign Language Annals, 32, No. 1, 45-58, Spring 1999.
Book review on Richness in Writing: Empowering ESL Students by D. M. Johnson and D. H. Roen
(Eds.), 1989, Longman: New York. Virginia English Bulletin, 40, No. 1, Spring 1990.
29
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Work in Progress:
 2003-Present Language and Literacy Development in a Dual Language Immersion Program in
Eastern NC. Longitudinal study conducted at Snow Hill Primary and West Greene Elementary
schools. Project partially funded by the East Carolina Research Development Grant.
 Article: “Dual Language Immersion: Second Language and Literacy Development in Kindergarten
Children”.
 Article: “Los Puentes Dual Language Immersion: Program Growth, Accomplishments, and
Challenges”.
 Article: “Writing in a Foreign Language: Critical Issues in the Last Decade”.
b. Status of Grants & Contracts submitted related to proposed degree (including agency
names, years of funding, collaborative partners):
Spring 2007
ECU Division of Research and Graduate Studies, Research Development Grant
Program, $17,638.48, “Language, Literacy, and Identity Development in Rural Eastern
North Carolina”, PI with Co-PI Lida Cope (English). In support of research. Funded.
c. Invited research presentations outside ECU:
Forthcoming June 2008. Keynote Speaker at the Symposium on Second Language Writing, Purdue
University, IN.
d. Patents/disclosures/copyrights
e. Participation in scholarly collaborations with other universities, laboratories, & centers
f. Service on related state/national/international boards or committees:
Spring 2007-present
Member, Dual Language Immersion Teacher Licensure Standards Task
Force, NC Department of Public Instruction. State.
Fall 2006-present
Member, K-5 Dual Language Immersion Curriculum Task Force, NC
Department of Public Instruction. State.
Fall 2005-present
Member, UNC-Exchange Program in Uruguay. State.
Spring 2004
NCDPI Second Language Program Reviewer, Department of Foreign
Languages and Literatures, Gardner Webb University, NC. State.
5. Other
Faculty Information Sheet
Name: Javier Lorenzo
1. Rank: Associate Professor of Hispanic Studies
2. Degrees: BA Spanish and English (Universidad Complutense, Madrid); MA Spanish (The University of
Ottawa, Canada); PhD Comparative Literature (Penn State University).
3. Teaching Experience related to proposed degree (with emphasis on the past five years)
a. Overall nature of workload assignments
(%teaching/%research/%service/administration/clinical practice): 34% teaching; 40% research; 13%
service.
b. Courses: SPAN 1002; SPAN 4556 (Renaissance and Baroque Spain); FORL 2665 (Don Quixote);
FORL 2760 (Special Topics: Islam in early modern Spain); SPAN 4700 (Special Topics: Mythology in
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10-17-08
early modern Spanish Poetry); SPAN 5700 (Special Topics: Cervantes), SPAN 5700 (Lope de Vega and
early modern Spanish Theater).
c. Graduate student supervisory experience (theses/dissertations): NA.
4. Scholarly & Professional Activities related to proposed degree (with emphasis on the past five
years)
a. Publications/Scholarly Activity related to proposed degree:
Publications:
Book:
“Nuevos casos, nuevas artes”: intertextualidad, autorrepresentación e ideología
en la obra de Juan Boscán. Currents in Romance Languages and Literatures. New
York: Peter Lang Publishing, 2007.
Articles:
“Lope’s Imperial Geography: Cosmography, Gender, and Dietetics in La comedia famosa de
los guanches de Tenerife y conquista de Gran Canaria.” Forthcoming in Bulletin of The
Comediantes.
“Sobre un olvido de Herrera: Jorge de Montemayor y el problema de la modernidad en las
Anotaciones.” eHumanista: Journal of Iberian Studies 17.1 (2011): 478-95.
“The Politics of Feeling: Locus, Pathos, and Empire in Gutierre de Cetina's 'Si de Roma el
ardor'.” Caliope: the Journal of the Society for Renaissance and Baroque Hispanic
Poetry 15. 2 (2010): 36-46.
“Juan Boscán: El cortesano.” Diccionario Filológico de Literatura Española: Siglos XVI y
XVII. Eds. Pablo Jauralde, Delia Gavela, Pedro C. Rojo, and Elena Varela. Vol.1
Madrid: Castalia, 2010.
“Juan de Pineda: Diálogos familiares de agricultura cristiana.” Diccionario Filológico de
Literatura Española: Siglos XVI y XVII. Eds. Pablo Jauralde et al. Vol. 2. Madrid:
Castalia, 2010.
“Andres de Prado: Meriendas del ingenio y entretenimientos del gusto.” Diccionario
Filológico de Literatura Española: Siglos XVI y XVII. Eds. Pablo Jauralde et al. Vol. 2.
Madrid: Castalia, 2010.
“Chivo expiatorio, nación y comedia en Las paces de los reyes y judía de Toledo de Lope de
Vega.” Bulletin of the Comediantes 61.1 (2009): 25-34. Rptd. in Teatro clásico español:
hacia la tragedia. Eds. Frederick de Armas, Enrique García Santo-Tomás, and Luciano
García Lorenzo. Frankfurt, Madrid: Vervuert Iberoamericana, 2008.
“Traducción, autoría e imperio: el caso de los prólogos al libro de El Cortesano.”
Bulletin of Spanish Studies 83.8 (2006): 1041-57.
“A propósito de una digresión virgiliana: cortesanía e imitación en el Leandro de
Juan Boscán.” LEMIR: Revista de literatura española medieval y renacentista 10 (2006):
1-22.
“From cocos to escudos: Varieties of Humor in the ‘Adventure of the Enchanted
Boat’ (Don Quijote II, 29).” Hispanófila 146.1 (2006): 1-9.
“Nueva reflexión sobre un poema superfluo: retórica y retrospección en el
31
10-17-08
Leandro de Boscán.” Calíope: The Journal of the Society for Renaissance and Baroque
Hispanic Poetry 12.1 (2006): 25-36.
“Spain and the Roanoke Voyages (1584-90): Some Amendments to the English
Translations.” Carolina Comments: The Journal of the North Carolina Office of Archives
and History 54.4 (2006): 137-43.
“‘En blanco y sin figura’: Portrait, Prologue, and Signature in Cervantes’s
Novelas ejemplares.” Letras hispanas 2.2 (2005): 86-101. Rprtd in Celebrations and
Connections in Hispanic Literature.
Eds. Margaret Parker and Andrea Morris.
Cambridge, UK: Cambridge Scholars Press, 2006. 44-56.
“Poética e ideología: la aristocratización del endecasílabo en la Carta a la
Duquesa de Soma.” Hispanic Review 73.1 (2005): 25-40.
“Traducción y cortesanía: la construcción de la identidad cortesana en los
prólogos al libro de El Cortesano.” MLN 120.2 (2005): 249-61.
“Don Bernardino de Mendoza.” Great Lives from History: the Renaissance and
Early Modern Era, 1454-1600. Ed. Christina J. Moose. New York: Salem Press, 2005.
668-69.
“After Tunis: Petrarchism and Empire in the Poetry of Garcilaso de la Vega.”
Hispanófila 141.3 (2004): 17-30.
“Cristomorfismo y reforma moral: La neutralización del pecado en el Libro
Segundo de Juan Boscán.” Revista Monográfica / Monographic Review 18 (2002): 3143.
“Garcilasian Echoes: Myth and Intertextuality in Cervantes’s Numancia.”
Romance Notes 42.2 (2002): 171-76.
Conferences:
“Making History with the Sonnet: Poetics and Historiography in Fernando de Herrera’s
Anotaciones a Garcilaso.” Invited Lecture. Department of Romance Languages, UNC
Greensboro. April 18, 2011.
“The Edible Canaries: Colonialism and Dietetics in Lope de Vega's 'Comedia la famosa de los
guanches de Tenerife y conquista de Canarias.” The Annual Meeting of the Renaissance Society
of America. Montreal, Canada, March 23-25, 2011.
“Con ocasión de la modernidad: imitación y fractura histórica en el primer libro de las Obras de
George de Montemayor.” The IX Biennial Meeting of the Society for Renaissance and Baroque
Hispanic Poetry. The University of Oregon, November 5-8, 2009.
“The Politics of Feeling: Locus, Pathos and Empire in Gutierre de Cetina’s ‘Si de Roma el ardor’.”
The 2008 MLA Convention. San Francisco, December 27-30, 2008.
“Traducción, género y autoría: los prólogos al Cortesano de Boscán.” VIII Congreso la Sociedad
Internacional Siglo de Oro (AISO). Universidad de Santiago de Compostela, July 7-10, 2008.
“Chivo expiatorio, nación y comedia en Las paces de los reyes / La judía de Toledo de Lope de
Vega.” Hacia la Tragedia: Primer Congreso Internacional de Teatro Clásico Español, The
University of Chicago, November 8-10, 2007.
32
10-17-08
“Re-Othering the Nation: Border-Crossing in Don Quixote’s Enchanted Boat.” Topographies of
Otherness: The 33rd Annual Conference of the Southern Comparative Literature Association
(SCLA), North Carolina State University, September 27-29, 2007.
“A propósito de una digresión virgiliana: cortesanía e imitación en el Leandro de Juan Boscán.”
La Fractura Historiográfica: Primer Congreso Internacional de la Sociedad de Estudios
Medievales y Renacentistas (SEMYR), Universidad de Salamanca, December 13-16, 2006.
“‘En blanco y sin figura’: Portrait, Prologue, and Signature in Cervantes’ Novelas ejemplares.”
The XXV Louisiana Conference on Hispanic Languages and Literatures, Louisiana State
University, February 23-24, 2006.
“Nueva reflexión sobre un poema superfluo: retórica y retrospección en el Leandro de Juan
Boscán.” La Poesía: XXXI Congreso de Literaturas Hispánicas, Indiana University of
Pennsylvania, October 13-16, 2005.
“From cocos to escudos: Varieties of Humor in the Adventure of the Enchanted Boat (Don Quijote
II, 29).” Don Quijote at 400: A Celebratory Encounter, Villanova University, March 17-19, 2005.
“Traducción y construcción de la identidad: el caso de los prólogos al libro de El Cortesano.” The
57th Annual Kentucky Foreign Language Conference, The University of Kentucky, April 15-17,
2004.
“Juan Boscán y los discursos del Renacimiento: retórica, poética e ideología en la Carta a la
Duquesa de Soma.” The Sixth Biennial Conference of the Society for Renaissance and Baroque
Hispanic Poetry, Boston University, October 9-11, 2003.
“Eros Over Heroics: Petrarchism and the Rejection of Empire in Garcilaso’s Second Elegy.” The
56th Annual Kentucky Foreign Language Conference, The University of Kentucky, April 24-26,
2003.
“After Tunis: Petrarchism and Empire in Garcilaso’s A Boscán desde La Goleta.” The MidAmerica Conference on Hispanic Literatures, Washington University in Saint Louis, September
26-28, 2002.
b. Status of Grants & Contracts submitted related to proposed degree (including agency
names, years of funding, collaborative partners): NA.
c. Invited research presentations outside ECU: NA.
d. Patents/disclosures/copyrights: NA.
e. Participation in scholarly collaborations with other universities, laboratories, & centers: NA.
f. Service on related state/national/international boards or committees: NA.
5. Other: NA.
Faculty Information Sheet
Name: Paul Fallon
1.
Rank: Associate Professor
2.
Degrees:
2004
1995
1990-1993
Angeles
PhD., Spanish, University of Kansas, Lawrence, KS
M.A., Spanish, University of Kansas, Lawrence, KS
Graduate study in Spanish linguistics, California State University, Los
33
10-17-08
1985
Advanced Bachelor’s, Philosophy, Occidental College, Los Angeles, CA
3. Teaching Experience related to proposed degree (with emphasis on the past five years)
a. Overall nature of workload assignments
(%teaching/%research/%service/administration/clinical practice)
40% teaching, 40% research, 20% service
b.
Courses :
Honors 2011: Encountering the Americas in the New South (service learning course)
Graduate Seminar: Literature and Media
Major Latin American Authors
Latino Texts
Latin American Culture and Civilization
Graduate Seminar: Images of Youth in 20th C. Mexico
c.
Graduate student supervisory experience (theses/dissertations)
4. Scholarly & Professional Activities related to proposed degree (with emphasis on the past five
years)
a.
Publications/Scholarly Activity related to proposed degree
In print
Journal Articles:
“Controlling (border) lines: Daniel Sada's Registro de causantes and the demands for (border)
narrative” Bulletin of Hispanic Studies 87.5 (2010): 585-602.
“Time for (a Reading) Community?: The Border Literary Field in the 1980s and 1990s.” Mexican
Studies/Estudios Mexicanos 25.1 (2009): 47-70.
“Staging a Protest: Fictions, Experiences and the Narrator’s Shifting Position in Las aventuras de
don Chipote o Cuando los pericos mamen.” Confluencia 23.1 (2007): 115-27.
“La luna siempre será un amor difícil: Bordering on Consuming (and) Nationalizing Narratives.”
Arizona Journal of Hispanic Cultural Studies 8 (2004): 41-58.
“Sobre a construcción do corpo político galego en Tic-Tac, de Suso de Toro.” Anuario de
Estudios Literarios Galegos 1998: 141-57.
Book Chapters
“Negotiating (a border literary) community online en la línea” Latin American Cyberculture and
Cyberliterature. Thea Pitman and Claire Taylor, eds. Liverpool: Liverpool UP, 2007. 161-74.
Book Reviews:
Rev. of Utopian Dreams, Apocalyptic Nightmares: Globalization in Recent Mexican and Chicano
Narrative by Miguel López-Lozano. Arizona Journal of Hispanic Cultural Studies 12 (2008): 28990.
Rev. of José Revueltas: Una poética de la disidencia, by Javier Durán. Chasqui: Revista de
literatura latinoamericana. 34.2 (2005): 159-61.
34
10-17-08
Rev. of Science, Technology, and Latin American Narrative in the Twentieth Century and Beyond,
by Jerry Hoeg. Studies in Twentieth Century Literature (2001) 27.1: 199-201.
Translations:
Crosthwaite, Luis Humberto. “Pieces from Lo que estará en mi corazón.” Puro Border:
Dispatches, Snapshots, and Graffiti. El Paso, TX: Cinco Puntos P, 2002. 59-68.
d. Patents/disclosures/copyrights
e. Participation in scholarly collaborations with other universities, laboratories, & centers
f. Service on related state/national/international boards or committees
5.
Other
External Reader. Universidad Autónoma de Barcelona, España, PhD. dissertation by
Roxana Rodríguez Ortiz: Alegoría de la frontera México-Estados Unidos: Análisis
comparativo de dos escrituras colindantes. May 2008.
Invited Presentations
“Gender and/as Technology in Asunción Izquierdo’s Andréïda: El tercer sexo” Gender to a Tea,
East Carolina University, Greenville, NC, November, 2010.
“Time on the Line: Why Analyzing Temporal Representation Matters on the Border and Beyond”
Downtown Dialogues, Greenville, NC, October, 2009
“Los tiempos de una comunidad (fronteriza y literaria) online en la línea.” net.work: información,
producción cultural y políticas de las redes. Mexico City, MX, December 2006. (online
presentation.)
“Between new knowledges and old habits: negotiating (a border literary) community online en la
línea” 10th Annual Symposium on Contemporary Narrative, Leeds, England, March 29, 2006.
“Borderline Cases: Memory, Representation, and Reflective Agency in El silencio que la voz de
todas quiebra” Invited Lecture, University of Louisiana-Lafayette, Lafayette, LA, November 6,
2003.
“Resisting ‘Gender Panic’: Representation and Working Through Loss in Ciudad Juarez” Invited
Lecture, Tufts University, Somerville, MA, April 14, 2003.
Faculty Information Sheet
Name: JENNIFER M. VALKO
1.
Rank: ASSISTANT PROFESSOR
2.
Degrees
2005, Ph.D. in Spanish American Literature University of California, Davis.
1996, M.A. in Spanish, Washington University, St. Louis.
1994, B.A. in Spanish and Anthropology, University of Colorado, Boulder. (Magna Cum Laude)
3. Teaching Experience related to proposed degree (with emphasis on the past five years)
a. Overall nature of workload assignments
(%teaching/%research/%service/administration/clinical practice)
35
10-17-08
b.
Courses
Fall 2004-present, East Carolina University
 SPAN 4562 Latin American Texts of the Nineteenth and Early Twentieth Centuries
 SPAN 4560. Major Latin-American Authors
 SPAN 3330 Advanced Spanish Composition
 SPAN 2550 Approaches to the Study of Hispanic Literatures
 SPAN 2441 Latin-American Culture and Civilization
*All of these courses can be tailored for the graduate level.
2005 Summer, Instructor, Middlebury Summer Spanish School
 SPAN 6560 Literary Analysis (Graduate Course)
c.
Graduate student supervisory experience (theses/dissertations) N/A
4. Scholarly & Professional Activities related to proposed degree (with emphasis on the past five
years)
a.
Publications/Scholarly Activity related to proposed degree
 Valko, J.M. (2010) Desmitificación del inmigrante alemán en Don Helmuth, el colono
de Carlos Fuenzalida Valdivia Acta Literaria, 40 (1), 45-69.
 Valko, J. M. (2009). Tourist Gaze and Germanic Immigrants in Roberto Arlt’s
Aguafuertes patagónicas. Revista Hispánica Moderna, 62 (1), 77-91.
 "Soñar con el futuro. Proyectos inmigratorios para la Patagonia argentina en
Roberto J. Payró y Teodoro Alemann." Iberoamericana. América Latina - España Portugal. 30 (2008): 27-45. (now in print)
 Edited Journal Issue. "Utopian Passports: Travel, Immigration and Diaspora in Latin
America," Brújula: revista interdisciplinaria sobre estudios latinoamericanos 3 (2004).
 Archival commentary. "Roberto Arlt's Aguafuertes patagónicas." Brújula: revista
interdisciplinaria sobre estudios latinoamericanos 3 (2004): 28-34.
 Article. with Febe Armendariz. "En Route: Publishing an Academic Article." Brújula:
revista interdisciplinaria sobre estudios latinoamericanos 2 (2003): 105-131.
 Book Review. Szurmuk, Mónica. Women in Argentina: Early Travel Narratives.
Gainesville: UP of Florida, 2000. Studies in Travel Writing 7.1 (2003):106-108.
Conferences
 “Writing the Immigrant Experience in an Argentine Contact Zone: Bertha KoesslerIlg’s Der Medizinmann am Lanin.” Southern Comparative Literature Association
(SCLA), Raleigh, NC. September. 2007.

“Nation Building, Citizenship, and Place-Making: The Representation of Germanic
Immigrants in Roberto Arlt’s Aguafuertes patagónicas.” LASA, Montreal, Canada.
September. 2007.

“Soñar con el futuro. La representación de la Patagonia Argentina en Roberto J.
Payró y Theodor Alemann.” 52nd International Congress of Americanists. Seville,
Spain. July 2006.

“Immigration and Advertising in the Early Twentieth Century. Swiss Immigrants
Market the Argentine Patagonia.” LASA, San Juan, Puerto Rico. March. 2006.

“Patagonia, a National Space? The Limits of the Chronicle in Roberto J. Payró and
Roberto Arlt.” Kentucky Foreign Language Conference, University of Lexington,
Lexington KY. April 2005.
36
10-17-08

“The Role of the Argentinisches Tageblatt in the Immigration Industry of NineteenthCentury Argentina. The Case of Moritz Alemann and the Neuquén Railroad.” ECU
Department of Foreign Language and Literatures colloquium, November 2004.

“Journalist or ‘coyote’? Moritz Alemann, the Argentinisches Tageblatt, and
Immigration in Nineteenth-Century Argentina.” LASA, Las Vegas, NV. October. 2004

“Sightseeing, Journalism, and the Representation of Patagonia in Roberto J.
Payró and Roberto Arlt.” 18th Mid-America Conference on Hispanic Literature,
University of Colorado, Boulder, CO. October. 2003

“Patagonia Expressed: Nation, Space, and the Sightseer in Roberto Arlt’s
Aguafuertes patagónicas.” LASA, Dallas, TX. March. 2003

“Travel and the Production of Space in Allá en la Patagonia, the letters of Ella
Brunswig.” Traveling Texts: Spain and Latin America: An interdisciplinary
conference on travel and textual production in the Hispanic World, University of
Stirling, Scotland, UK. September. 2002

“You Are What You Eat?: Identity and Food Preparation—A German Immigrant’s
Struggle to Digest the Patagonia.” Food Representation In Literature, Film, And The
Other Arts: An Interdisciplinary And Multicultural Conference (2nd ), University of
Texas, San Antonio, TX. March. 2002
b. Status of Grants & Contracts submitted related to proposed degree (including agency names,
years of funding, collaborative partners)
 2006, ECU Faculty Senate Research & Creativity Grant. Travel grant and summer
stipend for research in Buenos Aires Argentina.
 2006, International Affairs Travel Grant. Presented conference paper at 52nd
International Congress of Americanists. Seville, Spain.
c.
Invited research presentations outside ECU N/A
d. Patents/disclosures/copyrights N/A
e. Participation in scholarly collaborations with other universities, laboratories, & centers N/A
f. Service on related state/national/international boards or committees N/A
5.
Other
Faculty Information Sheet
Name: Juan J. Daneri
1.
2.
Rank: Associate Professor of Hispanic Studies
Degrees: Nahuatl. Universidad Autónoma de Zacatecas/Yale University, 2009.
Ph.D. in Hispanic Languages & Literatures. Washington University in St. Louis, 2002.
M.A. in Spanish. Washington University in St. Louis, 1994.
Licenciatura en Lengua y Literatura Inglesa (egresado). Universidad Católica de Valparaíso, Chile,
1991.
37
10-17-08
3. Teaching Experience related to proposed degree (with emphasis on the past five years)
a. Overall nature of workload assignments:
 Teaching
40%
 Research
50%
 Service 10%
b. Courses:
 “Culture Clashes: Amerindian & the Spanish Empire” (ECU).
 “Colonial Latin American Literature” (Marquette Univ.)
 “Latin America on the Move: Travel Literature & Film” (Marquette Univ.).
 “Amerindian Representations” (Middlebury Coll.).
c.
Graduate student supervisory experience:
 Coordinator Graduate Certificate in Hispanic Studies, ECU (2006-present).
 Currently being considered as reader for Ph.D. dissertation, SUNY-Albany.
 Ph.D. Exam Committee Member, Middlebury Coll. 2005.
 Reader of two M.A. theses, Marquette Univ. 2003.
4. Scholarly & Professional Activities related to proposed degree (with emphasis on the past five
years)
a. Publications related to proposed degree:
Academic
 Nobleza obliga. Historiografía y continuidad en el México colonial (Book manuscript under
final revisions).

“Sueños de conversión en Tlaxcala: Religión, propiedad y espectáculo colonial” (Article
under revisions after initial submission, Colonial Latin American Review).
 “Héroe caído y clase social en Pacha pulai”. (Article under consideration, Acta literaria).
 “La pieza oscura que llevamos dentro”. Luis Correa-Díaz, Lengua muerta: Poesía, postliteratura & erotismo en Enrique Lihn. 2nd ed. (Forthcoming note).
 2008 “Fernando de Alva Ixtlilxochitl”. Encyclopedia of Latin American History and Culture. 2nd
ed. J. Kinsbruner, ed. Detroit: Charles Scribner’s Sons. 1:127-128.
 2007 “Poética del extranjero en la obra de Pedro Lastra. Textos y comentario”. Labrapalabra
6. http://flan.utsa.edu/labrapalabra.
 2006 “Reescritura y tensión utópica en Noticias del extranjero (1959-1998) de Pedro Lastra”. In
Arte de vivir. Acercamientos críticos a la poesía de Pedro Lastra. S. Nagy-Zekmi et al, eds.
Santiago de Chile: DIBAM/RiL. 93-118. (Reprint)
 2005 “Fernández de Oviedo’s Pineapple and Cultural Authority in Imperial Spain”.
Monographic Review 21: 26-39.
 2005 “Escatología y política jesuitas. La profecía del fin de los tiempos según Manuel
Lacunza”. Mapocho 58: 181-201.
 2005 “Reescritura y tensión utópica en Noticias del extranjero (1959-1998) de Pedro Lastra”.
Acta literaria 30: 35-55.
 2003 “Publish or Perish”. Brújula. Revista interdisciplinaria sobre estudios latinoamericanos 2.1:
126-127.
 2002 “¿Tloque nahuaque o Dios desconocido? El problema de la traducción cultural en la
Historia de la nación chichimeca de Fernando de Alva Ixtlilxochitl”. Morada de la palabra.
Homenaje a Luce y Mercedes López-Baralt. W. Mejías, ed. San Juan: Univ. de Puerto Rico. 1:
515-521.
 2002 “«Estamos en el mundo capitalista sin pertenecer a él». Entrevista a Ernesto Cardenal en
Puerto Rico”. Morada de la palabra. Homenaje a Luce y Mercedes López-Baralt. W. Mejías, ed.
San Juan: Univ. de Puerto Rico. 2: 1736-1743.
 2000 “Los usos de la profecía. Escatalogía y política en La venida del Mesias en gloria y
38
10-17-08







magestad (1812) de Manuel Lacunza”. Silabario. Revista de estudios y ensayos
geoculturales. 3.3: 91-100.
Reviews
Harris, Tomás. Cipango. Chasqui. (Forthcoming)
2006 Velazco, Salvador. Visiones de Anáhuac. Reconstrucciones historiográficas y etnicidades
emergentes en el México colonial. Guadalajara: Univ. de Guadalajara, 2003. Chasqui 35.2:
180-181.
2004 Jáuregui, Carlos. Querella de los indios en las Cortes de la muerte. Mexico: UNAM, 2002.
Revista de estudios hispánicos 38.2: 374-375.
Gómez, Fernando. Good Places and Non-Places in Colonial Mexico: The Figure of Vasco de
Quiroga (1470-1565). Lanham: UP of America, 2001. (Forthcoming Chasqui)
Translations
“Balún-Canán: Una demostración del discurso como poder” by S. Cypess. In Revaloración de
Balún-Canán, ed. by E. Poniatowska (Forthcoming).
1996 “Luisa Valenzuela: Cuerpos que escriben (metonímicamente hablando) y la metáfora
peligrosa” by Sh. Magnarelli. La palabra en vilo. G. Díaz & M.I. Lagos, eds. Santiago: Cuarto
Propio. 53-77.
1992 “La edad de oro” by W.B. Yeats. Ciudad de los Césares. 28.
b. Status of Grants & Contracts submitted related to proposed degree: N/A.
c.
Invited research presentations outside ECU:
 2004. “El precio de la cortesía de Diego Muñoz Camargo”, Villanova Univ.
 2001. “Continuity in Colonial Mexico”, Stanford Univ.
d. Patents/disclosures/copyrights: N/A.
e. Participation in scholarly collaborations with other universities, laboratories, & centers:
 2003. Research presentation, Center for Latin America, Univ. of Wisconsin-Milwaukee.
f.
5.
Service on related state/national/international boards or committees:
 2007-present. Member Ethnic Studies Section, Latin American Studies Assoc.
 2005-present. Member Southern Cone Section, Latin American Studies Assoc.
Other:
HONORS, SELECTED AWARDS AND GRANTS
 Summer Grant, Nahuatl Intensive Summer Program, Univ. de Zacatecas-Yale Univ. $6,000.
(Awarded, not funded)
 2009 College Research Award (Sabbatical for Spring 2009), College of Arts & Sciences, East
Carolina Univ. $8,000.
 2008 International Conference Fund, East Carolina Univ., for attending JALLA Conference,
Santiago, Chile. $500.
 2006 International Conference Fund, East Carolina Univ., for attending 52nd International
Conference of Americanists, Seville, Spain. $500.
 2004 Summer Research Grant, Graduate School, Marquette Univ. $7,000. (Declined)
 2003 Travel Grant, Center for Latin American and Caribbean Studies, Univ. of Wisconsin,
Milwaukee, for attending LASA Conference. $450.
 2002 Gettel Faculty Research Grant, Dept. of Foreign Languages & Literatures, for research
at the Newberry Library, Chicago. $400.
 2002 Nominated Faculty Excellence in Advising Award, College of Arts & Sciences,
Marquette Univ.
 2001 Gettel Faculty Research Grant, Dept. of Foreign Languages & Literatures, for research
at the Bancroft Library, Univ. of California, Berkeley. $450.
39
10-17-08











2001 Arts & Sciences Dean’s Grant for invited lecture at Stanford Univ. $300.
Gettel Faculty Research Grant, Dept. of Foreign Languages & Literatures, for research at the
National Library, Santiago, Chile. $700.
2000 Summer stipend for finishing Mellon project, Marquette Univ. $2,820.
1999 Mellon Grant for “El mundo hispano hoy: A multimedia course for a multimedia
classroom” (co-recipient with Prof. Afinoguénova), Marquette Univ. $7,099.
1999 Graduate School Dean’s Award for the Study of Classical Nahuatl, Washington Univ.
$2,000.
1998-1999 Graduate School Dean’s Dissertation Fellowship, Washington Univ. $13,000.
1997 Passed Ph.D. Qualifying Exams with Honors, Washington Univ.
1999 Mellon Dissertation Fellowship. $3,500.
1996 Eva Sichel Memorial Essay Prize. Washington Univ. $200.
1992 Pablo Neruda Foundation Fellowship. $1,000.
1988-1991 Fellowship in Contemporary Poetry. Univ. Católica de Valparaíso. $6,000.
Faculty Information Sheet
Name: Katherine Ford
1.
Rank: Assistant Professor
2.
Degrees: MA, PhD
3. Teaching Experience related to proposed degree (with emphasis on the past five years)
a. Overall nature of workload assignments
(%teaching/%research/%service/administration/clinical practice)
34% Teaching
40% Research
13% Service
b. Courses:
Spanish 4563.
Spanish 4560.
Spanish 2550.
Spanish 1001.
c.
The Boom and Beyond, Spring 2007
Major Latin American Authors, Fall 2007
Approaches to the Study of Hispanic Literature, Fall 2007
Spanish Level I, Fall 2006, Spring 2007
Graduate student supervisory experience (theses/dissertations)
4. Scholarly & Professional Activities related to proposed degree (with emphasis on the past five
years)
a. Publications/Scholarly Activity related to proposed degree:
Publications:
Books:
Politics and Violence in Cuban and Argentine Theater. Palgrave Macmillan (February 2010.)
Articles:
“Sounds and Silences of the Habanero Stage: Theater and the Cuban ‘Quinquenio gris’ (19711976).” Colorado Review of Hispanic Studies (Forthcoming Fall 2011.)
“Performing the In-Between: Caridad Svich’s Iphigenia (A Rave Fable)” Gestos 24.48
(Noviembre 2009.)
40
10-17-08
“Splintering Theater: Violence in Griselda Gambaro’s Información para extranjeros.” In Celebrations
and Connections. (Ed. Margaret Parker and Andrea Morris.) Cambridge Scholars Publishing, (2007).
“Spaces Inside Out: Gloria Anzaldúa’s Borderlands/La frontera.” In Leading Ladies: The Hispanic
Woman in the Arts and Literature. (Ed. Yvonne Fuentes and Margaret Parker). Louisiana State
University, (2006.)
“El espectáculo revolucionario: el teatro cubano de la década de los sesenta”. Latin American
Theatre Review 39.1 (Fall 2005.)
Papers Delivered
“Violations of the Home: The Use of Violence in Plays by Piñera y Pavlovsky” 7th International
Latin American Theatre Today, Virginia Tech, March 26-29, 2008.
“Identities In-Between: Caridad Svich’s Iphigenia: A “rave” fable” Latin American Studies
Association Montreal, September 7, 2007.
“Hacer historia con un látigo: El José Jacinto Milanés de Abelardo Estorino” XVI Congreso
Internacional de Teatro Iberoamericano y Argentino Grupo de Estudios de Teatro Argentino e
Iberoamericano (GETEA), Universidad de Buenos Aires, August 9, 2007.
“Literary Nostalgia: Portrayals of the Past in Nilo Cruz’s Anna in the Tropics” The Latino/a Focus
Group of the Association of Theatre in Higher Education. New Orleans, July 28, 2007.
“The Circular Violence of Re-writing Cuba: Abelardo Estorino’s José Jacinto Milanés”
Comparative Drama Conference Loyola Marymount University—Los Angeles, March 29, 2007.
“Splintering Theater: Griselda Gambaro’s Información para extranjeros” XXV Louisiana
Conference on Hispanic Languages and Literatures “Celebrations and Connections.” Louisiana
State University, February 23, 2006.
“¿Quién le teme a Virgilio Piñera?: la violencia y el miedo en Dos viejos pánicos” XIV Congreso
Internacional de Teatro Iberoamericano y Argentino, Grupo de Estudios de Teatro Argentino e
Iberoamericano (GETEA), Universidad de Buenos Aires, August 6, 2005.
“Fragmented Multiplicities: La noche by Abilio Estévez” Carolina Conference on Romance
Languages, April 1, 2005.
“The Pinings of the Past: Paternal Law in Diamela Eltit’s Los vigilantes” Latin American Studies
Association Las Vegas, October 9, 2004.
“Spaces Inside Out: Gloria Anzaldúa’s Borderlands / La frontera” The Hispanic Woman in
Literature and the Arts. Louisiana State University, February 20, 2004.
b. Status of Grants & Contracts submitted related to proposed degree (including agency names,
years of funding, collaborative partners)
c.
Invited research presentations outside ECU
d. Patents/disclosures/copyrights
e. Participation in scholarly collaborations with other universities, laboratories, & centers
41
10-17-08
f. Service on related state/national/international boards or committees
5.
Other
Faculty Information Sheet
Name: Ricard Viñas de Puig
1.
Rank Assistant Professor
2.
Degrees PhD
Additional education and training
GLOW Summer Institute, Barcelona, Catalonia, Spain.
Movement, Locality and Cartography, by Luiggi Rizzi (Università degli Studi di Siena);
Topics in Morphosyntax: Structures and Strategies, by Adriana Belletti (Università degli
Studi di Siena);
Understanding Minimalism, by Kleanthes Grohmann (University of Cyprus);
Argument Structure from a Syntactic Point of View, by Christer Platzack (University of
Lund);
Clitics, Movement and Parameters, by Ian Roberts (Cambridge University).
Lenguaje espacial y cognición en Mesoamérica. Centro de Investigaciones y Estudios
Superiores en Antropología Social (CIESAS) and The University at Buffalo. San Cristóbal
de las Casas, Chiapas, Mexico.
3. Teaching Experience related to proposed degree (with emphasis on the past five years)
a. Overall nature of workload assignments
(%teaching/%research/%service/administration/clinical practice)
40/40/20/0/0
b. Courses
SPAN 3225: Spanish Phonetics and Phonology (Spring 2010)
SPAN 5700: Special topics, Spanish Phonology (Spring 2010)
SPAN 6752: Indigenous Languages of Latin America (Fall 2009)
c. Graduate student supervisory experience (theses/dissertations) N/A
4. Scholarly & Professional Activities related to proposed degree (with emphasis on the past five
years)
a.
Publications/Scholarly Activity related to proposed degree
Forthcoming. ‘A dual structure for Mayangna experience predicates’. Proceedings of the 14th
Workshop on the Structure and Constituency of the Languages of the Americas.
‘Agentivity and experiencer verbs in Catalan and Mayangna and the roles of ‘littlev’’. Journal of
Portuguese Linguistics, 7,2. 151--‐ 172. 2008
‘Unaccusative treasure found inthedepthsofVP’.PurdueLinguisticsAssociationWorkingPapers,
1,1. 43--‐ 67. 2008.
b. Status of Grants & Contracts submitted related to proposed degree (including agency names,
years of funding, collaborative partners)
c.
Invited research presentations outside ECU
42
10-17-08
d. Patents/disclosures/copyrights
e. Participation in scholarly collaborations with other universities, laboratories, & centers
Member of the Indigenous and Endangered Languages Lab, Purdue University.
Participant at the NSF sponsored project 0723694, ‘Spatial language and cognition in
Mesoamerica’, awarded to Dr. J. Bohnemeyer.
Participant at the NSF sponsored project 0345680, ‘Mayangna: a database and study of
nominal features on its verbal inflectional domain’, awarded to Dr. E. Benedicto.
 Fieldwork experience in Rosita, RAAN, Nicaragua (December 2006, July 2007,
December 2007, January 2008, June 2008).
 Documentation and annotation of Mayangna stories using ELAN software.
 Creation of a database for a trilingual (Mayangna-Spanish-English) dictionary using
FileMaker software.
 Training of Mayangna linguists in the use of ELAN software.
f. Service on related state/national/international boards or committees
Since 2006 Member of the Linguistic Society of America (LSA).
5.
Other
2008-2009
Nov. 2007
March 2006
Center for Teaching Excellence Award for excellent in teaching, Purdue University.
Yuki Nakamura Prize for most outstanding paper of the 15th Annual University of Texas at
Arlington Student Conference in Linguistics. University of Texas at Arlington, Arlington,
TX.
Best Paper at the 8th Graduate Symposium on Foreign Languages and Literatures.
Purdue University, West Lafayette, IN.
43