Brandeis University Maurice and Marilyn Cohen Center for Modern Jewish Studies
The Summer Institute for Israel Studies 2004-2012
Annette Koren Matthew Boxer Nicole Samuel
August 2012
Acknowledgments
The authors which to thank members of the Cohen Center for Modern Jewish Studies for their contributions: research specialist, Elizabeth Aitan, for administrative assistance and report preparation; Professor Leonard Saxe for critical feedback; Deborah Grant, for carefully reading this report and many helpful suggestions.
The Summer Institute for Israel Studies 2004-12 2
Table of Contents
TABLE OF TABLES ...... 3 TABLE OF FIGURES...... 3 EXECUTIVE SUMMARY ...... 4 BACKGROUND...... 6 THE INSTITUTE AND FOLLOW-UP ...... 8 SIIS at Brandeis and the Israel Study Tour ...... 8 Follow-up ...... 10 SIIS FELLOWS AND THEIR CAMPUSES ...... 13 Fellows...... 13 Institutions...... 15 COURSES AND CLASSROOMS ...... 18 Courses to Date ...... 18 Planned Courses ...... 20 OUTCOMES...... 22 In the Classroom...... 22 Beyond the Classroom ...... 26 CONCLUSIONS ...... 28 REFERENCES...... 30 APPENDIX A: SIIS 2012 SCHEDULE ...... 31 APPENDIX B: COURSES 2010-12 AND PLANNED 2012-15...... 37 APPENDIX C: UNIVERSITIES AND COLLEGES 2004-12 ...... 60
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TABLE OF TABLES
Table 1: Summary of Courses Taught and Students Affected by SIIS...... 4 Table 2: Fellows’ Academic Positions by Cohort at Entry to SIIS ...... 14 Table 3: Number of Students in Courses by Cohort ...... 19 Table 4: Fellows Planning Future Courses by Cohort ...... 21 Table 5: Engagement of SIIS Fellows about Israel beyond the Classroom ...... 26 Table 6: SIIS 2012 Schedule at Brandeis ...... 31 Table 7: SIIS 2012 Schedule in Israel ...... 32 Table 8: Courses Taught 2010-11 ...... 37 Table 9: Courses Taught 2011-12 ...... 44 Table 10: Courses Planned 2012-15 ...... 52 Table 11: Universities and Colleges 2004-12 ...... 60
TABLE OF FIGURES
Figure 1: Impact of SIIS on Fellows ...... 9 Figure 2: Frequency of Jellyfish Use ...... 11 Figure 3: Purpose of Jellyfish Use ...... 11 Figure 4: Fellows by Department 2004-12 ...... 13 Figure 5: Percentage Introducing Courses about Israel in 2004-12 by Academic Rank ...... 14 Figure 6: Institution Types, 2004-12 ...... 15 Figure 7: Size of Institutions, 2004-12 ...... 16 Figure 8: Institutions in North America, 2004-12 ...... 17 Figure 9: Number of Courses and Student Enrollment by Year ...... 18 Figure 10: Fellows and their Future Courses about Israel ...... 20
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EXECUTIVE SUMMARY
In 2012, Brandeis University’s Summer Institute for Israel Studies (SIIS) welcomed its ninth cohort of fellows. Twenty faculty members from across the United States (from Yale to the University of Southern California) and from Canada, Great Britain, Germany, the Czech Republic, India, and China came to Brandeis University for an intensive two-week seminar and Israel study tour. They represented diverse disciplines. Like previous cohorts, they came to SIIS to increase their understanding of Israel and develop the pedagogical skills to teach the subject effectively. Fellows shared a commitment to expanding opportunities for students to learn about Israel. This report documents the success of SIIS and its earlier fellows (2004-11) in meeting those commitments.
Through summer 2011, the program introduced 164 fellows from around the world to a multidisciplinary approach to the study of Israel. Since 2004, these fellows taught at least 388 courses to almost 10,000 students. Sixty-two of the fellows who completed the annual survey taught courses about Israel in 2011-12. This is an underestimate of the number of fellows who taught about Israel, since some of those who did not respond likely taught courses as well. Course offerings remained stable between 2010-11 (80) and 2011-12 (78) as did the number of students enrolled. Through spring 2012, at least 9,800 students enrolled in Israel courses taught by SIIS fellows. As with the number of courses, this figure also likely underestimates the true impact of SIIS on student enrollment in courses about Israel.
Table 1: Summary of Courses Taught and Students Affected by SIIS
2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012 2004- 05 06 07 08 09 10 11 12 2012 Fellows 17 21 21 17 26 20 20 22 20 184 Fellows teaching courses 8 16 26 36 43 58 58 62 1251 Courses offered 9 23 33 39 54 72 80 78 388 New/adapted 6/3 10/13 14/15 14/22 20/23 31/41 23/57 35/43 153/217 Number of students 250 500 750 800 1200 1800 2200 2300 9800
In 2011-12, as in 2010-11, the research team supplemented the survey with site visits to campuses in North America, observing classrooms, interviewing fellows and their department chairs, and conducting interviews and focus groups with students. The field research reveals that
1 Because some of the participants teaching courses are the same from year to year, the total for 2004-2012 does not equal the sum of the individual years.
The Summer Institute for Israel Studies 2004-12 5 fellows absorbed the principles of SIIS and incorporated them in their courses. These principles include:
Normalizing the study of Israel as a state, culture, and people apart from the country’s role in a political conflict; Conveying Israel through the prism of multiple disciplines: sociology, history, film, literature, etc.; Presenting multiple narratives and perspectives; Engaging students with Israel and opening their minds to its complexity while adhering to academic standards of objectivity and balance in the classroom.
Students in 2011-12, like those in 2010-11 readily identified the themes of their courses. They reported that they absorbed:
Content knowledge about Israel—from history and geography to business culture and cinema; An appreciation of the diversity of Israeli society and the richness of its culture; An understanding of the complexities of Israel’s internal issues as well as its conflict with Palestinians.
Department chairs reported their appreciation of the training fellows received as well as their course offerings. These courses sometimes fulfilled general education requirements and attracted high enrollment. Some chairs also acknowledged the considerable support their fellows provide for Israel-related activities outside the classroom.
Fellows interviewed for the research and those commenting on the annual survey reported that they could not have taught the courses without the preparation afforded by SIIS. While many of them were already knowledgeable about Israel, SIIS increased their familiarity with scholarship in a variety of disciplines beyond their own. In its ongoing follow-up with fellows, SIIS continues to support fellows with opportunities to expand both content knowledge and pedagogical skills. The fellows observed for this study appeared to have varying degrees of success in their classrooms; nevertheless, all were able to provide students with grounding in the study of Israel.
The following report provides details behind the numbers. It also includes student responses to studying about Israel and describes the ways fellows use their SIIS experience in their classrooms and beyond.
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BACKGROUND
The Summer Institute for Israel Studies (SIIS) is a program of the Schusterman Center for Israel Studies at Brandeis University (SCIS). It grew out of a realization that college students knew very little about Israel (Reinharz, 2003) and had little access to courses or academic expertise on the subject (In Search of Israel Studies, 2006). The extent of ignorance about Israel was documented in 2006 when the National Geographic-Roper Public Affairs Geographic Literacy Study found that 75% of young Americans (between ages18 and 24) could not find the country on a map (National Geographic-Roper Public Affairs, 2006). To address this problem, Jewish academics and community leaders called for more courses on Israel (Bard, 2004). Many viewed Middle East Studies departments and programs as the natural ‘homes’ for courses on Israel (Lipstadt, Freedman, & Seidler-Feller, 2005), but others felt that Israel was largely excluded from serious consideration in those programs (Lipstadt, et al., 2005). In response to these concerns, academic leaders, philanthropists, and foundations created Israel studies chairs and Israel studies centers or programs on campus (Colson, 2011). At the same time, others in the field continued to imbed the subject of Israel within traditional departments (Jacobson, 2005) or Jewish studies programs. This latter approach has been the focus of SIIS.
In summer 2012, SIIS led its ninth cohort through an intensive three weeks of learning at Brandeis University and in Israel. Institute fellows came from across university faculties in North America, Europe, and Asia in order to develop the subject knowledge, pedagogical skills, and syllabi necessary to teach courses about Israel effectively. Like their predecessors, they came from a range of institutions: public and private, secular and sectarian, small and large, and of varying institutional prestige. SIIS assembled a faculty of experts in the field of Israel studies to conduct seminars at Brandeis, and Institute coordinators planned a demanding study tour of Israel that included meetings with Israeli leaders in government, law, private enterprise, social services, scholarship, journalism, NGOs, education, and culture.
For the past nine years, SIIS has helped institutionalize Israel studies courses in higher education by preparing “indigenous” faculty (those with positions in colleges and universities) to offer scholarly, nuanced, and balanced approaches to the study of Israel. To that end, SIIS requires its fellows to compose syllabi for the courses that they intend to teach on their campuses. As part of applying to the Institute, fellows are required to include a letter from department chairs or senior administrators stating that the fellows will introduce courses about Israel. Through the seminars at Brandeis, the study tour in Israel, and ongoing dialogue with fellows via listserv, webinars, and conferences, SIIS seeks to create an understanding of Israel as a complex, multifaceted society with a rich history and culture. The ultimate objective of SIIS is to bring this understanding, through the medium of prepared faculty, to students and campuses throughout the United States and the world.
Each year an independent evaluator has collected data from SIIS fellows about their courses and the impact of the Institute on their scholarship and teaching practice.2 Along with tracking the overall growth of Israel-focused courses on campus and the number of students taking such
2This is the eighth report on the Institute, and readers may notice places where the authors have used the same or similar wording as in previous reports. This is primarily the case in the presentation of quantitative data where the numbers have changed but the general conclusions derived from them remain the same. The Summer Institute for Israel Studies 2004-12 7 courses and documenting fellows’ opinions of the program and post-program services, the reports have offered an assessment of challenges facing the Institute. Some of these challenges have been successfully addressed, for example:
Reaching fellows whose home universities put them at great distance from Brandeis University and SIIS through follow-up programs such as regional workshops, webinars, and conferences. SIIS has initiated a series of well-attended webinars over the past year. Balancing the need for increased study of Israel at North American institutions with that of colleges and universities in the rest of the world. SIIS attracts most of its fellows from the United States and Canada while continuing to expand the number of countries it serves. Developing new resources and materials for teaching students who have no prior knowledge of Israel. The Schusterman Center for Israel Studies (SCIS) together with Brandeis University Press commissioned Anita Shapira to write a textbook on the history of Israel (due to be published in December 2012). SIIS fellows had the opportunity to review and comment on the book. Facilitating the network of fellows as they continue to share resources, ideas, and successful pedagogical approaches while providing quality assurance of content. SIIS has created a Facebook page for fellows as a way for them to share ideas and opinions that might not pertain to the more scholarly and pedagogically focused discussions reserved for the listserv.
Other challenges are more persistent:
Maintaining the high quality of participants—those most committed to introducing new courses and developing new approaches. Attracting fellows far enough along in their academic careers to develop a new area of teaching expertise but not too close to retirement or involvement with time-consuming administrative roles.
This year, fellows from the first eight cohorts, 2004-11, responded to the survey and described their courses, their impressions of the impact of SIIS on their teaching and professional development, their reactions to post-Institute programming, and their needs for the future. As in previous years, the data reveal much about the presence and nature of education about Israel on college campuses and the enthusiasm of SIIS fellows for the program.
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THE INSTITUTE AND FOLLOW-UP
SIIS at Brandeis and the Israel Study Tour Coursework at Brandeis and experiential learning, lectures, and discussions on the Israel trip provide a one-time, intensive learning experience. (Previous reports have described the content of the two weeks in Boston and the Israel Study Tour, and the summer 2012 complete schedules can be found in Appendix A.) In these venues, SIIS exposes fellows to multiple perspectives on Israel through the prism of different disciplines (history, political science, international relations, music, cinema, literature, art, and sociology) and scholars and thinkers with contrasting points of view. The product of this learning is the syllabi the fellows create during their time at Brandeis.
The syllabi presentation seminar at the end of the 2012 Institute amply demonstrates how community is formed at SIIS and how the expertise of each fellow contributes to the learning experience of the entire cohort. Although the syllabi were printed and bound together, they were considered works in progress to be critiqued by the fellows’ peers and SIIS staff and developed further based on the fellows’ experiences in Israel. In the course of the four-hour syllabi seminar, fellows eagerly engaged each other over content, theory, pedagogical implications, and the applicability of their syllabi to particular academic settings. They discussed the goals of their proposed courses; for example, “an appreciation and understanding of Israel, knowledge of different perspectives, increased vocabulary and ability to use it wisely.” They suggested readings, films, fiction, and methods of presentation. For a course on Zionism, fellows suggested a short story, “The Silver Platter”; traditional sources such as Psalm 137; and extreme anti- Zionist writings such as those of Neturei Karta. A fellow teaching a survey course explained that none of his students would likely have any background on Israel. He asked his colleagues to suggest personal memoirs that “might serve as a hook” into the material. He received several suggestions, including the memoirs of Aharon Appelfeld and Gershom Scholem. A fellow planning a course on Muslim and Israeli women received advice about incorporating the development of Israeli music and dance as well as specific films and discussion of government policies. Two syllabi focused on Israeli film, but while their content overlapped, the films they used were not the same. One of the fellows noted that this showed the variety and depth of Israeli cinema studies that they had been exposed to at SIIS. Fellows discussed the desire to be comprehensive while needing to be realistic in the assignments for their courses, and they supported each other in finding the balance between the two. During the discussion, almost every fellow suggested or offered to share materials—literature and art, biographies, particular history texts, television commercials, and institutional sources of documents for social research. The exchanges reflect the rich diversity of fellows’ subject area expertise, but also the degree of comfort and camaraderie established among this community of learners.
In their survey responses and individual interviews, past fellows wrote about the confidence they gained as a result of their time at Brandeis and in Israel. As in previous years, they said the Institute had been highly productive for them. Despite scholarly expertise in their respective fields, many claimed they could never have taught their Israel courses without the foundation provided by SIIS faculty and staff.
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This course would have never been were it not for SIIS. That’s huge. Just to be able to interact with the fellows in the cohort and the faculty—in one way or another all figured into the development of [my] course.
This year, only fellows from the most recent cohorts (2010 and 2011) were asked about the specifics of how SIIS contributed to their ability to prepare and present courses about Israel. The 2010 and 2011 fellows were more apt to credit SIIS with their development of new pedagogical approaches (53% compared to 40% for previous cohorts), but fellows from all cohorts agreed that the Institute helped them—very much or to a great extent— identify relevant literature and films, prepare their syllabi, and almost two-thirds (60-63%) said SIIS had helped them “very much” or “to a great extent” deal effectively with controversies about Israel (Figure 1).
Figure 1: Impact of SIIS on Fellows
SIIS helped me to… (% responding "very much" or "to a great extent")
80% Identify relevant literature 83%
Prepare syllabi 83% 76%
76% Identify relevant films 69%
60% Deal effectively with controversies about Israel 63% Cohorts 2010-11 53% Develop a pedagogical approach Cohorts 2004-09* 40%
0% 50% 100% *From 2010 survey.
SIIS also provides content in its follow-up to the Brandeis and Israel experiences: on-line access to the Brandeis University library and to Jellyfish,3 conferences and workshops throughout the year, and an active listserv and Facebook page in which fellows exchange ideas with each other and with SIIS staff. Fellows continue to consult with individuals on the SIIS staff as well as those in Israel. This section turns to these elements of the program and the nature and extent of their influence.
3 Jellyfish is an on-line resource center for SIIS fellows and provides access to SIIS syllabi, syllabi created by fellows, links to journals, newspapers, books, archives, relevant databases, and websites. The Summer Institute for Israel Studies 2004-12 10
Follow-up
Listserv A little more than a third of the fellows sent messages through the SIIS listserv in 2011-12. Most of them use it sparingly: to announce a new book, circulate articles, pose or answer questions about sources and resources. For the most part, fellows are comfortable with their peers and enjoy opening their queries to the kind of group input the listserv encourages. Some, however, are uncomfortable with the tenor of conversation or the overuse of the resource to promote personal agendas. For that reason, SIIS has developed a Facebook page for socializing and chatting about topics that are less academically oriented and/or conducting more extensive conversations, but the listserv continues to be an active discussion forum for SIIS fellows.
Webinars and Podcasts SIIS also added webinars and makes recorded sessions available on Jellyfish. In the same vein, SIIS invites fellows to many Israel-related lectures and discussions on the Brandeis campus and posts related podcasts on its website to extend in-depth, focused learning opportunities to a wider audience. For example:
Webinars Ilan Troen, Uri Bialer, and Khalil Shikaki, Perspectives on November 29, 1947: The UN and the Two-State Solution for Palestine Daniel Marom, Pedagogical Challenges and Opportunities in the Teaching of Israel: An Interactive Workshop Yedidia Z. Stern, The Challenges Facing a Jewish State
Lectures/Podcasts Rabbi Levi Lauer, When Hope Ends in Slavery: Human Trafficking in Israel Ehud Eiran, Our Test Grows out of Their Weakness: Israel and the Security Challenge of the Feeble Lebanese State 1968-2000 Daniel L. Byman, A High Price: The Triumphs and Failures of Israeli Counterterrorism Tzipi Livni, A Town Hall Meeting on Israel-Diaspora Relations
Fellows take advantage of the public availability of podcasts and videos and often share them with students.
Jellyfish As mentioned earlier, SIIS also provides fellows with Jellyfish, an on-line resource center through the Schusterman Center for Israel Studies website and the Brandeis library. About a third of survey respondents use Jellyfish “occasionally” or “frequently” (Figure 2). Some continue to complain about difficulty remembering their passwords or logging into the system. As one says, “it’s easier to go through Google and find it through YouTube then go through Brandeis,” but those who do use Jellyfish access a variety of resources (Figure 3).
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Figure 2: Frequency of Jellyfish Use
How often have you used Jellyfish during the 2011-2012 academic year?
11%
46% 23% Frequently Occasionally Rarely Never 20%
Figure 3: Purpose of Jellyfish Use
Percentage of Jellyfish users who access:
Israel Studies journals and databases 90%
SIIS syllabi 69%
Fellows' syllabi 61%
Archived SIIS events 52%
Archived SIIS seminars 44%
0% 50% 100%
Some who have not used Jellyfish intend to do so in the future. One finds himself “delighted” that it exists and is eager to use it to prepare for a new course.
AIS SIIS encouraged and extended generous support for SIIS fellows to attend the Association for Israel Studies (AIS) Conference in June 2011. Fifty fellows attended and 30 of them presented papers. AIS provided opportunities for fellows to meet with each other and with the faculty of SIIS. Through its conference and journal, AIS also serves as a vehicle for helping SIIS fellows stay current in the field. A third of survey respondents said they were members of AIS in 2011- 12, and over 80% of those (39 of 48) said they planned to renew their membership for 2012-13. The Summer Institute for Israel Studies 2004-12 12
They identified the conference, journal, and networking opportunities as the primary benefits of membership. These help them “stay involved in the most current discussions” and “learn from other scholars.” Of the fellows who attended the conference, almost all (92%) said they had substantive conversations there, and two-thirds of those said those conversations continued after the conference. As well, 40% of conference attendees said the conference led to subsequent scholarly collaboration. Eleven fellows gave papers at the 2012 AIS conference in Haifa.
Overall In the 2011-12 survey, only 2010 and 2011 fellows were asked the open-ended question about the influence of SIIS on their overall teaching. Of those, 34 of 40 responded. All but two felt their experience had been invaluable in helping them teach about Israel. Many wrote that it had been “essential” or “fundamental.” One of the fellows said SIIS had given her “a clearer understanding of the main scholars and debates in the subject area [and] a general feeling of being part of something larger and important.” As in the past, several reported that the program gave them the confidence they needed to teach about Israel. A fellow from a European university said of SIIS:
It has given me the confidence to develop a totally new module, promote it to my peers…steer it through quality approval, and promote it to students. I would not have been able to do this without the experiences I had at SIIS. Furthermore, my trip to Israel in SIIS gave me the impetus to insist on an optional field trip to Israel as part of this new module, in the face of considerable management opposition, but to the unmitigated delight of students.
And a fellow from a recent cohort summarized the responses of many:
The program was extraordinarily effective in equipping me with a large body of information about modern Israeli society, so that I could augment my knowledge of Israeli politics and security with knowledge of Israeli literature, economics, sociology, demography, and art history. My knowledge of these new areas of Israel studies comes almost exclusively from the SIIS program. I would not be able to teach Israel Studies had I not had this course, and all my courses have benefited from deepening my knowledge.
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SIIS FELLOWS AND THEIR CAMPUSES
The 2012 SIIS survey was emailed to 157 out of 164 fellows from the 2004-11 cohorts. Seven fellows were not sent the survey, either because they are retired, no longer in the field, specifically requested that we no longer survey them, or failed to complete our survey for three or more years. Responses were completed by 139 fellows for a response rate of 89%.
Twenty-two fellows participated in 2011. Of these, 20 completed the survey and 10 indicated that they had taught courses about Israel in the 2011-12 academic year. Seven of these 10 fellows also indicated that they had at least one course in preparation for 2012-13 or 2013-14. Six of the remaining 10 fellows who did not teach courses about Israel in the 2011-12 academic year had at least one course in preparation for the future. Fellows
All cohorts of SIIS have been diverse in terms of department associations, positions within the academy, age, gender, and educational approaches. Fellows consider the diversity of the cohorts, especially its multidisciplinary character as a great strength. The distribution of fellows from 2004 through 2012 by departments can be seen in Figure 4. Almost a quarter of the fellows are in departments that fall into the “other” category: cinema and theatre, anthropology, sociology, military strategy, folklore, music, business, communications, geography, education, and law.
Figure 4: Fellows by Department 2004-12
Jewish Studies
Religion 23% 20% Middle East/Asian Studies
Political Science and International Relations 11% 11% History 5% Language/Literature 14% 16% Other
The 2011 cohort had the second highest proportion of full professors participating in SIIS, the highest proportion of fellows from outside the United States, and the lowest proportion of non- tenure track instructors in the program’s history. The 2012 cohort is one of the most balanced in the program’s history, with nearly equal proportions of full, associate, and assistant professors; non-tenure track instructors; and fellows from outside the United States (Table 2).
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Table 2: Fellows’ Academic Positions by Cohort at Entry to SIIS
Total, 2004- 2004 2005 2006 2007 2008 2009 2010 2011 2012 2012 Professor 18% 29% 24% 18% 19% 10% 10% 27% 20% 20% Associate Professor 24% 14% 24% 18% 15% 25% 15% 18% 15% 18% Assistant Professor 24% 33% 29% 24% 31% 30% 40% 23% 25% 29% Non- tenure track 18% 14% 14% 29% 19% 15% 25% 5% 15% 17% Non-US 18% 10% 10% 12% 15% 20% 10% 27% 25% 16%
Among fellows at US-based institutions, 90% of associate professors and 86% of non-tenure track or lecturers have offered courses about Israel after participating in SIIS (Figure 5). The percentages are lower for assistant professors and full professors. Our qualitative research suggests that some of the non-tenure track fellows were recruited by their universities in part for the purpose of teaching courses about Israel. Overall, however, there is no significant difference in the percentage of fellows who have taught courses about Israel by academic rank, and it is important to note that full professors have gone on to help promote Israel studies and create positions in the field.
Figure 5: Percentage Introducing Courses about Israel in 2004-12 by Academic Rank
Percentage Offering Courses about Israel by Academic Rank 100%
90% 86%
80% 77% 75%
60% Associate Professors Temporary Faculty and Assistant Professors Full Professors (n=32) (n=31) Other (n=28) (n=48)
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Institutions
Fellows represent public, non-sectarian private, and sectarian—Jewish and Christian—colleges and universities. Typically, about three-fifths of any given cohort have been drawn from public universities, one-fifth from nonsectarian private universities, and the rest from Jewish and Christian schools (Figure 6).
Figure 6: Institution Types, 2004-12
Institution Types 2004-2012
Sectarian- Christian, 9% Sectarian- Jewish, 9%
Private, 19% Public, 63%
Some of the institutions involved in SIIS are prestigious private universities or colleges, such as Yale, Middlebury, and the University of Chicago. Some are large state universities such as UCLA, the University of Wisconsin, Michigan State, and the University of Virginia. Some fellows teach in regional colleges and universities—comprehensive state schools and small private colleges drawing students from more limited geographic regions (UMass Dartmouth, Jacksonville State University, or High Point University). Some fellows teach in institutions with large Jewish studies programs and many Jewish students (UMass Amherst, University of Hartford, University of Texas, Austin). Others teach in schools with small or non-existent Jewish populations (St. Louis University, William Jewell College, Pepperdine). The kinds of courses fellows teach and the course goals may differ accordingly.
SIIS has traditionally drawn about half of its fellows from institutions with at least 10,000 undergraduate students and a quarter from institutions with fewer than 5,000 undergraduate students. In 2011-12 these numbers shifted toward a predominance (60%) of fellows coming from the larger schools (>10,000 students) (Figure 7).
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Figure 7: Size of Institutions, 2004-12
100%
80%
Very small (<1,000) 60% Small (1,000-4,999) Medium (5,000-9,999) 40% Large (10,000-19,999) Very large (20,000+) 20%
0% 2004 2005 2006 2007 2008 2009 2010 2011 2012
SIIS fellows teach in institutions from all over the United States (see Figure 8) and around the world, from every continent except Africa. Scholars come from Australia, China, Russia, and the Ukraine, Western Europe, South America, Canada, and the United States. Approximately 16% of SIIS fellows teach in institutions outside the United States, and fellows from China have created, with help from SIIS, seminars for Israel studies at Beijing and Shandong Universities.
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Figure 8: Institutions in North America, 2004-12
The influence of SIIS is felt widely across many different disciplines in public, private, and sectarian campuses both large and small, in many parts of the world. The next section of this report describes the nature of that influence: the number and subject areas of courses offered and the number of students enrolled. The Summer Institute for Israel Studies 2004-12 18
COURSES AND CLASSROOMS
Courses to Date
Since 2004-05, nearly 400 courses have been added to curricula at over 110 colleges and universities. Nearly 10,000 students have taken a course about Israel that likely would not have been offered or would have been substantially different without the preparation provided by SIIS. Since the inception of the program, the number of courses increased each year until it reached a high of 80 in 2010-11; this figure dropped slightly to 78 in the 2011-12 (Figure 9). Although there are more fellows available to teach courses every year, interviews with fellows and their department chairs suggest that the recent budget crisis experienced by many universities made it difficult to introduce new courses or offer existing electives about Israel. Additionally, as has been the case every year since the evaluation of SIIS began, it is likely that the number of courses has been slightly undercounted, as an increased number of fellows (but a similar percentage) did not complete this year’s survey.
Despite the apparent slight decline in the number of courses offered this year, the number of students affected by the program has continued to increase, although the difference is less dramatic than in the three previous years. As was the case with courses, it is likely that the number of students has also been slightly undercounted; any fellows who taught courses about Israel but did not complete the survey surely had students registered for their courses.
Figure 9: Number of Courses and Student Enrollment by Year
2500 100
2000 80
1500 60
1000 40
Number of Students of Number Number of Courses of Number
500 Students enrolled 20 Courses offered
0 0 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12
The Summer Institute for Israel Studies 2004-12 19
Last year’s report predicted that the proportion of the 2010 cohort teaching courses about Israel would likely increase from their first year to their second; only 40% taught courses about Israel in the year immediately following their participation in SIIS, the lowest proportion of any cohort in the first year. However, seven 2010 cohort members who did not teach courses about Israel during 2010-11 indicated that they planned to teach courses about Israel during 2011-12. The result was that 75% of the 2010 cohort taught courses about Israel in the 2011-12 academic year, the highest proportion of any cohort in the second year after participating in SIIS.
Half of the members of the 2011 cohort taught courses about Israel in 2011-12. Half have plans to teach such courses during 2012-13, and another third have plans to teach such courses in 2013-14 or later.
Looking at the number of students taught in the year following SIIS participation, the most striking finding is the significantly larger number of students taught by the 2008, 2009, and 2011 cohorts (Table 3). This difference is caused primarily by the large class size in some of the courses taught by fellows from these cohorts; two courses offered by members of the 2009 cohort during 2009-10 had 150 and 180 students, respectively, and one member of the 2011 cohort taught a course with 150 students in both the Fall 2011 and the Spring 2012 semesters. By contrast, the largest enrollment in any course offered by a member of the 2010 cohort during 2010-11 was 72, and only one other course offered by a member of the 2010 cohort exceeded 30 students.
Table 3: Number of Students in Courses by Cohort
2004 2005 2006 2007 2008 2009 2010 2011 1st year after attending 240 360 230 180 500 580 275 590 2nd year after attending 130 240 130 160 470 620 470 3rd year after attending 290 280 140 160 500 200 4th year after attending 190 170 240 200 440 5th year after attending 230 190 225 100 6th year after attending 130 190 180 7th year after attending 190 130 8th year after attending 200
As in previous years, fellows were asked about courses they taught that were influenced by SIIS but not specifically about Israel. Of the 77 survey respondents who listed no courses specifically about Israel taught in 2011-12, 45 said their other courses had been influenced by and contained content from SIIS. Over 80 fellows listed over 120 such courses. Included in this list were survey courses in Jewish studies (Modern Jewish History, Modern Jewish Civilization, Introduction to Judaism, etc.), the modern Middle East, politics, history, and cultural geography. One fellow used an article on Jewish marriage in Israel in a class on jurisprudence. Others incorporated units on Israel in courses such as “Military Strategies of Western and Central Asia,” and “International Conflict Management.” A fellow who listed two undergraduate courses in Israeli and Palestinian literature also listed a graduate seminar: “Orientalism, Memory, Erasure: Israeli & Palestinian Narrative & History” as influenced by his experience at SIIS. Another said that SIIS had The Summer Institute for Israel Studies 2004-12 20 influenced a graduate course he taught on performance and historiography. Clearly, the impact of SIIS on fellows’ teaching and course offerings extends well beyond the syllabi they create at the Institute.
Planned Courses
Fellows discussed their plans for offering courses about Israel in the future. Of the 139 fellows who completed the survey, 74 plan to offer courses. The total number of courses planned is slightly less than last year, but the number of fellows planning courses has increased. A similar pattern was seen in 2007-08 (Figure 10).
Figure 10: Fellows and their Future Courses about Israel
100
80
60 Future Courses
Fellows planning future 40 courses
20
0 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12
Fellows’ survey responses give some explanation for this phenomenon. One fellow left the academy but continues to use what she learned from SIIS in her work with a Jewish federation. Another gave her course, but the department chair, who selects the electives to be offered, chose not to offer it again. Nonetheless, the fellow indicated she introduced students to Israeli poetry in a class on the poetry of war and taught Waltz with Bashir in a graphics class. In both cases, SIIS gave her the ability to incorporate this material. Several fellows did not teach or plan future courses about Israel because they were on sabbatical. One did not teach or plan a course about Israel because his university was able to bring in a visiting Israeli scholar. A senior scholar had no plan to teach courses about Israel but credited the learning from SIIS with helping him create and find funding for a chair in Israel studies for his department. Several fellows retired or are approaching retirement, but at least two of them used their SIIS education in other venues to The Summer Institute for Israel Studies 2004-12 21 continue to teach in guest lectures and adult education. A fellow who avidly taught about Israel in the past suffered from a leadership turnover in her program: The new director did not want her to teach about Israel. A PhD candidate has been out of academic work but plans to return, and a 2007 cohort member has still not received approval for the syllabus he developed at SIIS. As well, the current economic situation has made it difficult for a number of the untenured fellows to keep their positions or find new ones.
The 2010 cohort is most active in planning courses for the future, and all of its members responded to the survey. However, fewer than half of the 2006 and 2007 fellows who completed the survey indicated that they have plans for future courses (Table 4).
Table 4: Fellows Planning Future Courses by Cohort
Cohort % of Survey Respondents with Courses in Preparation for the Future 2004 62% 2005 53% 2006 40% 2007 15% 2008 55% 2009 50% 2010 75% 2011 65%
On the basis of observation of the 2012 cohort’s syllabi preparation seminar at Brandeis, one can expect a good number of additional courses in the next few years. Particularly given current economic challenges facing higher education, the number of courses offered and planned remains strong and the ability of this new field of study to hold on to the gains made over the past eight years is encouraging.
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OUTCOMES In the Classroom
Classroom observations and focus groups with students provide insight into the most important outcome from SIIS—the impact of courses on students. The research team had the opportunity to observe that impact and discuss it with fellows, chairs, and students.
In 2011-12, the research team visited nine universities: five national universities (all ranked among the top 100, two among the top 50), one national liberal arts college, one Canadian university, and two regional universities.4 A total of 74 students, 32 Jewish and 42 non-Jewish, participated in focus groups or individual interviews. Almost 90% of the Jewish students had been to Israel; a third of those had been on Taglit-Birthright Israel. A surprising number of the non-Jews had also been to Israel (20%), although most of these were from one school where a trip to Israel was part of a study abroad option.
The Classes The classes observed covered a wide spectrum of subject matter—from a course on Israeli film to a class on conflict resolution. Student readings extended from “Yad Vashem” by Aharon Megged to Start Up Nation by Senor and Singer. Films viewed ranged from Hill 24 Doesn’t Answer (juxtaposed with “The Swimming Race” by Benjamin Tammuz) to Divine Intervention by Palestinian director Elia Suleiman. One class discussed what they learned about the Israeli armed forces from the film Echad mi-shelanu, while another learned about the Mizrahi struggle for recognition in Israeli society. Class sizes ranged from seven to 57 students, and teaching methodologies varied as well. Some classes were based on student presentations, and two had presentations with other students assigned as commentators. All classes involved at least some student participation. Although in some the same few students dominated conversation, in others the entire class engaged. In one very long class, the fellow remarked that he joked with students in order to keep them awake, but he also used YouTube, clips, and projected pictures in order to hold student attention.
All fellows do not possess equal pedagogical skill or ability to elucidate an understanding of their own discipline through the study of Israel, and there was some unevenness in the depth of content and success in engaging students. In at least eight of the 11 classes observed for the research, however, students appeared highly engaged and interested in class content. It was not possible to assess what proportion of the students regularly completed reading assignments, but in one film course, the fellow arranged film viewing during class time while in another university, students watched films outside of class.
Teaching Goals Fellows share similar goals for their teaching: they want students to come away “more open- minded” and with “much better understanding of Israeli society” film or culture. They want them
4 Categories and rankings from U.S. News and World Report (http://www.usnews.com/rankings). The Summer Institute for Israel Studies 2004-12 23 to “understand bigger trends and processes…Israel beyond the headlines,” and they want to present scholarly, balanced, content-rich courses.
If they had grown up, as I had grown up, with the belief that everything about Israel is absolutely perfect and that you can’t support Israel unless you support everything about it….I wanted [to] dislodge [them] from that kind of frozen attitude. If they came in deeply anti-Israel, I wanted them to dream the dream and understand why Israel had to come into existence and all the positive things that Israel represents today.
Almost all fellows attached importance to presenting a balanced point of view. Some felt the best way to achieve that was to be out front with their biases—to let their students know where they stood—but make sure other points of view were represented as well. Others attempted to hide their own positions or direct their courses away from the conflict and its history. One fellow tells his students at the beginning of the course: “If you want to know about the history of Israel, there is this thing called the internet. Use it. There is a place called the library with millions of books where you can sit and read. You don’t need me to tell you.” His subject is modern Israeli culture and that is his focus. Another fellow begins every class with a summary and discussion of the news in Israel.
Student Learning
CONTENT In the focus groups, most students said they were coming away with content knowledge and an understanding of the complexity of Israel’s issues, both internal as well as external. They were able to articulate the “big ideas” that fellows wanted to convey. Some of the students knew very little to begin with and their learning curves were steep. Two students (in different focus groups) were amazed that Israel is so small; one learned that the culture was really different from that in the United States and that the leadership experience young people get in the Israeli army has positive ramifications for the Israeli economy. From three different classes, students discussed how their views had evolved from their earlier perception that Israel was only about war and conflict. “I just knew of it as a war zone. I didn’t know anything about the business side of it, to know how innovative they are,” related one.
Within different subject areas, student learning varied. In a course on Israeli culture, a student was particularly surprised about the instructor’s definition of the new Jew—the distinction between “the old Jew of Western Europe and the Sabra.” A student in the same class said he did not realize how “European” Israel is. In another class on Israeli culture, focus group participants were fascinated that Jews from so many different lands speaking so many different languages could unite and speak Hebrew which none of them knew as a modern language. Students learned about poets, novelists, and thinkers. Amos Oz impressed students in a literature class (“Everything Amos Oz says is gospel”), and a student from the same class said the most surprising thing about the course was “I never knew that they [Israelis] were known for their literature.” Culture classes frequently make Israel more “alive” for students: “Because in history classes, you talk about Israel and it’s all about the war and how it was created and things like that. Now [this class] kind of gives more personalization to Israel.” Elsewhere, students spoke of learning to understand film as representative of filmmakers’ points of view. Rather than trying to The Summer Institute for Israel Studies 2004-12 24 discover what films had to say about Israel, they were encouraged to focus on what they said about the filmmaker’s perception of Israel—a perhaps subtle difference that the students considered of great importance. They spoke of the “binaries” of Jewish culture and Israeli filmmakers’ attempts to deconstruct them.
Classes at two of the schools visited for this study focused on the conflict. Students in one were impressed by the methodology of conflict resolution and the careful examination of policy and negotiations. They enjoyed becoming privy to the various arguments and depth of the divisions. One student acknowledged, “I had a really naïve attitude, like okay, why don’t these two sides just get along?” and one of his classmate felt the same way:
You assume that you know about the Israeli/Palestinian conflict just from the news when really you know nothing about it at all….It’s brought up in daily conversation almost, [and] you want to be able to talk about it with people, I guess, and not just be thinking that you know everything about it.
A major “take-away” from the two classes about the conflict was the ability to understand the tremendous difficulty in finding a path towards peace. Students from classes on Israeli culture as well as the conflict commented on the tragedy on “both sides” and how much they, as students, still needed to learn before making judgments. One student said his class “highlights for me how much I don’t know anything about anything.” A student from another school lamented, “We’ve read so much, but I feel like we know so little about Israel and Palestine.” Some, mostly the Jewish students but non-Jewish students as well, said they learned about the Palestinian side for the first time. Others were exposed to “the Israeli side” for the first time.
Jewish students often talked about being disabused of some of their Hebrew school education. For example, students viewed Waltz with Bashir and came away with an understanding that many soldiers feel more isolated than the students’ earlier education had led them to believe. These students also learned about changes in the way Israeli society has viewed the army over time.
BALANCE Students appreciated what they perceived as the balance of their fellows’ presentations even in those classes in which the fellow’s biases were plainly conveyed. Students identified one of the fellows as having “a Palestinian pro-view,” but one of them noted, “He does still have a way of covering the Israeli side of the whole conflict.” And another confirmed, “It is great, the evidence that the professor presents to us speaks for itself…[and] you get the opposing views.”
At another school, students described their professor and classmates as strongly pro-Israel. The focus group was divided about how comfortable a pro-Palestinian student might feel in the class. “Everyone is either unbiased or pro-Israel,” according to one student. “If anyone had another perspective, it would be uncomfortable,” she explained. But others felt the fellow tried to be fair and said “she’s not biased.” Her syllabus covered readings and films deeply critical of Israel and one student came away from the course saying he was very pro-Israel before and still was considering making aliyah after college. However, “after learning how everything happened, how the Arabs and Jews were living together before and…the Jewish people just kind of took over the land,” he now has “more understanding toward the whole situation.” Students in another The Summer Institute for Israel Studies 2004-12 25 course about Israeli culture said their professor acknowledged her sympathy with Zionism. They also acknowledged that the university has an anti-Zionist stance, but, as one of them said, “I like the balance [the fellow] keeps to both sides. I thought we’d be leaning more towards one side, but I like the balance.” Another student in the class said she had gained a “little bit more understanding of the Israeli side” through the course.
A class observation and interview revealed a different fellow’s strong pro-Israel bias, but his students did not perceive this stance. One described him as “one of the best professors on campus on showing two sides…he actually makes you think that way when you’re doing current events. So he helps show both sides of what’s going on.” A fellow teaching a culture class tries to hide her personal strong support for Israel and students described her as “taking a neutral approach”:
In this course [the professor] is able to bring both sides together in a way that people aren’t used to seeing, which I think might be helpful for those people who feel really strongly one way or the other about the conflict. It might help them appreciate another culture that they hadn’t been open to before.
The fact that the course described itself as being about the culture of Palestine as well as Israel helped attract at least a few students to the class.
Students who visited the West Bank as part of a semester abroad came back extremely sympathetic to the Palestinian cause. They enrolled in a course on the conflict with a professor they knew and respected and developed the view that they had missed important information while on their trip. The fellow was able to use the theory of conflict resolution, readings and videos, and his own substantial credibility with the students to reveal more than one side to the story. Most of the students in the class seemed to grasp that they had much to learn and that the emotional involvement of having been in the West Bank would not help solve problems. Being “intellectual about it” made them more moderate, and students came away understanding that neither side was completely in the wrong:
This class has really taught me that it hasn’t been a failure of one side. It hasn’t been the Palestinians being unwilling to negotiate or the Israelis being unwilling to negotiate, but it’s been just a failure of both sides.
COMPLEXITY Although few students interviewed for this research talked about applying critical thinking to their class work, some of their statements revealed evidence of the concept. They recognized the complexity of the problems—whether internal to Israel or external—and the need to explore multiple narratives or “get outside the narrative.” A student in a class on the conflict said, “Don’t just take the stories that people say at face value; you actually have to go back, and look into what they say, and kind of look at their sources, and how they get that information.”
The “complexity” of Israel was discussed in almost every focus group. Understanding Israel and its relationship with Israelis requires reading and studying:
The Summer Institute for Israel Studies 2004-12 26
It’s complex. The class doesn’t try to make it simple. We’re trying to understand the complexity behind Israel.” And a student in a literature class said “I think one of the biggest ideas I’m getting out of [the course] is just the complexity of the whole…of the cultures and the present conflict and the history, and how nothing is black and white. Even within any given side there are many factions.
Students talked about the benefits of taking courses from SIIS fellows: “pure learning and substance,” feeling knowledgeable enough to discuss the subject with friends and relatives, an awakened interest, feeling “for the other side,” a desire to visit or revisit Israel and learn more, and perhaps most decidedly to the point of the endeavor: “This class, I really appreciate it for the perspective, that it has taught me to appreciate academia and having the discussion.”
Beyond the Classroom
The influence of SIIS extends beyond courses and students. Over 70% of responding fellows wrote about engagement in Israel-related matters with other faculty or with students outside of class. Several SIIS fellows no longer involved in teaching continue to work in the Jewish community giving public lectures, supporting efforts to enhance Jewish education about Israel, and working in adult education programs such as Me’ah. Of respondents who neither taught courses nor planned to teach courses about Israel in the next two years, almost two-thirds wrote about other forms of involvement with Israel activities.
Table 5: Engagement of SIIS Fellows about Israel beyond the Classroom
Number of fellows engaged about Israel Activity with other with students faculty Advocating for the field with university administration 19 Faculty advising and consultation 1 17 Event organization/participation 16 9 Public or guest lectures 4 9 Service to Jewish or Israel student organizations 1 12 Study abroad 2 11 Writing for local media about Israel 2 1 Informal discussions 13 10 Other 3 5
These numbers may belie the extent of fellows’ commitment to these activities. Many are involved in more than one such endeavor, and the efforts are ongoing.
Advocating for the field with university administrations may mean simply sitting on the Jewish studies steering committee, but it also includes efforts to establish new course offerings, bring in visiting Israeli professors, raise funds for Israel studies or new positions, and hire faculty to teach in the field. The Summer Institute for Israel Studies 2004-12 27
Event organization and participation range from being part of speaker series to organizing film festivals or advising about Israel Fest activities. Faculty advising and consultation includes meeting with students to advise about papers and readings for other Israel-related classes; Israel experience programs such as Taglit-Birthright Israel or study abroad; and undergraduate, MA, or PhD theses. Advice may also include helping students cope with courses they perceive as biased against Israel or antisemitic in tone. Service to Jewish campus organizations may be sitting on the faculty advisory board of Hillel or Students for Israel, or it may mean serving as the faculty advisor for one of these groups. One department chair serves as faculty advisor for the university’s Students for Israel, works closely with Hillel, and advises Christians United for Israel. Study abroad may involve advocating with university administrators to create or reinstate (yes, this still has to be done on some campuses) study abroad programs. It may mean leading study tours in Israel, planning such programs, or advocating for the same. One of the fellows from the campuses visited for this report is attempting to win university approval for a film course in Jerusalem to fulfill a campus study abroad requirement.
One faculty member advised a broadcast major on a film project about Israel and was interviewed in the film about the politics of Israel. Separately, he consulted to the university about a side trip students make to Israel from an overseas program in Europe. He helped the university modify parts of the trip and make it more balanced. A faculty member on leave in Jerusalem wrote of meeting with some of his students who were studying and working in the Middle East and in Israel. A fellow at a Jewish seminary describes herself as the “go to” faculty member for Israel-related matters. Next year, she will be advising a rabbinical student, a cantorial student, and two education students on theses related to Israel. At a large public university, a fellow participated in a faculty panel for an honors college event about the Israel/Palestine conflict, served on a panel of judges for a photography competition organized through Hillel, and mentored a student writing about media representations of Israel for a capstone project in International Studies. A fellow from an early SIIS cohort created a Laboratory for Studies on the Middle East with “heavy focus on Israel” on his campus while a fellow from a more recent cohort was engaged in bringing visiting Israeli writers, Ron Leshem and Eshkol Nevo, to campus for a multi-day event. She also hosted a symposium on Israeli Literature in the 21st Century—the first academic meeting on younger authors (under age 40).
Just as the individual fellows bring their SIIS knowledge and experience into their classes, so too, they use what they learn at SIIS on their campuses more broadly. Thus, the effects of the Institute are felt beyond the classroom by students, faculty, and the campus communities world- wide.
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CONCLUSIONS
The strength of SIIS programming continues to be demonstrated by the number of courses fellows teach, the multiple disciplines in which they offer courses, and the number of students enrolled in those courses. But as we have seen in the past, this is only part of the story. The depth and breadth of the syllabi fellows produce, the extent of sharing among the fellows in developing their syllabi, and the extensive content presented by SIIS, starting with the seminar at Brandeis and continuing through the Israel study tour, all speak to the richness of the program and its success in creating a community of scholars and teachers. SIIS continues to provide content well after fellows return from Israel in the Jellyfish website, access to the Brandeis University library system and databases, and through webinars and conferences. It also helps fellows maintain and extend communications through its listserv and Facebook page. Fellows convey high levels of satisfaction and appreciation of the program, its follow-up, and its personal impact. Almost 90% of them have offered courses about Israel to almost 10,000 students.
Beyond the numbers, however, is the impact on students. As documented in this report, the fellows challenge their students to think critically, and “courses that challenge students or make them uncomfortable in their convictions constitute enormous assets in the educational process rather than a threat to future” of students’ ability to relate to Israel (Shapiro & Bayme, 2005). Students learn to question different perspectives. They can identify the themes of their courses and discuss what they have learned. Although there is significant variability in the success of fellows’ courses, most students are satisfied with the balance and nature of the discourse, the quality of instruction, and the learning they achieve. The fellows’ goals are, for the most part, met. Students come away with greater knowledge of Israel and humility in the realization of how much more there is to learn. They see the complexity of the subject but also develop an appreciation of the culture and an awareness of the humanity on all sides of the conflict.
Still, challenges remain.
Even more can be done to enlarge the applicant pool for the coming cohorts. SIIS has accomplished much in this area, but may benefit from consultation with marketing professionals. Two suggestions based on the current research: o Ask past fellows to provide contact information for potential applicants so that staff can reach out to them directly. o Consider co-sponsoring gatherings at annual meetings of professional associations in a variety of fields reflecting the breadth of current fellows— modern languages, literature, art, music, anthropology, jurisprudence, business, geography—as well as the more traditional disciplines of history, political science, international relations, and Jewish studies. Differences exist between cohorts in their ability to generate courses and maintain contact and commitment to SIIS. These differences should be studied in greater depth to ascertain the ideal mix of fellows. Create a list of institutions where the need for courses about Israel is greatest. CMJS is currently completing a study of Israel-related course offerings at 316 colleges and universities in the United States. SIIS can use this research to target specific institutions where Israel courses are still absent or under-represented. The Summer Institute for Israel Studies 2004-12 29
Validate the commitment of chairs and university administrators to introduce, cross list, and promote new courses about Israel into their curricula while continuing to offer existing courses. Continue to offer webinars and other post-SIIS programs to strengthen the ability of fellows to offer courses. Consider developing post-SIIS programs to support those fellows who may be better situated to promote the field of Israel studies rather than to offer courses themselves.
In less than a decade since its founding, SIIS has made considerable progress in expanding the number of scholars able to teach about Israel within their disciplines, creating a community of learners who introduce or enhance courses about Israel on their campuses, and “normalizing” the study of Israel within the curricula of these institutions. Its impact continues to be seen in fellows’ attitudes toward the program, their perception of the success of their courses, and their commitment to growth as scholars and teachers in the field. Further, the impact on students, the “end users,” has been documented now in national, highly ranked universities and colleges, as well as in regional institutions. Students come to the study of Israel knowing relatively little about the subject and sometimes with firmly held views based on little or biased information; they leave understanding the importance of approaching the topic with academic rigor and valid data. It is hoped that SIIS will continue to provide education and support to people who make that possible.
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REFERENCES
Bard, M. G. (2004). Tenured or tenuous: Defining the role of faculty in supporting Israel on Campus. Washington, DC: Israel on Campus Coalition.
Colson, M. (2011). Unpublished study for the Leichtag Foundation Israel on Campus Coalition.
In Search of Israel Studies. (2006). Washington, DC: Israel on Campus Coalition.
Jacobson, J. (2005). The politics of Israel Studies. Chronicle of Higher Education. Retrieved from http://chronicle.com website: http://chronicle.com/article/The-Politics-of-Israel- Studies/6472
Lipstadt, D. E., Freedman, S. G., & Seidler-Feller, C. (2005). American Jewry and the college campus - Best of times or worst of times? New York: American Jewish Committee.
National Geographic-Roper Public Affairs. (2006). Geographic literacy study. Retrieved from http://www.nationalgeographic.com website: http://www.nationalgeographic.com/roper2006/pdf/FINALReport2006GeogLitsurvey.pdf
Reinharz, J. (2003). Israel in the eyes of Americans: A call to action. Waltham, MA: Cohen Center for Modern Jewish Studies, Brandeis University.
Shapiro, H. T., & Bayme, S. (2005). Foreword. In D. E. Lipstadt, S. G. Freedman & C. Seidler- Feller. American Jewry and the college campus - Best of times or worst of times? . New York: American Jewish Committee.
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APPENDIX A: SIIS 2012 SCHEDULE
Table 6: SIIS 2012 Schedule at Brandeis
Sunday Monday Tuesday Wednesday Thursday Friday Saturday Session I: 9:30-11:00 June 12 June 13 June 14 June 15 June 16 am 11:15-Noon The Lurias The Lurias The Lurias Discussion Noon - 5:30 pm Session II: 2:00-3:30 Registration: I. Sheppard I. Stern I. Smooha pm 3:45-4:15 pm Ridgewood Dorm Political Zionism The Constitutional Mizrahim and Discussion 5:30 pm Orientation and its Legacy Process in Israel Ashkenazim Session III: 7:00-8:30 and Walk: II. Stern Religion, 12:00-12:45 ISSO pm Ridgewood to MCH State, and Cultural II. Smooha Distinct II. Szobel Modern Duality Features of Israeli Hebrew Literature: 6:00 pm III. Troen Zionist Society Narrating the Opening Dinner Settlement: III. Sheppard Nation Mandel Center for Colonialism or Cultural/Spiritual the Humanities Colonization? Zionism Debated June 17 June 18 June 19 June 20 June 21 June 22 June 23 The Lurias Shapiro 313 Shapiro 313 Shapiro 313 Shapiro 313 Shapiro 313
II. Szobel Hebrew I. Troen Parallel I. Gertz Space & I. Shikaki The I. Feldman and I. Bialer Israel’s Literature: Writing the Narratives Memory Palestinian Shikaki Foreign Holocaust in Palestinian and Domestic Scene Conflict and Policy: Aims ** 4:00-6:00 pm ** II. Rekhess Arabs Israeli Cinema Peacemaking: Two in a Jewish State: II. Ankori Israeli Art: Perspectives II. Susser Israel 6:00 pm BBQ Dinner Dilemmas of II. Bayme Israel and The Master and the Middle National Identity World Jewry: Ties Narrative II. Ankori Israeli Art: East III. Gertz The and Tensions Return of the Holocaust in III. Shelleg Israeli III. Feldman Repressed Israeli Cinema Music III. Rekhess Israel’s National Political Islam: Security Debate III. Susser Islam The Case of Hamas and the State June 24 June 25 June 26 Shapiro 313 Faculty Club Wed-Sun, June 13-17: Sessions take place in The Lurias, Hassenfeld CC 5:15 pm 12:00 noon 9:30am-2:00 pm Arrival in Israel Mon-Sun, June 18-24: Sessions take place in Room 313, Shapiro CC Syllabi due at noon Syllabi Presentation Transfer to Mon, June 25: Syllabi presentation is in the Faculty Club II. Bialer Israel’s * Faculty Club* Jerusalem Foreign Policy: Processes 3:45 pm ** 4:00-6:00 pm ** Return keys; cards 6:00pm BBQ Dinner Ridgewood A Syllabi distributed for review prior to 4:00 pm Monday’s discussion Bus to Logan Airport ***BBQ Dinners take place outside Shapiro Campus Center on the Great Lawn (Rain location: inside Shapiro Atrium)
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Table 7: SIIS 2012 Schedule in Israel
Monday, June 25, 2012
Depart JFK on El Al Flight # 008
Tuesday, June 26, 2012
Welcome 5:15 pm Arrival at Ben Gurion International Airport Transfer to Jerusalem Check-in at hotel Free evening and dinner on own Overnight: Leonardo Plaza Hotel, Jerusalem
Wednesday, June 27, 2012 – day 1
Breakfast at the hotel 8:30 am Depart hotel for Beit Moses, AJC Jerusalem 9:00 - 10:00 am Israel & Americans, Close Cousins But Big Cultural Gaps, meet with Dr. Edward Rettig, Director, AJC Jerusalem, at Beit Moses 10:00 am Depart hotel for Yad Vashem 10:30 - 12:00 Visit Yad Vashem Holocaust Museum 12:30 - 1:30 pm Lunch at Beit Moses 1:30 - 3:00 pm Impact of the Holocaust on Israeli Society, discussion with Prof. Dalia Ofer of the Institute of Contemporary Jewry of the Hebrew University of Jerusalem, at Beit Moses 3:15 - 4:45 pm Visit Ma'aleh Television, Film and Art School, meet with the School's Director Neta Ariel and Einat Kapach, screenwriter and director; view one of the School's films 5:15-6:45 pm Civil Rights Discourse, panel discussion with Prof. Gerald Steinberg, President, NGO Monitor, and Yariv Oppenheimer, Director of Peace Now, at Beit Moses Free evening and dinner on own Overnight: Leonardo Plaza Hotel, Jerusalem
Thursday, June 28, 2012 – day 2
Breakfast at the hotel 8:15 am Depart the hotel 9:00 - 9:30 am Constitutional Issues, discussion with Israeli Supreme Court Justice Elyakim Rubinstein, at the Supreme Court 9:30 - 10:30 Tour of the Supreme Court 11:00 - 12:00 The Haredi Community in Israel, meeting with MK Rabbi Haim Amsellem, founding Head of the Am Shalem (Whole Nation) Party, at the Knesset 12:30 - 1:30 pm Lunch at Beit Ticho Restaurant Drive to Ofra 2:30 - 3:45 pm The Future of the Jewish Settlements, visit Ofra, and meet with Israel Harel, founding Chair of the Institute for Zionist Strategy 3:45 pm Proceed to Area A (Palestinian Authority) The Summer Institute for Israel Studies 2004-12 33
4:30 - 6:00 pm Visit Rawabi, the first planned city in Palestinian Authority, and meet with Amir Dajani, Project Director 7:00 pm Dinner at Darna Restaurant in Ramallah 8:15 pm Return to Jerusalem Overnight: Leonardo Plaza Hotel, Jerusalem
Friday, June 29, 2012 – Day 3
Breakfast at the hotel 8:15 - 9:15 am Debriefing on Politics of Archeology, by Prof. Marc Brettler, former Chair of the Dept. of Near Eastern and Judaic Studies at Brandeis University, at hotel 9:15 am Depart hotel for Israel Museum 10:00 - 12:00 Visit Israel Museum, guided by Smadar Sheffi, art and culture critic at HaAretz newspaper 12:30 – 1:30 Free time and lunch on own at Germany Colony 2:00 – 4:00 pm Visit City of David, accompanied by site's guide 4:00 pm Return to the hotel Break 6:00 pm Depart hotel by bus 6:15 pm Meeting with Prof. Tova Hartman, Co-founder of Shira Hadasha Egalitarian Orthodox Congregation Shabbat Services with the congregation (optional) 8:30 pm Shabbat Dinner at HUC, with Dean Rabbi Naamah Kelman and Dr. Ilan Ezrachi Overnight: Leonardo Plaza Hotel, Jerusalem
Saturday, June 30, 2012 – Day 4
Breakfast at the hotel 10:00am Optional: Shabbat Services Bible Lands Museum Tower of David Museum Free Time 1:00 - 3:00 pm Optional lunch in the main dining room of the hotel 3:00 pm Depart hotel on foot with Hana Bendcowsky 3:30 - 6:30 pm Walking Tour of the Old City, with Hana Bendcowsky, Programs Director at the Jerusalem Center for Jewish-Christian Relations 7:30 pm Optional dinner at the hotel Optional Saturday night events: For those interested in attending any of these events, please note that private arrangements will need to be made and paid on your own Light & Sound Show at Tower of David http://www.towerofdavid.org.il/english/night_spectacular The Visit of the Old Lady – Israeli play starring Gila Almagor and Yoram Gaon at Jerusalem Theater (in Hebrew with written subtitles in English) http://www.jerusalem-theatre.co.il/webSite/Modules/events/event.aspx?id=706&lan=2 Cnesat Hasechel Israeli Rock Band at Zappa Club http://www.zappa-club.co.il/ - The Summer Institute for Israel Studies 2004-12 34
Maya Isakovitch – Israeli/South African singer at Yellow Submarine Club http://yellowsubmarine.org.il/?show=maya-isakovitch-2&lang=en Peter Roth – Israeli singer at Beit Avi Chai http://www.bac.org.il/Event_Series.aspx?id=00/04/12/472#event_09/472 - scroll down to last entry on bottom of screen Les Fourberies de Scapin (Mouliere play) translated into Hebrew (for Hebrew speakers only) http://www.khan.co.il/show_eng.php?id=87 Little Flower – a performance of French chansons http://www.jerusalem-theatre.co.il/webSite/Modules/events/event.aspx?id=630&lan=2
Overnight: Leonardo Plaza Hotel, Jerusalem
Sunday, July 1, 2012 – DAY 5
Breakfast at the hotel; hotel check-out 7:30 am Depart hotel 8:00 – 9:30 am The Israeli Economy, discussion with Prof. Dan Ben-David, Executive Director, Taub Center for Social Policy Studies in Israel, at Taub Center Proceed South 11:00 - 12:00 The Gaza Strip Border and Civil Defense, visit Kibbutz Netiv Ha’asare and meet with the Kibbutz’s security officer and Roni Keidar, a veteran member of the Kibbutz 12:15 - 1:00 pm Studies under Missile Fire, visit Hof Ashkelon’s regional high school in Kibbutz Yad Mordechai and meet with teachers, accompanied by Hof Ashkelon’s Director General Shuki Orbach 1:00 - 2:30 pm Visit Kibbutz Yad Mordechai, including lunch 2:30 - 3:30 pm Travel to Beer Sheva 3:30 - Visit Ben Gurion University, tour the 4:00 pm campus accompanied by Aya Bar-Hadas, Visitors Coordinator 4:00 - 5:00 pm The Bedouins of the Negev: An Emerging Indigenous Minority, introduction with Prof. Ilan Troen, Stoll Family Chair in Israel Studies at Brandeis University and Director of the Schusterman Center for Israel Studies, and Prof. Elie Rekhess of Northwestern University, at Ben Gurion University 5:00 pm Drive to Leonardo Negev Hotel; hotel check-in 6:30 pm Depart hotel for Omer 7:00 pm Dinner at the home of Prof. Ilan and Carol Troen in Omer Overnight: Leonardo Negev Hotel, Beer Sheva
Monday, July 2, 2012 – Day 6
Breakfast at the hotel; hotel check-out 8:15 – 9:30 am Visit Mandel Center for Leadership in the Negev and meet with Director Jacob Steinberg 9:30 -10:00 am Travel to the city of Rahat, the largest town in the Negev and largest Muslim city in Israel, established in 1972 10:00 - 11:00 Visit "Al Ikha" Mosque in Rahat and meet with Sheikh Issa Abu Rayyash, Head of the Islamic Movement in Rahat; visit the Islamic Movement's summer camp and the Bedouin Heritage Week activities The Summer Institute for Israel Studies 2004-12 35
11:00 - 11:30 Bus tour of Rahat 11:30 - 12:30 Session at Rahat's Municipal Communal Center, moderated by Prof. Elie Rekhess. Negev Bedouins in an Era of Modernization and Sedentarization, by Kher Albaz, Director of Social Services in Segev Shalom Women's Empowerment in the Bedouin Society, by Amal El-Sana Al-H'jooj, Co- executive Director of the Negev Institute for Strategies of Peace and Development (NISPED) 12:30 -2:00 pm Lunch at Wadhan's Traditional Bedouin Guest Tent 2:00 - 2:30 pm Travel to the unrecognized village of El-Mekiman, an unrecognized Bedouin Village north-east of Omer 2:30 – 3:00 pm Tour the unrecognized village of El-Mekiman and meet with Abdullah El-Sana, of the Regional Council of the Unrecognized Villages of the Negev (RCUV) 3:00 - Travel to Al-Sayyid Village, located near 3:30 pm the Bedouin township of Hura, and one of the ten recently recognized Bedouin Villages under the Abu Basma Regional Council 3:30 - 5:00 pm Concluding panel discussion on Government Policies and the Bedouins' Land Issues State's Position on the Bedouin's Land Issue by Prof. Haim Sandberg, of the College of Management, Rishon Letziyon Bedouin Perspective on Government Policies in the Negev, by Dr. Thabet Abu Ras, lecturer in the Department of Geography & Environmental Development at Ben Gurion University Concluding Remarks by Prof. Ilan Troen 5:00 – 6:30 pm Travel to Tel Aviv 6:30 pm Check-in at Carlton Hotel, Tel Aviv Free evening and dinner on own Overnight: Carlton Hotel, Tel Aviv
Tuesday, July 3, 2012 – Day 7
Breakfast at the hotel 8:30 - 9:45 am Meet with bestselling author Etgar Keret, at the hotel 10:00-11:15 am International Law & Israeli Conflicts – Session I, discussion with Adv. Daniel Reisner, Head of the Public International Law, Defense and Homeland Security Division at Herzog, Fox and Neeman, at the hotel 11:15 - 12:15 International Law & Israeli Conflicts -Session II, meet with Sarah Weiss Maudi, Deputy Director of the International Law Dept., Ministry of Foreign Affairs, at the hotel 12:45 - 2:00 pm Lunch at a restaurant 2:00 - 3:00 pm Arab- Jewish Cooperation, meet with Mohammad Darawshe, co-executive Director of Abraham Fund Initiatives, at the hotel 3:15 - 4:15 pm The Social Protest Movement in Israel, meeting with Stav Shaffir, leading social activist, at the hotel 4:30 – 5:30 pm Diversity of Israeli Society, meet with Shula Mola, Chair of the Board of the Israel Association for Ethiopian Jews, at the hotel Free evening and dinner on own Overnight: Carlton Hotel, Tel Aviv
Wednesday, JULY 4, 2012 – DAY 8
The Summer Institute for Israel Studies 2004-12 36
Breakfast at the hotel 8:00 am Depart the hotel 9:00 -10:30 am The Electric Car, visit the new Visitor's Center at Better Place Company (global provider of electric vehicle networks and services) and meet with Michael Granoff, Head of Oil Independent Policies 11:00 - 12:30 The Legal System in Israel, meeting with Justice Aharon Barak, former President of the Supreme Court of Israel, at IDC Herzliya 12:30 – 1:30 pm Lunch at IDC Cafeteria 2:30 - 4:00 pm Guided tour of the Yitzhak Rabin Center 4:30 - 5:30 pm Representations and Polemics, meet with Prof. Anita Shapira, Head of the Weizmann Institute for the Study of Zionism at Tel Aviv University and founding Head of the Yitzhak Rabin Center, at the Yitzhak Rabin Center Free evening and dinner on own Overnight: Carlton Hotel, Tel Aviv
Thursday, July 5, 2012 – Day 9
Breakfast at the hotel, hotel check-out 9:30-11:00 am Recent Developments in the Middle East, meet with Dr. Eran Lerman, Deputy for Foreign Policy and International Affairs, National Security Council, at the hotel 11:00 am - 1:00 Media Coverage in the Middle East, panel discussion with Smadar Perry of Yediot Achronot newspaper, and Nazar Magally, former editor-in-chief of Al-Ittihad, at the hotel 1:00 – 2:30 pm Lunch and wrap-up session with Prof. Ilan Troen, at hotel Free time 9:00 pm Hotel departure to airport for those returning on 1:00 am El Al flight #1
Friday, July 6, 2012
1:00 am Depart Israel
The Summer Institute for Israel Studies 2004-12 37
APPENDIX B: COURSES 2010-12 AND PLANNED 2012-15
Table 8: Courses Taught 2010-11
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Culture University of Massachusetts Culture and Immigration in Israel Amherst Judaic Culture and immigration 45 Adapted Cultural anthropology, University of Colorado collective memory, Cultures of Israel and Palestine at Boulder Anthropology Jewish Studies collective narrative 35 New University of Massachusetts Film and Society in Israel Amherst Judaic Studies Film 10 Adapted Center for Israel Studies, Center Israel and Palestine in Literature, University of for Jewish Israel as viewed through Theatre, Film, Arts, & Media California, Los Angeles Theater Studies the arts 30-55 New Franklin and Marshall Israel: Film and Fiction College Judaic Studies Israeli society and culture 22 New Foreign University of Languages and Israeli Film Delaware Literatures Jewish Studies Israeli Film 9 New Near Eastern and Judaic Jewish Civic Identity Brandeis University Hornstein Studies modern Jewish History New
Jewish Youth and Cultural Change Tulane University Jewish Studies America, Palestine, Israel 15 New The Summer Institute for Israel Studies 2004-12 38
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Florida Atlantic Modern Jewish Civilization University Jewish studies History Modern Jewish History 46 Adapted
University of Popular music and Music of Modern Israel California, Santa Cruz Music Jewish Studies national culture in Israel 72 Adapted History, European Jews in Israel, Literature, Israelis in Europe, Philosophy, acculturation, Media and assimilation, Tradition and Modernity in Judaism ELTE Ethnology Communication transformation 90 New Zionism and the New Generation of Latin American Argentinean Young Argentinean Leaders Rabbinical Seminary JCC Federation Politics, Anti-Zionism 40 New History University of Arkansas Arab-Israeli Conflict at Little Rock History 25 Adapted Florida Atlantic Contemporary Israel University Jewish studies History Israel 36 Adapted Slippery Rock Middle East from circa Contemporary Middle East University History 1800 25 Adapted Augusta State History of Modern Israel University History 19th and 20th centuries 15 New Slippery Rock Zionism and the State of History of the Jews University History Israel 25 Adapted United States Air History of the Modern Middle East Force Academy History The Israeli-Arab Conflict 25 Adapted Israel in the Eyes of the West: Parallel Narratives in the Israeli- Portland State How the West views Israel Arab Conflict University History Judaic Studies in light of the conflict 30 Israel: History, Politics & Society Temple University History Jewish Studies Israel 15 Adapted The Summer Institute for Israel Studies 2004-12 39
New or Course Title University Department Cross-Listing Focus Enrollment Adapted California State Israel's History and Peoples University, Northridge History Jewish Studies History and sociology 27 New Jacksonville State Modern Israel University History History 20 New University of West Modern Israel Georgia 7 Adapted State University of New York College at History of European Modern Jewish History Buffalo Judaic Studies History Jews/History of Zionism 30 Adapted University of Arkansas Modern Middle East History at Little Rock History 30 Adapted State University of New York College at Rebirth of Israel Buffalo Judaic Studies History History of Israel 30 New Broad survey from The Middle East Bentley University History Mohammed to present 35 Adapted Literature/Language Childhood, Adolescence, & Coming- of-Age in Jewish Literature of Israel and the U.S. University of Miami English Judaic Studies 12 Adapted University of Global Jewish Literature Delaware English Jewish Studies Novels by Jews 15 New History, Theology, Modern & International Israeli Culture: From the Birth of Classical Studies, Honors Zionism to the 21st Century St. Louis University Languages Program Culture of Israel 11 New Readings in Contemporary Hebrew University of Hebrew and Literature Wisconsin at Madison Semitic Studies Jewish Studies Representation of Tel Aviv 18 Adapted The Summer Institute for Israel Studies 2004-12 40
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Mizrahi and Sephardic Jewry and Israel: identity, Readings in Contemporary Hebrew University of Hebrew and representation, and self- Literature Wisconsin at Madison Semitic Studies Jewish Studies representation 9 Adapted Readings in Middle East History High Point University History Israeli History 5 Adapted Representations of Arabs and Jews in Israeli & Palestinian Literature & Variant memories and Film University of Miami English Judaic Studies histories 20 Adapted Comparative Literature, Religious Studies, Jewish Studies, Cultural Studies, Centre The Literature of Israel and for Critical Palestine McMaster University English Theory History and literature 20 Adapted World Literature in Translation: Northern Michigan Middle East University English Israel, Egypt, Turkey, Iran 35 New World Literature in Translation: Northern Michigan Middle East University English Israel, Egypt, Turkey, Iran 36 Adapted Politics/International Relations Comparative Politics of the Middle East Drake University Politics 10 New Israel and Problems of Security in Odessa National International Israeli and Middle Eastern the Middle East University Relations Studies 70 New International Israel Politics and Society University of Leeds Politics Social Sciences Israel society 61 Adapted Saint Anselm Israel Studies Seminar University Politics Modern Israel 4 New
The Summer Institute for Israel Studies 2004-12 41
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Political Political Identity Israeli Political Thought Yeshiva University Science Honors Formation 29 Adapted Central Connecticut International Jerusalem State University Studies History 15 Adapted National University Kievo-Mogilyanska Modern and traditional Jewish Civilization Political Studies History life in Israel 12 Adapted University of Central Political Middle East Politics Oklahoma Science Middle East 30 Adapted International Sociology, Modern Israel Middlebury College Studies Anthropology Political sociology of Israel 5 Adapted Israeli identity and how it University of Texas at Political conditions its politics and Politics and Foreign Policy of Israel Arlington Science Honors College policies 24 Adapted Political University of Science, Jewish History of the Yishuv and Politics and History of Israel Memphis Studies Israel from 1880-2000 25 Adapted Political Politics of Israel William Jewell College Science Domestic politics of Israel 15 Adapted University of Central Political Religion and politics in the Religion and Politics Florida Science Philosophy United States 125 Adapted University of Central Political Religion and politics in the Religion and Politics Florida Science Philosophy United States 125 Adapted Security for Israel and University of Political explanations of the The Peace Process Copenhagen Science conflict 35 Adapted University of North Political Zionism as a response to Zionism and Liberalism Texas Science modern plight of Jews 37 New The Summer Institute for Israel Studies 2004-12 42
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Religion
Abraham's Tent Saint Leo University Theology Jewish-Christian Dialogue 20 New Oriental Introduction to the Bible Peking University Studies Ancient History of Israel 250 Adapted Jerusalem Bucknell University Religion 25 Adapted Jerusalem's History and its identification as a holy Claremont McKenna Religious city in Judaism, Jerusalem College Studies Christianity, and Islam 20 Adapted Central Connecticut International Judaism and Islam State University Studies Comparative study 18 Adapted University of Religious Modern Middle East Wyoming Studies History Modern Middle East 75 Adapted Religions, Politics, and Cultures of Religious the Middle East University of Alabama Studies 12 Adapted University of Religious Travel Wyoming Studies Travel 12 Adapted Religious Zionism: Ideas and Reality University of Virginia studies History Pre 1948 4 Adapted Society University of Modern nation-state Israel: Antiquity in Modernity Memphis Anthropology Judaic Studies building 30 Adapted Israeli Economy (Independent Study) Bucknell University Religion Israel 1
The Summer Institute for Israel Studies 2004-12 43
New or Course Title University Department Cross-Listing Focus Enrollment Adapted
Jewish Civilization Program of Georgetown Migration, Ethnicity, and Culture in University ( School For Contemporary Israel University of Delhi USA) Foreign Service Israeli Society 5 New Jewish Civilization Program of Georgetown Migration, Ethnicity, and Culture in University School For Contemporary Israel University of Delhi (USA) Foreign Service Israeli Society
Anthropology, Society and Cultures of Modern Pennsylvania State Political Science, Israeli society and cultural Israel University Jewish Studies Sociology diversity 44 Adapted Anthropology, Society and Cultures of Modern Pennsylvania State Political Science, Israeli society and cultural Israel University Jewish Studies Sociology diversity 45 Adapted
Southern Connecticut Sociology of Modern Israel State University Sociology Judaic Studies Sociology Modern Israel 25 Adapted Other Geography of the Middle East Salem State College Geography Adapted Media and political Median Middle East University of Hartford Communication conflict 20 Adapted The historical and contemporary relationship of American Why Israel Matters Hebrew Union College Education History Jewry to Israel 9 Adapted The Summer Institute for Israel Studies 2004-12 44
Table 9: Courses Taught 2011-12
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Culture Narratives of history, trauma, Cultures of Israel and and collective Palestine University of Colorado at Boulder Jewish Studies Anthropology memory 36 Adapted Current Trends in Israeli Cinema Goucher College Judaic Studies Film Studies 16 New Film Bucknell University Religion Israel 42 Adapted
Images of War and Communication Images of War and Peace in Israel Indiana University and Culture Jewish Studies Peace in Israel 25 New Israel and Palestine in Literature, Arts, Film, and Media University of California, Los Angeles Theater Beyond the Conflict 59 New
Israel: Film & Fiction Franklin and Marshall College Judaic Studies Israeli cinema 25 Adapted
Jewish Comparative Studies, Israeli Cinema University of Illinois Literature Cinema Israeli film 33 New
Foreign Languages and Israeli Film University of Delaware Literatures Jewish Studies Film 21 Adapted Jewish Culture: Tradition Faculty of and Modernity ETLE Ethnology Humanities Culture, history 78 New The Summer Institute for Israel Studies 2004-12 45
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Films made in Middle East and Israel in Religious Israel, Egypt, US Film University of Wyoming Studies and elsewhere 13 New
Foreign Modern Israel: Culture Languages and and Identity University of Delaware Literatures Jewish Studies History and culture 24 New Popular music and Music of Modern Israel University of California, Santa Cruz Music Jewish Studies Israeli culture 69 Adapted Musical Evolution in the Music and popular Land of Israel Brandeis University Music Judaic Studies culture 16 New History of and experience of life in The Israeli Kibbutz The Pennsylvania State University Jewish Studies kibbutzim 5 New History Jewish Studies, Political Historiographical Science, debates in Israeli Debating Israel's History University of Illinois at Urbana-Champaign History Global Studies history 19 New History and Politics of Political Israel University of Memphis Judaic Studies Science Israel since 1880s 35 Department of History of African and International History of African Asian Countries Odessa National University Relations and Asian countries 75 Adapted Ludwig Maximilian University Munich Political Zionism, conflict, History of Israel History Science Israeli society 15 New The Summer Institute for Israel Studies 2004-12 46
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Jewish Studies, Political Science, Zionist and Israeli History of Israel University of Illinois at Urbana-Champaign History Global Studies history 1882-1982 21 New History of Judaism and History of Judaism Jewish Thought Claremont Lincoln University and Jewish Thought 13 Adapted
History of Modern Israel Augusta State University History History 15 New History of Modern Israel Sweet Briar College History Culture and politics 12 Adapted
History of Israel, History of Modern Israel University of California, Santa Cruz History Jewish Studies 20th century 70 Adapted Rise of Zionism, establishment of Israel, and Israel in History of the Jews Slippery Rock University History the Middle East 20 Adapted History of the Middle East Liverpool John Moores University History English Israel 45 New History of the The history of the Palestinian-Israel Israeli and Conflict California State University at Long Beach History Palestinian conflict 26 Adapted History of Zionism INALCO Paris History History of ideas 5 Adapted Israeli-Palestinian Anthropology, The Israeli- Conflict Eastern Washington University History Geography Palestinian conflict 25 Israel's History and History and cultural Peoples California State University, Northridge History Jewish Studies studies 32 Adapted Ludwig Maximilian University Munich Political Jews and Arabs in Israel History Science Israeli society 18 New The Summer Institute for Israel Studies 2004-12 47
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Arab revolutions, Modern Middle East Political Israeli-Palestinian History University of Central Oklahoma History Science issues 35
The Arab-Israeli Conflict High Point University History 15 New The Arab-Israeli Conflict University of Arkansas History 30 Adapted The Middle East -- Islamic and Bentley University, Montserrat College of Contemporary Art and Pine Manor College History Arab World 32 Adapted Literature/Language Young people, Childhood, Adolescence individuality, the & Coming of Age in collective; Jewish Literature of comparative Jewish Israel and North America University of Miami English Jewish Studies societal contexts 30 Adapted Comparative Israeli novels since Israeli Literature University of Illinois, Urbana-Champaign Literature Jewish Studies 2000 5 Adapted Jewish Israeli Literature of Israel Loyola Marymount University English Jewish Studies writers 16 New History of the Modern Hebrew Department for narrative of the Literature Moscow State University Jewish Studies Hebrew literature 6 Adapted Representations of Identity, Arabs & Jews in Israeli coexistence, and Palestinian empathy with the Literature University of Miami English Jewish Studies Other 18 Adapted The Summer Institute for Israel Studies 2004-12 48
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Secularity and Religiosity in Modern Hebrew Exploration of the Culture (Readings in role of religion Contemporary Hebrew Hebrew & broadly understood Literature II) University of Wisconsin at Madison Semitic Studies Jewish Studies on Israeli society 12 New Selected Reading in Shanghai International Studies University, Israel's modern Hebrew Literature China Hebrew literature 14 New Cultural The Literature of Israel Studies, History of Zionism, and Palestine McMaster University English Jewish Studies literature and film 14 Adapted The Military and Israeli Changing Identity (Reading in Representation of Contemporary Hebrew Hebrew & War and Military in Literature I) University of Wisconsin at Madison Semitic Studies Jewish Studies Israeli Culture 12 New The theory and Translation between Shanghai International Studies University, practice of Chinese and Hebrew China Hebrew translation 14 New Comparative World Literature San Francisco State University Literature World literature Adapted World Literature in Israel & her Translation: Middle East Northern Michigan University English neighbors 36 Adapted Politics/International Relations History of Arab- Israeli conflict, efforts at negotiation, Israeli Political and Palestinian Arab-Israeli Conflict Hofstra University Science internal politics 25 Adapted
The Summer Institute for Israel Studies 2004-12 49
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Jewish Comparative Legal Political Studies, Perspectives of Israel Science and American Religion and state and the US Montclair State University Law Studies in Israel 12 Adapted Political Contemporary Israeli Political Thought Yeshiva University Science Israel 30 New Israeli governmental Political institutions and Israeli Politics Eastern Michigan University Science Jewish Studies politics 14 New Israeli Politics and International Society University of Leeds Affairs Israel 105 Adapted International Middle East Relations Middle East Peace International Relations Sichuan International Studies University School Process 150 New Negotiating the Arab International Conflict and Israeli Conflict Pepperdine University Studies negotiations 10 New Politics, Political Conflict University of Hartford Communication Government Conflict resolution 20 New Political History and Politics and Society in National Institute of Oriental Languages and Science sociology of the Israel Civilizations Bucharest State of Israel 50 Adapted
Israeli/Palestinian Politics of Peace and conflict and counter Terror in the Middle East Saint Anselm College Politics terror strategy 10 New
Middle East Politics, Society and Political and Judaic Politics, society, Culture in Israel Dickinson College Science Studies culture 21 Adapted The Summer Institute for Israel Studies 2004-12 50
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Political Religion in Religion and Politics University of Central Florida Science American politics 125 Adapted Religion International Images of Jerusalem Bucknell University Religion Relations Jerusalem 25 Adapted History of Jerusalem and its significance for Religious three religious Jerusalem Claremont McKenna College Studies traditions 20
Middle East Studies, Religion in the International Contemporary Middle Studies East Trinity College Religion Program Religion 40 Adapted Religions, Politics, and Cultures of the Middle Religious Religions, politics, East University of Alabama Studies and cultures 15 Adapted Society International Introduction to the Israel Relations Israel politics, Studies Sichuan International Studies University School foreign policy 150 New
Israel and Problems of Department of Security in the Middle International Security in the East Odessa National University Relations Middle East 70 New
The Summer Institute for Israel Studies 2004-12 51
New or Course Title University Department Cross-Listing Focus Enrollment Adapted Modern nation- state building project tempered Israel: Antiquity in by ancient religion Modernity University of Memphis Judaic Studies Anthropology and peoplehood 28 Adapted Jewish Messianism in Modern Times Hebrew Union College Jewish Thought Hebrew Text 20th century 6 New Anthropology, Political Israeli social Society and Cultures in Science, & systems and Modern Israel The Pennsylvania State University Jewish Studies Sociology cultural worldviews 50 Adapted Sociology of modern Israel, Sociology of Modern social history of Israel Southern Connecticut State University Sociology Judaic Studies Zionism 25 Adapted
The Holocaust University of Nebraska at Kearney Sociology The Holocaust 15 Adapted Israeli history, First Year culture, society, Understanding Israel College of Charleston Jewish Studies Experience politics 40 New Other Current Business Practices in Israel Buffalo State College Business Israeli and Business 10 Adapted Curriculum with Israel Focus Jewish Theological Seminary Education 12 Adapted Exploration of why and how we teach about Israel in various Jewish Why Israel Matters Hebrew Union College Education History educational settings 14 Adapted The Summer Institute for Israel Studies 2004-12 52
Table 10: Courses Planned 2012-15
Estimated New or Course Title University Department Enrollment Year Semester Adapted Focus Culture Jewish Theological Arts and Israel Seminary Education Beyond the Conflict
University of Cultures of Israel and Palestine Colorado at Boulder Jewish Studies 125 2012-2013 Spring Adapted Hard Rockin' Jews: Judaism and Religious Jews and Others in Pop Culture in Israel Stone Hill College Studies 15 2012-2013 Summer Adapted Israel Images of War and Peace in Communication Israel Indiana University and Culture 30 2012-2013 Spring New Judaism and culture Religious Gender Studies and Israel Connecticut College Studies 20 2012-2013 Spring Adapted Conflict University of Israel and Palestine in Literature, California, Los Theater, Film Arts, Film, and Media Angeles and Television 20 2014-2015 Fall New Israeli and Palestinian Art & University of San Art and Culture Francisco Architecture 30 2013-2014 Fall Adapted Religious Israeli Cinema University of Virginia Studies 30 2012-2013 Fall New Israeli Poetry Modern Images of War and Israeli Film Goucher College Languages 35 2012-2013 Spring Adapted Peace in Israel Jewish Culture and Society: Israeli Diversity ETLU Ethnology 25-30 2013-2014 Fall Adapted Political History The Summer Institute for Israel Studies 2004-12 53
Estimated New or Course Title University Department Enrollment Year Semester Adapted Focus Middle East politics in To be comparative Jewish Diaspora Brooklyn College Judaic Studies 15 graduate 2013-2014 determined New perspective Slavic and Eastern Languages and Mediterranean Conflations Boston College Literatures 15 2013-2014 Fall Adapted Israel and Arts History of Zionist thought, current Modern Art in Israel York University Visual Arts 15 2012-2013 Spring Adapted political ramifications The creation of the University of Music, Jewish State of Israel and its Music of Modern Israel California, Santa Cruz Studies 15-20 2012-2013 Spring Adapted domestic politics Musical Evolution in the Land of Israel Brandeis University Music 20 2012-2013 Spring Adapted Religion and State Popular Folksongs and Hebrew Hebrew Union Nation Building College Jewish Thought 15 2012-2013 Fall New Israel Studies History of Zionism, Staging the Jew Smith College Theater literature and culture History University of History, Middle Music and national Arab-Israel Conflict Arkansas East Studies 2012-2013 Summer Adapted culture Florida Atlantic Contemporary Israel University History 15 2012-2013 Fall Adapted Culture and politics University of Illinois Israeli Society and at Urbana- Social History of Debating Israel's History Champaign Jewish Studies 30-35 2012-2013 Spring Adapted Israel The Summer Institute for Israel Studies 2004-12 54
Estimated New or Course Title University Department Enrollment Year Semester Adapted Focus University of Illinois at Urbana- Jewish & Israeli History of Israel Champaign Jewish Studies 14 2012-2013 Fall Adapted Theatre Jacksonville State Religious divisions History of Modern Israel University History 20 2013-2014 Spring New within Israel To be To be History of Modern Israel Sweet Briar College History 40 determined determined New Visual art Slippery Rock How politics shapes History of the Jews University History 30-40 2012-2013 Spring Adapted everyday life University of North History and Israel-Palestine History of the State of Israel Texas Jewish Studies 45 2012-2013 Spring New Conflict Zionist thought, Yerevan State Middle Eastern institutions and History of Zionism University Studies 25 2012-2013 Fall Adapted critiques of it California State Narratives of history, University, Religious trauma, and Israel's History and Peoples Northridge Studies 45 2012-2013 Spring Adapted collective memory Exploration of why and how we teach about Israel in University of West To be various Jewish Modern Israel Georgia History 2013-2014 determined Adapted educational settings Foreign Identity, coexistence, Modern Israel: History and University of Languages and empathy with the Culture Delaware Literatures 20 2013-2014 Spring Adapted Other California State University The British Mandate in Palestine Northridge History 15 2012-2013 Fall Adapted Political sociology
The Contemporary Middle East Gannon University History 30 2012-2013 Spring Adapted 1948-present The Summer Institute for Israel Studies 2004-12 55
Estimated New or Course Title University Department Enrollment Year Semester Adapted Focus Literature/Language Eretz Israel and Diaspora in the Moscow State To be To be Prose of S.Y. Agnon University Jewish Studies 35 determined determined Adapted Literature Writing, Graphic Representations of the University of Rhetoric, and History and Political Israeli-Palestinian Conflicts Kentucky Digital Media 40 2012-2013 Spring Adapted Science Israel/Palestine & Resistances: Global & Politics, Psychoanalysis, and The University of Regional Literature Vermont Studies 25 2012-2013 Fall Adapted History and Culture Modern & Israeli Culture: From the Birth of Classical Multivocal writing Zionism to the 21st Century St. Louis University Language 15-20 2012-2013 Spring Adapted about Israel University of Israeli Literature California, Santa Cruz History 38 2012-2013 Spring Adapted Rise of Zionism, establishment of Franklin and Israel, Israel in the Israeli Literature Marshall College Judaic Studies 45 2012-2013 Spring Adapted Middle East contemporary Israeli and Palestinian visual art, film, some Linguistics and To be To be literature and Literature of Israel and Palestine McMaster University Languages 20 determined determined New performing arts Loyola Marymount English To be To be Literatures in Israel University Department determined determined New Historiography and narrative of Israel Longing and Belonging: Loyola Marymount English and the Palestinian Literatures of Israel University Department 45 2012-2013 Winter New Authority The Summer Institute for Israel Studies 2004-12 56
Estimated New or Course Title University Department Enrollment Year Semester Adapted Focus Representations of Israelis and Arabs in Israeli and Palestinian English, Jewish Narrative University of Miami Studies 20 2012-2013 Spring Adapted The Holocaust University of Illinois Comparative at Urbana- Literature; The Arab in Israeli Literature Champaign Jewish Studies 2012-2013 Fall New Clarks Honors The Languages of Israel University of Oregon College 20 2012-2013 Fall Adapted Zionist ideology The image of the Holy Land and Jewish Visionaries and Mystics in Jewish Claremont School of Biblical and Diaspora in Europe in Literature Theology Textual Studies 15 2013-2014 Fall Adapted Agnon's writing University of Illinois Comparative at Urbana- Literature, War and Peace in Israeli Poetry Champaign Jewish Studies 30 2013-2014 Fall New World Literature in Translation: Northern Michigan Middle East University English 20-25 2012-2013 Spring New Hebrew Literature Politics/International Relations University of Central Political Arab-Israeli Conflict Oklahoma Science 20 2012-2013 Fall New Palestine - Israel Comparative Legal Perspectives Montclair State Political of Israel and the US University Science 2012-2013 Summer Adapted Film Studies Israeli social systems University of Illinois Political and cultural Comparative Politics at Chicago Science 45 2012-2013 Fall Adapted worldviews University of To be Conflict Hartford Communication 2012-2013 determined New International Israel Politics and Society University of Leeds Politics 18-40 2012-2013 Spring New
The Summer Institute for Israel Studies 2004-12 57
Estimated New or Course Title University Department Enrollment Year Semester Adapted Focus Liverpool John Israel/Palestine in Context Moores University Politics 150 2012-2013 Spring Adapted Israel Georgia Institute of International Problem of Jerusalem Israeli-Arab Conflict Technology Affairs 10 2012-2013 Spring New holy places Arizona State School of Justice Issues in Israel/Palestine University Justice Studies 30 2013-2014 Spring Adapted Israel Negotiating the Arab Israeli Pepperdine International Conflict University Relations 30 2012-2013 Spring New Israeli-Arab Conflict Geography & Peace & Reconciliation in Israel & Eastern Washington Anthropology; To be Palestine University History 20 2014-2015 determined Adapted Politics and Foreign Policy of University of Texas Political To be Israel at Arlington Science 2012-2013 determined Adapted Jewish Mysticism William Jewell Political Israel & her Politics of Israel College Science 36 2012-2013 Summer Adapted neighbors History of Jerusalem and its significance Library and for three religious Politics of the Middle East Saint Anselm College Politics 20 2013-2014 Fall traditions College of Shanghai Eastern International Studies Languages and To be Research of Israel's Diplomacy University Literatures 70 2012-2013 determined Adapted Israeli popular music The Arab-Israeli Conflict Trinity College Religion 70-80 2012-2013 Fall Adapted and Israeli culture
The Politics of the Israel-Palestine International Conflict University of Leeds Politics 30 2013-2014 Spring New Arab-Israeli Conflict The Summer Institute for Israel Studies 2004-12 58
Estimated New or Course Title University Department Enrollment Year Semester Adapted Focus Israel and the Binghamton History and Palestinians, the The Zionist Idea University Judaic Studies 30 2013-2014 Spring Adapted Peace Process University of Central Political Sociology, Political U.S. Middle East Policy Oklahoma Science 40 2013-2014 Spring New Science Graphic novels and Political the Israel-Palestinian Zionism Dickinson College Science 30 2013-2014 Spring Adapted Conflict(s) Religion Claremont McKenna Religious Jerusalem College Studies 30 2012-2013 Spring Adapted
University of Central Political Role of Israel in the Religion and Politics Florida Science 2012-2013 Fall Adapted Modern world
Zionism: Ideas and Realities Middlebury College Religion 41257 2013-2014 Fall Adapted Israel and its people Society Contemporary Israel: State and International Society Middlebury College Studies 40 2012-2013 Spring Adapted Cinema in Israel Historical Seminar - Gender Roles in the Middle East Ludwig Maximilian Jewish History Capped at Israel, History and Conflict University Munich and Culture 35 2012-2013 Spring Adapted culture Government, Introduction to International History, & History and cultural Studies Regent University Criminal Justice studies University of Political Conflict and Introduction to the State of Israel Bucharest Science 10-12 2012-2013 Winter Adapted negotiations Geography, Eastern Washington Anthropology, To be Religion and Israel - Between Sacred & Secular University History 15 graduate 2013-2014 determined New Secularism The Summer Institute for Israel Studies 2004-12 59
Estimated New or Course Title University Department Enrollment Year Semester Adapted Focus
To be Israel: Land, People, Traditions Bucknell University Religion 20 2014-2015 determined Adapted Theories of conflict College of Shanghai Eastern Modern Israeli Society and International Studies Languages and Society, ethnicity, Culture University Literatures 70-100 2013-2014 Fall New diversity
Religion & State in Modern Israel Trinity College Religion 40 2012-2013 Spring Adapted Israeli Culture Society and Cultures in Modern The Pennsylvania Israel State University Jewish Studies 45 2013-2014 Spring Adapted Modern Israel Southern Connecticut State Sociology, Sociology of Modern Israel University Judaic Studies 15 2012-2013 Summer Adapted Start-up Nation: The Israeli Economy Bucknell University Religion 25-30 2013-2014 Fall Adapted Contemporary Israel University of To be Sociolinguistics, The Holocaust Nebraska at Kearney Sociology 25 2013-2014 determined New literature
Other Hebrew Union General presentation Why Israel Matters College Education 50 2012-2013 Spring Adapted of the state of Israel
The Summer Institute for Israel Studies 2004-12 60
APPENDIX C: UNIVERSITIES AND COLLEGES 2004-12
Table 11: Universities and Colleges 2004-12
Enrollment Enrollment Institutions Location Cohort (s) Undergrad Grad Affiliation EAST Central Connecticut State University Connecticut 2007 9704 2402 Public Connecticut College Connecticut 2010 1906 5 Private Southern Connecticut State Connecticut 2009 8500 3000 Public Trinity College (2) Connecticut 2011,12 2000 90 Private University of Hartford Connecticut 2009 5700 1700 Private Yale University Connecticut 2012 3054 2788 Private University of Delaware (2) Delaware 2006 16740 3634 Public Colby College Maine 2008, 11 1867 Private Bentley College Massachusetts 2007 4240 1260 Private Boston College (2) Massachusetts 2004,11 9000 3900 Catholic Brandeis University Massachusetts 2010 3341 2301 Private Harvard University Massachusetts 2009 6700 9800 Private Hebrew College Massachusetts 2005 6 110 Jewish Salem State College Massachusetts 2008 7607 2478 Public Smith College Massachusetts 2006 2640 450 Private Stonehill College Massachusetts 2006 2430 10 Catholic U Mass Amherst (3) Massachusetts 2005,06 18400 5700 Public UMass Dartmouth Massachusetts 2012 7580 1645 Wellesley College Massachusetts 2006 2220 Private Saint Anselm College New Hampshire 2010 2000 Catholic Montclair State University New Jersey 2008 13017 3719 Public Seton Hall University New Jersey 2005 5200 3000 Catholic Binghamton University New York 2004 11070 2840 Public Brooklyn College New York 2005 11200 4200 Public CUNY-Lehman College New York 2007 8750 2070 Public The Summer Institute for Israel Studies 2004-12 61
CUNY-Queensborough New York 2006 10700 4434 Public Hebrew Union College, NY New York 2005 400 66 Jewish Hofstra University (3) New York 2008,12 8444 2900 Private Jewish Theological Seminary (2) New York 2004 200 310 Jewish New York University (2) New York 2005,12 22097 21700 Private Rensselaer Polytechnic Institute New York 2008 5167 2132 Private Stern College for Women New York 2004 Jewish SUNY College at Buffalo New York 2007 9310 1710 Public Touro College New York 2004 8632 8214 Jewish United States Military Academy (2) New York 2007 4350 Public Yeshiva University (2) New York 2004, 07 3191 3413 Jewish Bucknell University Pennsylvania 2004 3460 140 Private Dickinson College Pennsylvania 2008 2381 2349 Private Franklin & Marshall Pennsylvania 2010 2335 Private Gannon University Pennsylvania 2008 2729 1405 Catholic Gratz College Pennsylvania 2006 22 40 Jewish Pennsylvania State University Pennsylvania 2004 33670 6070 Public Pennsylvania State, Slippery Rock Pennsylvania 2006 7340 700 Public Temple University Pennsylvania 2004 23450 6380 Public Brown University (2) Rhode Island 2005, 07 6000 6000 Private Middlebury College (2) Vermont 2005, 09 2400 Private The University of Vermont Vermont 2011 10400 2000 Public MIDWEST DePaul University (2) Illinois 2005, 09 14700 7700 Catholic University of Chicago Illinois 2012 5388 6928 Private University of Illinois at Chicago (2) Illinois 2007, 10 16044 10796 Public University of Illinois at Urbana-Champaign (2) Illinois 2010, 11 31477 1500 Public Indiana University Indiana 2011 30000 9000 Public Drake University Iowa 2008 3527 2089 Private University of Kansas Kansas 2007 21350 6090 Public Eastern Michigan University Michigan 2006, 11 18170 4660 Public Michigan State University Michigan 2005 35100 8000 Public The Summer Institute for Israel Studies 2004-12 62
Northern Michigan University Michigan 2010 8578 680 Public Oakland University Michigan 2008 14089 3992 Public University of Minnesota, Duluth Minnesota 2010 10506 1158 Public Saint Louis University Missouri 2006 7080 2900 Catholic William Jewell College Missouri 2007 1400 Baptist University of Nebraska, Kearney Nebraska 2010 5031 1619 Public Hebrew Union College, Cincinnati Ohio 2006 Jewish Kenyon College Ohio 2012 1657 Private University of Wisconsin, Madison Wisconsin 2007 30555 12040 Public University of Wisconsin, Milwaukee Wisconsin 2007 23600 4710 Public SOUTH Jacksonville State University Alabama 2008 7485 1592 Public University of Alabama Alabama 2006 17370 3690 Public University of Arkansas Arkansas 2010 15835 4014 Public University of Arkansas, Little Rock Arkansas 2010 10321 9136 Public Broward College Florida 2005 21000 Public Florida Atlantic University Florida 2005 19600 3300 Public Florida International University Florida 2006 28400 4760 Public Saint Leo University Florida 2008 1589 1444 Catholic University of Central Florida Florida 2006 37570 7160 Public University of Miami (2) Florida 2004, 05 9700 3000 Private Augusta State University Georgia 2008 5628 960 Public Georgia Institute of Technology Georgia 2009 13750 6970 Public Georgia State University Georgia 2006 18480 6308 Public State University of West Georgia Georgia 2004 8350 1810 Public University of Kentucky Kentucky 2008 199927 7181 Public Tulane University (2) Louisiana 2007, 09 6530 2310 Private Goucher College Maryland 2010 1481 820 Private Towson University Maryland 2009 17300 3800 Public High Point University North Carolina 2010 3277 326 Methodist University of North Carolina, Chapel Hill North Carolina 2009 17900 8300 Public University of Central Oklahoma (2) Oklahoma 2007, 09 14430 1290 Public The Summer Institute for Israel Studies 2004-12 63
University of Oklahoma Oklahoma 2010 21059 9529 Public College of Charleston South Carolina 2011 9800 1000 Public University of Tennessee Tennessee 2010 21182 8752 Public Texas A & M University--Kingsville Texas 2006 5269 1317 Public University of North Texas (3) Texas 2005, 09 24300 3500 Public University of Texas at Arlington Texas 2008 18537 6078 Public University of Texas, Austin Texas 2006 35730 11230 Public Regent University (2) Virginia 2010, 11 1918 2968 Private Sweet Briar College Virginia 2005 540 10 Private University of Virginia (2) Virginia 2008, 12 15078 7455 Public American University (2) Washington DC 2009, 11 7212 5512 Methodist Georgetown University Washington DC 2009 7590 1599 Catholic National Defense University Washington DC 2010 3453 Public WEST Arizona State Arizona 2004 39650 9700 Public American Jewish University (2) California 2008, 11 120 125 Jewish California State University, Long Beach California 2010 29226 6331 Public California State University, Northridge (2) California 2008, 11 29485 5962 Public Claremont Graduate University California 2004 2000 2000 Methodist Claremont McKenna College California 2009 1200 1200 Private Hebrew Union College, Los Angeles (4) California 2006, 09, 11, 12 Jewish Loyola Marymount University California 2011 5500 5500 Catholic Pepperdine University California 2010 3439 4157 Private San Francisco State University (2) California 2005, 09 22000 6500 Public San Jose State University California 2012 24804 5432 Public University of California, Los Angeles (2) California 2005, 08 25928 10971 Public University of California, Santa Cruz (3) California 2005, 06, 10 15259 1432 Public University of San Francisco California 2010 5525 3487 Catholic United States Air Force Academy (4) Colorado 2006, 07, 11 4400 Public University of Denver Colorado 2005 4400 4000 Private Portland State University Oregon 2009, 12 20300 6000 Public University of Oregon Oregon 2011 20000 4000 Public The Summer Institute for Israel Studies 2004-12 64
University of Utah (2) Utah 2008, 09 21421 5612 Public Eastern Washington University Washington 2009 9500 1300 Public University of Wyoming Wyoming 2008 9500 3000 Public INTERNATIONAL University of Buenos Aires Argentina 2007 289526 13610 Public Yerevan State University Armenia 2008 9500 250 Public Victoria University, Melbourne Australia 2005 41400 3600 Public Azerbaijan University of Languages Azerbaijan 2008 4000 900 Public Sao Paolo University Brazil 2004 40000 Public Grant MacEwan University Canada 2012 19501 Concordia University Canada 2012 509 202 Private Wilfrid Laurier University Canada 2012 13194 832 Public York College Canada 2012 Nanjing University China 2012 Peking University China 2009 15000 18000 Public Shanghai International Studies University China 2011 Public Sichuan International Studies University China 2011 Palacky University, Olomouc, Czech Republic Czech Republic 2012 Public University of Copenhagen Denmark 2009 23000 17000 Friedrich Alexander University Erlangen Germany 2012 Ludwig Maximilian University Munich Germany 2011 Public Canterbury Christ Church University Great Britain 2006 15000 4405 Public Liverpool John Moores University Great Britain 2010 20270 4100 University of Bath Great Britain 2010 9913 4046 University of Cambridge Great Britain 2007 16300 9170 Public University of Leeds Great Britain 2010 32000 Public University of Leicester Great Britain 2005 9250 6245 Public University of Manchester Great Britain 2004 29350 11080 Public University of Reading (2) Great Britain 2005, 12 10070 4030 Public ELTE University Hungary Hungary 2009 10800 18000 Szeged University Hungary 2011 College of Vocational Studies of Delhi University India 2009 1500 Public
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O.P. Jindal Global University India 2012 McMaster University Ontario 2004 18240 2650 Public York University, Toronto (2) Ontario 2004, 11 50640 3340 Public University of Bucharest Romania 2011 Public Lomonosov Moscow State University Russia 2011 40000 7000 Public Moscow State University Russia 2008 40000 7000 Public Bilkent University Turkey 2004 15000 Private Middle East Technical University Turkey 2008 20000 3000 Public National University Klevo-Mogilyanska, Kiev Ukraine 2006 Public Odessa National University, Ukraine Ukraine 2008 Public
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