Department of Foreign Languages and Literatures

               Academic Program Review and Planning



                                    Table of Contents


Binder I:


Part 1.

Current Status and Future Aspirations of the Department



Part 2.

Statement of the Purposes, Development and Planning for

Undergraduate Education in the Department



Part 3.

Statement of the Purposes, Development, and Planning for Graduate Education in the Department



Part 4.

Staffing of the Department



Part 5.

Research and Scholarly Productivity of the Department



Part 6.

Public Service Function and Productivity of the Department



Part 7.

Administrative Structure and Function of the Department



Part 8.

University Service of the Department's Faculty and Staff



Part 9.

Statement of the Department's Accomplishments in support

of the University's Goal to create a Diverse Faculty, Staff, and

Student Population



Part 10.

Description of the Department's Facilities, including Space

and Equipment



Part 11.

Statement of University Support for the Department



Part 12.

Goals and Costs Associated with the Department's Planning

to meet Current and Future Needs








1.1 Current Status of the Department


Over the past decade and a half, the Department of Foreign Languages and Literatures has enjoyed a period of dynamic growth accompanied by major changes that have transformed it from a somewhat narrowly-focused service unit into a comprehensive department playing a vital role in the College of Arts and Sciences and the University.


The Department has approximately sixty full-time faculty members, most of whom are on continuing appointment, as well as a director and a technology associate for the Media Center, and an office staff of four.  In addition, we have about twenty supplemental (adjunct) faculty and twenty-five graduate teaching assistants.  The Spanish and Portuguese faculty is by far the largest, followed by French, German, Italian, Asian (Chinese and Japanese), Classics, and Russian.


Our faculty is highly productive in the area of scholarship, as measured by the number of publications and conference presentations each year, and at the same time maintains a record of excellence in teaching and service.  We are honored to have three named professors on our faculty: Joan Brown, who holds a named chair as Elias Ahuja Professor of Spanish; Mary Donaldson-Evans (French) and Monika Shafi (German), who were named Elias Ahuja Professors of Foreign Languages and Literatures in 2002.


We currently teach eleven languages to nearly 9,000 students each year and play a leadership role in the ongoing process of internationalizing our campus and curriculum.  In terms of both faculty size and student enrollments, the Department is one of the largest of its kind in the country.


As noted in our mission statement (see Appendix 1, item 1), the Department strives to develop students’ knowledge of foreign languages, literatures, and cultures.  It provides a broad range of courses and programs that build foreign language competence and enhance the understanding of foreign literatures and cultures both ancient and modern, western and non-western.  The Department helps students develop a global perspective, preparing them to use their foreign-language skills in a variety of fields.  Through research and publication, our faculty advances scholarship in the discipline, furthering the critical understanding of world culture in its complexity and diversity.  In these and other ways, the Department actively supports the goals of the College and the University.


At the undergraduate level, the Department offers courses in the following languages: Ancient Greek, Chinese, French, German, Hebrew, Italian, Japanese, Latin, Portuguese, Russian, and Spanish. These courses allow students to fulfill the College’s foreign language requirement, and play a crucial role in internationalizing their educational experience. We have over 250 undergraduate majors in the following programs leading to a B.A. degree: Ancient Greek and Roman Studies, French Studies, German Studies, Italian Studies, Russian Studies, Three Languages, and Foreign Language Education (in French, German, Italian, Latin, and Spanish). In addition, we co-sponsor joint majors in History/Foreign Language and in Political Science/Foreign Language.  We collaborate with other departments to offer three interdisciplinary area studies majors: Continental European Studies, East Asian Studies, and Latin American Studies.  Minors are offered in Classics, French, German, Italian, Japanese, Russian, and Spanish, and—in connection with our semester programs abroad—in French Studies, German Studies, and Spanish Studies.


At the graduate level, we offer the M.A. in Foreign Languages and Literatures and the M.A. in Foreign Languages and Pedagogy.  Both provide students with single-major, double-major, and major-minor options in French, German, and Spanish.  The program in Foreign Languages and Pedagogy additionally provides a framework for state teacher certification.  There are currently about 40 students enrolled in these programs, more than 30 of whom are receiving full or partial support.  After receiving the M.A. degree, many of our graduates enter the teaching profession or enroll in Ph.D. programs at top-rated institutions such as UPenn, Ohio State, Johns Hopkins, Vanderbilt, Rutgers, NYU, Washington U, and Penn State.


The Department has established study abroad programs in France, Germany, Greece, Italy, Spain, Costa Rica, Cuba, Martinique, Mexico, Argentina, Brazil, Ecuador, China, and Japan.  These include five-week programs during winter and summer sessions for undergraduates at the elementary, intermediate, and advanced-intermediate levels, and full-semester programs for advanced students with all courses taught in the foreign language.  Enrollments have grown dramatically over the years, with 421 students participating in 2002-2003, and numbers approaching 500 for the current year.  The Department is a leader in study abroad, not only on campus, but nationwide.  Indeed, our department alone sends more students abroad per annum than do most colleges or universities.


The national accrediting agency, NCATE, recently evaluated our Foreign Language Teacher Education program and gave it the highest praise.  The program was also evaluated by the Delaware Department of Education, whose requirements it fully met and whose appraisal was extremely positive.  We offer curricula leading to both K-12 and 7-12 certification in five languages, with approximately 60 students enrolled.


Over the past decade, our faculty organized or helped organize twelve scholarly colloquia and professional conferences both at our university and elsewhere, as follows:  Buenos Aires: A Tale of Two Cities (UD, 2003); Samuel Beckett Festival (UD, 2003);  Italian Roots, American Soil (UD, 2003); Annual Meeting of the Middle Atlantic Council of Latin American Studies (UD, 2002); Symposium on French author J.M.G. Le Clézio (French Embassy, Washington, D.C., 2001); ADFL Summer Seminar East (UD, 2000); International Education: A Key to Delaware's Success in the Global Economy (UD, 1998); Contemporary Austrian Literature and Film (UD, 1996); Annual Meeting of the East-Central/American Society for Eighteenth-Century Studies (UD, 1995); Annual Nineteenth-Century French Studies Colloquium (UD, 1995);  Bertolt Brecht Symposium and Performance (UD, 1995); and Symposium on the Future of Germanistik in the USA (Vanderbilt University, 1994).  We also strive to offer the University community a rich program of scholarly lectures and special events each year.  Our flagship Distinguished Scholars Series of public lectures has brought to the campus 35 eminent scholars from the various disciplines represented in our department (See Appendix 1, item 2). 


In the area of foreign language technology we occupy an unusual niche in which we have few peers.  Recipient of three UNIDEL grants totaling over $700,000 (plus $50,000 in interest), and last year a grant of almost $50,000 from the College of Arts and Sciences, our Media Center is at the cutting edge of the field.  Our faculty have been designing software used in language learning for two decades.  Materials developed here have been available commercially for several years, and a new Reading Assistant for intermediate-level Spanish students was recently purchased by textbook publisher Heinle & Heinle.  Our courses at all levels integrate technology into the curriculum.  Our faculty have also created an abundance of educational material that is available to students on the Internet.


In sum, the Department has in all areas of its work achieved a level of high productivity and a record of unparalleled excellence.  Today, the Department's academic programs and its language faculties are stronger than ever before.



1.2 Future Aspirations of the Department


The Department’s highest priority is to build on the excellence it has achieved, strengthening

and improving further, where necessary, both its language faculties and its academic programs in the years to come.  We should be able to accomplish this without increasing the overall size of our full-time faculty, but only if we are authorized to replace faculty members who resigned recently (for example, Anny Curtius in French Francophone), those who are retiring at the end of this year (Alfred Wedel and Amalia Veitia), and those who will retire in years to come.  In addition, we will need to convert some of the existing temporary instructorships to continuing non-tenure-track positions.  As continuing positions become vacant and are returned to us, the Department will be prepared to reallocate some of them from one language area to another, as needed.


We also wish to expand and improve the quality of the Master’s programs in French, German, and Spanish.  To do this, we will have to recruit prospective graduate students from other institutions more aggressively than we have in the past and also increase the stipend amount, which is now at the minimum level permitted.


As we have done in the recent past (for example, with East Asian languages), we will seek to add new languages and programs to meet emerging needs.  Continuing positions in Arabic and Hebrew remain a high priority.


Finally, we are eager to reduce our chronic over-reliance on supplemental (adjunct) faculty in languages such as Spanish, Italian, and Japanese, by systematically creating additional instructorships in the years ahead.



1.3 Current Status and Future Aspirations of Individual Language Programs


Following are concise reports on the individual language programs in our department.




Over the past five years, enrollments in Japanese language and literature courses have nearly doubled.  Students continue their study of Japanese at much higher rates now, with the number progressing beyond the 100-level courses increasing from 15 in the fall of 1998 to 48 in the fall of 2003.  Study abroad offerings include a summer program at Shoin Women's University in Kobe, year-long exchange programs at Soka University in Tokyo, Seinan Gakuin University in Fukuoka, and a month-long summer internship program with Miyagi Prefecture.


There are three full-time faculty members in Japanese: a tenured associate professor, an assistant professor on continuing non-tenure-track appointment, and an instructor on temporary appointment.  Supplemental (adjunct) faculty as well as exchange teaching assistants from Shoin Women’s University, Kobe, help teach the lower-level language courses.


It is clear that the Japanese program is steadily growing in terms of enrollments, study abroad initiatives, and other forms of student interest.  Further growth will not be possible, however, without significant and long-term increased support.  The next step, the establishment of a major in Japanese (to complement the minor that currently exists), would only be possible if we were authorized to hire a second tenure-track faculty member specializing in language and literature (or pedagogy).


The Chinese program, which was revived in 2002, has one assistant professor currently in the second year of a tenure-track appointment.  Two supplemental (adjunct) faculty members help teach the lower-level language courses.  Considering that the program is just two years old, the enrollments in Chinese courses are impressive.


The Department co-sponsors a winter session program that enables students to spend five weeks studying in China.  The East Asian Studies minor offers a Chinese track in addition to the one in Japanese, and a minor in Chinese will commence in the fall of 2004.


Given the importance of China in today’s world, a strong case can be made for expanded support for the program in Chinese as enrollments grow.  The next logical step would be to create a full-time instructorship.





The Classics offerings have recently undergone radical changes that have proven to be both timely and very well received by the student body.  One result of these changes is the major in Ancient Greek and Roman Studies with three options: I. Civilization and Culture; II. Greek and Latin Language and Literature; and III. Latin Language and Literature.  The other major change was the creation and implementation of a five-week, Classics-based program in Athens in 2002.


The strength of the program lies in the depth of cultural immersion it provides by offering courses in Greek and Latin that are complemented by literature-based culture and civilization courses in translation.  The courses in elementary and intermediate Latin and ancient Greek have demonstrated a steady increase in enrollments, but upper-division students in both languages are taught in independent study courses, which for many reasons is not desirable.  The courses in translation always have strong enrollments. 


The Classics courses are being taught by two tenured associate professors, aided by temporary (adjunct) faculty as needed.  The Ancient Greek and Roman Studies program would benefit greatly from the addition of a full-time position.





The major in French Studies was recently revised, and new Francophone courses were added to both the undergraduate and graduate programs.  While enrollments in French declined in the 1990s, they appear to have stabilized and are now healthy at all levels.  The M.A. program typically has ten students enrolled each semester.


There are twelve full-time faculty members in French: six tenured and tenure-track professors, and six instructors on continuing non-tenure-track appointment.   The resignation last year of Francophone specialist, Anny Curtius, has created a gap that should be filled without further delay.  Two instructors will be retiring in the near future, and at least one should be replaced in French to insure the staffing of the lower-level language courses.


The French Club is a large and dynamic group that has won awards for its program of cultural activities and outreach to local schools.  Study abroad offerings continue to be very popular and include a fall semester program in Paris, winter session programs in Caen and Martinique, and a summer session program in Paris for undergraduates.  Graduate students in French have the opportunity to participate in a year-long exchange program in Caen.





The undergraduate major in German was restructured last year to streamline requirements and place further emphasis on cultural studies.  The M.A. program, in which eight students are enrolled annually, provides a comprehensive curriculum in works from the Middle Ages to the present and exposes students to a wide range of critical methodologies.


There are seven full-time faculty in German: five tenured professors, an assistant professor and an instructor, both of whom have continuing non-tenure-track appointments. Three members of the tenured faculty have limited teaching duties:  Richard Zipser is Chair of FLL; Monika Shafi is a named professor and serves as Director of Graduate Studies; Alfred Wedel primarily teaches Spanish, but offers courses on Medieval and Baroque literature for German.   There are thus only two tenured faculty teaching full loads, and Dr. Wedel's assistance will be lost when he retires at the end of this academic year.  In order to cover upper-level undergraduate courses and maintain the integrity of the graduate curriculum, we will need additional staffing in the near future.


A major strength of the program in German is its balanced approach: classroom instruction is complemented by activities on the campus and beyond.  The German Club, founded several years ago, is a thriving group with over 50 members.  Study abroad programs at the University of Bayreuth enable undergraduate and graduate students to hone their language skills.  A second winter session program, based in Berlin and aimed toward advanced students, is being designed and will be launched next year.  In addition, the German faculty supports scholarships for summer study in Fulda, and two scholarships from the Federation of German/American Clubs allow students to attend German universities for a full year.





The Italian program has experienced tremendous growth over the past five years and is now, in terms of annual enrollments, the third largest program (after Spanish and French) in the Department.  There are four full-time faculty in Italian: two tenured/tenure-track and two assistant professors on continuing non-tenure-track appointment.  The program is understaffed and therefore relies heavily on temporary (adjunct) faculty for instruction, mainly at the 100 level.  Study abroad offerings include a winter session and a spring semester program in Siena, also a five-week summer program in southern Italy.


In order to ensure the continued strength of the Italian program, we need to offer more upper-division courses and also reduce the size of the 100-level classes.   It will be necessary to increase the size of the continuing faculty, if we are to achieve these goals.


The Italian program desperately needs another full-time language instructor.  This appointment would provide continuity within the lower-level courses and help guarantee that the instructional needs are met.  The Italian program also lacks a specialist in foreign language pedagogy, a position vital for development and supervision of courses at the lower level, and to the major in foreign language education.





Over the past five years the Russian program has undergone no major changes in staffing or curriculum. Russian courses are being taught by the two tenured associate professors, aided as necessary by supplemental (adjunct) faculty. In the last few years Russian enrollments at all levels have risen and will likely continue to do so in accordance with the national trend. Since no study abroad program is presently offered by our faculty, students are encouraged to study in Moscow and/or St. Petersburg on high-quality, relatively inexpensive summer or semester study abroad programs recommended by our faculty.


The major strength of the Russian program is the breadth and depth of instruction it offers in Russian language, literature, and culture; courses in Russian are supplemented by Russian literature and culture courses in translation, and classroom instruction is complemented by language-practice opportunities outside the classroom, as well as by diverse cultural enrichment events both on and off campus.


If enrollments continue to rise in the coming years, we may wish to request the addition of a non-tenure-track instructor.





Spanish and Portuguese


The Spanish program has been expanding to meet the demand for proficiency in what has in effect become our country’s second language.  In the fall of 2003, the 18 students in the M.A. program, and more than 2,000 students enrolled in courses at the undergraduate level, were taught by a Spanish faculty with 30 full-time members: ten tenured or tenure-track professors, an exchange professor, five assistant professors and seven instructors on continuing non-tenure-track appointment, and six temporary instructors.   Additional instruction was  provided by eight supplemental (adjunct) faculty and graduate teaching assistants.


At a retreat in spring 2001, the Spanish faculty undertook a major revision of the entire undergraduate and graduate program.  This process resulted in the creation of several new courses at all levels and requirements that have markedly improved the quality of the program.  In addition, the Spanish faculty has designed a Business Spanish Certificate Program for which it will soon seek approval.  The recent appointment of two new assistant professors in Latin American literature, culture, and civilization has helped fill lacunae in that area.  Finally, it should be noted that the list of courses in Portuguese has been expanded.


The Spanish faculty takes great pride in its study abroad programs, which attract some 300 student participants (mostly from our own university) each year.  There are short-term programs in Spain (Granada and Madrid), Costa Rica, Mexico, Cuba, Argentina, Ecuador, and Brazil, complemented by full-semester programs in Granada (fall) and Costa Rica (spring).  These programs abroad have helped immensely in the effort to improve the overall preparation of our Spanish majors, minors, and language learners.


Two faculty members will retire at the end of the current academic year, Alfred Wedel (professor) and Amalia Veitia (instructor).  Given the enrollment pressures in Spanish and the increased demand for advanced as well as lower-level courses, it is essential that the Department be authorized to replace both of them.  We would like to conduct searches for two new tenure-track assistant professors of Spanish next year.



1.4 Comparator Departments and Comparison Factors


In identifying comparator departments we looked for units that met the following criteria:

1) comprehensive modern languages or foreign languages department; 2) does not have a Ph.D. program; 3) offers an M.A. program in at least two languages; and 4) at a state or state-assisted university.


Using these criteria, we were able to identify many departments that seem similar to ours.  The list includes foreign language departments at Auburn, California State at Los Angeles, Eastern Michigan, George Mason, Northern Illinois, Portland State, Southern Illinois, U of Louisville, U of Mississippi, North Carolina State, U of South Florida, Virginia Tech, Washington State,  and West Virginia U.




While some of the comparator departments we identified may offer a language area or a major, minor, or certificate program we might be interested in developing, none would serve as a good overall model for our future growth and development.  The reason for this is simple: in terms of national recognition, quality of faculty (as measured by publication record, teaching and other awards received), quality and breadth of the undergraduate and graduate programs, study abroad programs sponsored, overall service record, and use of technology both as an instructional tool and for the development of materials, our unit surpasses all the comparator departments.  Since departments meeting the criteria noted above are not ranked in any formal way, the accuracy of this perception is difficult to document.  However, not long ago our department was singled out for extraordinary praise and designated “exemplary” in an article by Dr. Jean Perkins, former President of the Modern Language Association, that appeared in the winter 1999 issue of the ADFL Bulletin (see appendix 1, item 3).  In addition, the University of Delaware was recently recognized by the Association of International Educators as a model for faculty support and encouragement of study abroad programs, an honor due in no small part to the efforts of our Department.  It is one of the largest contributors to the University's study abroad programs, and over 35% of UD students who study abroad do so in one of the programs we sponsor, most of which are directed by our faculty.


To identify a department that can serve as a good overall model for the future, we may need to consider comprehensive modern or foreign languages departments at institutions similar to ours that offer a Ph.D. degree in one or more language areas.  We are hopeful that the external reviewers will be able to provide us with advice and assistance in this area.


Finally, we urge the team of external reviewers to visit our Web site (, where they will find a wealth of information on our Department, a good portion of which could not be included in the self-study.







2.1 Overview of Undergraduate Curricula


The Department serves a large body of foreign language majors and minors, in addition to offering course sequences that fulfill the Arts and Sciences foreign language requirement, courses that fulfill University and College breadth requirements, courses that are integral to interdisciplinary Area Studies programs, and courses that are cross-listed in the Women's Studies and Comparative Literature Programs.  Furthermore, the Department participates fully in the University Honors Program, offering honors courses or honors sections of courses; all foreign language majors may earn Honors Degrees.


To prepare students to speak, understand, read and write the language they are studying, the Department uses proficiency-oriented communicative approaches to language learning.  Undergraduate students in all foreign language courses have opportunities for study abroad.  Majors and minors are urged to spend at least one semester, one winter session, or one summer session of study in a country in which the foreign language is spoken natively; students in elementary/intermediate programs are encouraged to spend a winter or summer session abroad.  On campus, a high-tech Foreign Language Media Center is available for student use.


Undergraduate programs are coordinated by the Undergraduate Studies Committee, which oversees curricula and ensures its soundness and rigor.  It also organizes advisement and acts on proposals for program changes and development. (See Part 7.3, Standing Committees.)



2.2    Majors


The Department offers seven distinct Foreign Languages and Literatures majors and five additional majors in foreign language education; it co-sponsors two joint majors with other departments, and collaborates with other departments to offer three interdisciplinary Area Studies majors.


Foreign Languages and Literatures Majors


The Department offers the B.A. degree in Foreign Languages and Literatures with the following seven concentrations: Ancient Greek and Roman Studies, French Studies, German Studies, Italian Studies, Russian Studies, Spanish Studies, and Three Languages. The Honors Degree option is also available for each of these concentrations. Catalog descriptions of these programs are given in Appendix 2, item 1.


Current requirements for the Foreign Languages and Literatures concentrations in French, German, Italian, Russian, and Spanish Studies vary little from language to language. Students select one of the following options: Language and Literature, Civilization and Culture, Period Studies, Area Studies (Spanish Studies majors choose either Spanish Area Studies or Latin American Area Studies), or Linguistics. Each option has its own specific course requirements, but all options require at least 24 credits in the given language at the 200-level and above, together with at least 12 credits in related work at the 200-level or above in the given language and/or in a variety of other disciplines ranging from Anthropology to Theater. For this related work to be counted toward the major, students must secure the advance approval of their advisors. Specific requirements for each major are supplied in Appendix 2, item 2.


Four of these five majors—French, German, Italian, and Spanish Studies—underwent a sweeping revision in 2002-2003; the new requirements are slated to go into effect in the fall of 2004. The Russian Studies major is currently undergoing the same revision, to be instituted in the fall of 2005. The new format dispenses altogether with the various options (Language and Literature, Culture and Civilization, etc.) in favor of a “one-size-fits-all” major requiring 30 credits in the given language at the 200-level and above, along with 9-12 credits of related work. The new requirements for French, German, and Spanish Studies, moreover, list courses that may be taken for related work, thus eliminating the need for students to have them approved.  Future catalog descriptions are provided in Appendix 2, item 3.


Paramount among the many clear advantages of the new format is its exemplary simplicity. It is at once student-friendly, faculty-friendly, and registrar-friendly. It is far more flexible than the current requirements and builds in more student input, thanks to reductions made in the number of specific required courses or course-types. Required courses in literature, for example, a staple of current requirements, have been reduced, enabling students to opt instead for courses in syntax, film, or popular culture, if they so desire. Finally, the new requirements are more rigorous than the current ones. The total number of required credits has been raised from a minimum of 36 to a minimum of 39. Even more important, while it is currently possible to satisfy degree requirements by completing just 24 credits in the given language at the 200-level and above, the new requirements call for a minimum of 30 such credits.   


The concentration in Ancient Greek and Roman Studies, which differs significantly from the single-language concentrations just discussed, is the result of a recent thoroughgoing revision of the Department’s curriculum in Classics. Students select one of three options featuring markedly different language components: Civilization and Culture, Ancient Greek and Latin Language and Literature, or Latin Language and Literature. Each option requires 6 credits in Ancient Greek or Latin at the 200-level and above; 9 credits of Ancient Greek and Roman authors or topics in translation; and 24 credits of related work, as specified in the option’s requirements, in Greek, Latin, and disciplines ranging from art history to philosophy.  The catalog description of this major is given in Appendix 2, item 4.


Finally, the concentration in Three Languages is the Department’s most demanding major, tailored to linguistically-gifted students with a general love for learning languages and/or studying foreign literatures in the original. The concentration enables them to do significant coursework in two languages, plus fundamental coursework in a third language. Requirements for each of the first two languages call for 18 credits at the 200-level and above. For the third language 9-12 credits of coursework are required, of which 3 credits must be at the 200-level if the language is a Western one. The major also requires 6 credits in related work at the 200-level or above in Foreign Languages and Literatures, Comparative Literature, or Linguistics. Total required coursework is 51-54 credits.  The catalog description of this major is given in Appendix 2, item 5.


Foreign Language Education Majors


The Department administers the B.A. program in Foreign Language Education leading to certification for teaching French, German, Italian, Latin, and Spanish in grades K-12 or grades 7-12 .  Students in the Foreign Language Education Program complete a full foreign language major, taking courses that prepare them in the areas of specialist development cited by the ACTFL Teacher Preparation Standards:  language, linguistics, comparisons and cultures, literatures, and cross-disciplinary concepts.  While specific course requirements for the majors in French, German, Italian, Latin, and Spanish Education vary from language to language, all require 30 credits of language study at the 200-level and above, along with 28 credits of professional studies.  The professional studies component of the program consists of four courses in Education, three courses in foreign language pedagogy which are taught by FLL faculty, two practica, and three clinical experiences, including student teaching (9 credits).  Advisement sheets for students are provided in Appendix 2, item 6.  Catalog descriptions are given in Appendix 2, item 7.


The preparation of foreign language teachers involves the development of both foreign language and pedagogical knowledge and skills, a balance of theoretical training and clinical experience, and the nurturing of a reflective process that allows candidates to explore the complex relationship between student and teacher. The Foreign Language Education program is set within the framework of the Department’s philosophy of teacher preparation (see Appendix 2, item 8), an overall University conceptual framework and outcomes (see Appendix 2, item 9), and the ACTFL/NCATE teacher education standards.



Joint Majors


The Department offers the B.A. degree jointly with the Department of History for Classics, French, German, Russian, and Spanish. Our Department also offers the B.A. degree jointly with Political Science for French, German, and Spanish. The Honors Degree option is available for both joint majors.


The joint major with History requires 24 credits in History and 18 credits in the given language, while the joint major with Political Science calls for 24 credits in Political Science and 21 credits in the given language. The latter also requires students to spend a semester studying in France, Germany, or Spain.  Catalog descriptions are given in Appendix 2, item 10.



Interdisciplinary Area Studies Majors


The Department collaborates with other departments in the University to offer three interdisciplinary Area Studies majors.


1)      Continental European Studies. The B.A. degree in Continental European Studies prepares undergraduates as Europeanists, giving them a focused knowledge of the history, political institutions, culture, and language of a particular European country (e.g., Italy) within a general European context. Requirements for the Continental European Studies major total 45 credits and include 12 credits of foreign language at the 200-level and above, 12 credits in History, 12 credits in Political Science, and 9 credits of related work.


2)      East Asian Studies. The B.A. degree in East Asian Studies prepares undergraduates as East Asian Studies specialists, training them in the history, political institutions, culture, and language of either China or Japan in a general East Asian context. The Honors Degree option is available for this B.A. Requirements for the East Asian Studies major total 31-32 credits; they include 7 or 8 credits in Japanese and/or Chinese, 15 credits of general coursework on East Asia, and 9 credits of related work.


3)      Latin American Studies. The B.A. in Latin American Studies prepares undergraduates as Latin American Studies specialists. Students receive a comprehensive training in Spanish language and literature as well as Latin American history, politics, geography, anthropology, and Portuguese. Requirements for the Latin American Studies major total 30 credits, including 9 credits in Spanish at the 300-level and above, and 21 credits in general coursework on Latin America.


Majors in all three programs are strongly advised to study abroad. Catalog descriptions of these programs are supplied in Appendix 2, item 11.



2.3  Minors


Minors are currently offered in Classics, French, German, Italian, Japanese, Russian, and Spanish, as well as in French Studies, German Studies, and Spanish Studies. 


The minor in Classics, French, German, Italian, Russian, and Spanish, requires a minimum of 18-21 credits at the 200-level or above. The minor in Japanese and a new minor in Chinese, to be launched in fall 2004, require 18 credits, including 15 credits at the 200-level or above.  The Classics minor will be replaced in fall 2004 by the Ancient Greek and Roman Studies minor.  Course/credit requirements are given in Appendix 2, item 12. 


The minor in French Studies, German Studies, and Spanish Studies requires participation in a Department-sponsored semester abroad program.  Course/credit requirements are given in Appendix 2, item 12.


Minors are also offered in East Asian and in Latin American Interdisciplinary Area Studies.  Catalog descriptions are provided in Appendix 2, item 13.



2.4 Department's Role in Meeting University Curricular Needs


University Requirements

University admission requirements include two years of study in the same foreign language in grades 9-12 (four years are strongly recommended). Candidates for the Bachelor of Arts degree and many Bachelor of Science degrees must demonstrate intermediate-level proficiency in a foreign language. This requirement can be met in one of two ways: 1) Completion of the intermediate level course (107 or 112) in a given language; or 2) Successful completion of an exemption examination by students who have completed four or more years of high-school work in a single foreign language. As a result of this admission requirement, many students start at the second- or third-semester level.  In less commonly taught languages, students typically begin at the first-semester level.
Students must also complete three credits of coursework stressing multicultural, ethnic, and/or gender-related content.  The Department currently offers 18 courses to help students meet this requirement (see Appendix 2, item 14).


College of Arts and Sciences Requirements


Students in the College of Arts and Sciences must satisfy 0-12 credits of foreign language class work (with a minimum grade of D-). The number of credits needed and initial placement depend on the number of years of high school study of the language.


The Department offers the following languages to support this requirement: Ancient Greek, Chinese, French, German, Hebrew, Italian, Japanese, Latin, Portuguese, Russian, and Spanish. Students often choose to satisfy this requirement through the Department’s many study abroad programs. Beginning and intermediate level courses are offered during winter and/or summer session programs in Argentina, Brazil, China, Costa Rica, Cuba, Ecuador, France, Germany, Greece, Italy, Japan, Martinique, Mexico, or Spain.


Students must also fulfill distribution requirements in each of the following areas: Group A: Analysis and appreciation of the creative arts and humanities; Group B: The study of culture and institutions over time; Group C: Empirically based study of human beings and their environment; and Group D: The study of natural phenomena through experiment or analysis. (See Appendix 2, item 15 for a list of Departmental courses satisfying these requirements.)


Additionally, students must satisfy a second writing requirement involving significant writing experience, including two papers with a combined minimum of 3,000 words, to be submitted for extended faculty critique of both composition and content.  The Department regularly offers five courses to help students meet this requirement (see Appendix 2, item 15).


The Department also offers courses required for majors and minors in other programs, such as Comparative Literature, East Asian Studies, and Latin American Studies, as well as courses required for the B. A. in Political Science/Foreign Language and History/Foreign Language.



University Honors Program


Honors classes occur in three forms: 1) Colloquia designed specifically for Honors students; 2) “free-standing” Honors sections of regularly scheduled courses; and 3) “add-on” sections that allow students to take regular courses for Honors credit.


In recent years four of our faculty have offered specially designed Freshman Honors Colloquia.  We regularly provide free-standing Honors sections in several languages, mainly at the intermediate level.  Each semester we also offer add-on sections at all levels of instruction (with a total of more than 100 in the 2002-2003 academic year); professors enhance existing course material to accommodate students wishing to earn Honors credit, and/or to fulfill Honors Degree requirements.


The Honors Degree option is available for all majors offered by the Department.



Certificate Programs


The Foreign Language Certificate Program and the Honors Foreign Language Certificate Program are intended to enhance the international dimension of the Baccalaureate program for students in majors other than foreign languages by providing them with some first-hand knowledge of a foreign language and a foreign culture.  To earn a B.A. with a Foreign Language Certificate in Chinese, French, German, Italian, Japanese, or Spanish, a student must complete four courses at the 200- and 300-levels. Two courses are taken during Departmental study abroad sessions, and two are taken on campus.  Descriptions are given in Appendix 2, item 16.



Cross-Listed Courses


The interdisciplinary nature of many of our courses enables them to be cross-listed with Science and Culture (CSCC), Comparative Literature (CMLT), Education (EDUC), English (ENGL), Linguistics (LING), and Women’s Studies (WOMS). See Appendix 2, item 17.



2.5  Departmental Statistical Profile


Total Number of Majors (2002-2003)



Number of Majors

(Academic Year 2002-2003)

French Studies


French Education


French/Political Science


German Studies


German Education


German/Political Science


Italian Studies


Italian Education


Russian Studies


Spanish Studies


Spanish Education


Spanish/Political Science


Three Languages


History/Foreign Languages


Ancient Greek and Roman Studies (includes Classics and Latin)





Total Number of Minors (2002-2003):



Number of Minors

(Academic Year 2002-2003

Ancient Greek & Roman Studies (includes Classics & Latin):


















B.A. Degrees Granted by the Department of Foreign Languages and Literatures


(1997-1998 through 2001-2002)



















Course Enrollments






Total Enrollment in all FLL courses, 2002-2003




Fall 2002:




Winter 2003:




Spring 2003:




Summer 2003:
















 Course-by-course enrollments for 2002-2003 are provided in Appendix 2, item 18.



2.6 Study Abroad 

In 1923 the University of Delaware established the nation's first program abroad, a Junior Year in Paris.  Today, the Department sponsors or co-sponsors over twenty study abroad programs. 


Winter session offerings include programs in Argentina, Brazil, China, Costa Rica, Cuba, Ecuador, France (Caen), Germany, Greece, Italy (Siena), Martinique, Mexico, and Spain (Granada).  Summer programs are offered in France (Paris), Italy (Naples), Japan (Kobe), and Spain (Granada and Madrid).  See Appendix 2, item 19.


Five-week winter and summer programs abroad are tailored to students at the elementary, intermediate, and advanced-intermediate levels.  Students with this experience then often opt to study abroad for a full semester, and in a few cases, take advantage of an academic year abroad. 


The Department sponsors fall semester programs in France and Spain, spring semester programs in Germany and Italy, and co-sponsors a spring semester program in Costa Rica.  All our majors and minors are encouraged to avail themselves of these study abroad opportunities.  See Appendix 2, item 19.


In 2002-2003, the Department sponsored 20 study abroad programs in which 421 students participated.  A total of 24 FLL faculty members served as Program Directors, Co-directors, and Assistants.  Every member of our faculty is dedicated to fostering these programs through recruitment, interviewing, and advising.  For statistics on our study abroad programs see Appendix 2, item 20.




2.7  Information about Student Quality and Achievements


The quality of our students is demonstrated by their strong academic performance, the research they conduct, the prizes and awards they garner, the advanced degrees they go on to pursue, and the successful careers they achieve.


Undergraduate Research


The Department’s collaboration with the Honors Program also includes encouraging and supervising student research projects. Our students undertake a rich variety of projects and theses, which have recently included:  Amanda Eaton’s "Revolt and the Revolting:  Naturalism in the Works of Emile Zola and Emilia Pardo Bazán"; Christopher Rivera's "Use of Religious Language and Imagery in the Poetry of Three Major Hispanic Feminist Authors"; Amanda Van Arsdall's "Monsters in Latin American Literature";  Karla Levinson's "Sor Juana's and Rosario Castellanos’ Mexican Feminist Writers Through Time"; Rebecca Reidel's "The Promethean Nature of Orlando Furioso"; Stephanie Campese's "Representation of the Holocaust in Italian Cinema"; Abbe Spokane's "Teaching Aspect in French: A Study of Adult Learners."  Current research includes:  Megan Crossan's "Prostitutes in Literature and History during France's Third Republic";  Sally Goodfellow's "National Identity Building through Land, Lore and Literature: Argentina and the Gaucho"; Emily Frankenberg's "Witchcraft in the Celestina"; Ben Bookman's "Gender and Transgender in Ancient Greece and Rome."  


Undergraduate researchers present papers at the Undergraduate Research Symposium on campus; some have also made presentations at other conferences.  Many of these students have received grants of between $1000 and $5000 to support their research. Chris Rivera received two McNair Scholar grants; Amanda Eaton won the Donald W. Harward Fellowship and the AAUP Scholarship; Megan Crossan was awarded an Arts and Humanities Summer Scholarship.


Student Prizes and Awards


The Department recognizes distinguished students through annual awards for excellence in each of the language areas.  National Honor Societies in Classics, French, German, Russian, and Spanish induct meritorious students each year. Each language faculty also bestows individual awards (including the Theodore E.D. Braun French Undergraduate Student Award, the Sigma Delta Pi Book Award in Spanish, the Eugenia Slavov Memorial Scholarship in Russian and Italian, the Robert J. DiPietro Award in Italian, the Marion E. Wiley Memorial Award in German, the Sayo Kato Yotsukura Memorial Award in Japanese, and many others).  The Foreign Language Education Program presents the Outstanding Student Teacher in Foreign Languages award. 


Each year, FLL students are recognized by the University as they are named to prestigious honor societies such as Phi Beta Kappa and Phi Kappa Phi.  Our students have won numerous extradepartmental awards, such as STARR, Nields, and Federation of German/American Clubs Scholarships for study abroad, as well as extramural awards ranging from the Middle Atlantic Council on Latin American Studies Undergraduate Award to a State Department Grant for graduate studies at Oxford, and from Miyagi Prefecture (Japan) Exchange Scholarships to Fulbright Teaching Fellowships.


Pursuit of Advanced Degrees


Outstanding FLL students often decide to pursue advanced degrees.  We are pleased to note that they have been accepted into graduate programs at institutions such as: U Penn, U Mass, American U., Indiana,  Purdue, UC-Berkeley, Maryland, Bryn Mawr, Middlebury College, and Harvard Law.


Career Placement


Many FLL majors are now teachers in public and private schools in Delaware and the surrounding states, contributing importantly to the reputation Delaware foreign language programs enjoy in our region and nationwide.  The excellent preparation of our Foreign Language Education majors is well-known; school districts from nearby states often contact us to solicit applications from our graduating students.  Many of our students have gone on to teach English under the auspices of the Japanese government's Japan Exchange and Teaching program. 


FLL students put their knowledge and skills to good use in a broad spectrum of other careers.  These include positions with foreign banks, with commercial airlines, and with libraries; one graduate works for a film production company in New York.  Another was employed as a reporter for George magazine.  A third became director of the Media Center at Dickinson College, in part thanks to his experience as a site assistant in our Foreign Language Media Center.



2.8  Advisement


The Department offers advisement services to undergraduate students in person through

faculty advisors, and through the web with the on-line advising tools available at  At this time there are 29 advisors, and on average, each advisor is assigned to 13 students.  (See Appendix 2, item 21.)


To ensure adequate student follow-up, all faculty advisors hold an annual meeting with their advisees during the spring semester to review their progress towards graduation.  This advisement process is now coordinated with the University of Delaware Advisement Center, through the University of Delaware’s on-line advisement data base better known as “UD Notes Manager.”  (







3.1  Overview


The Department offers two unique Master of Arts programs: the M.A. in Foreign Languages and Literatures (MAFLL) and the M.A. in Foreign Languages and Pedagogy (MAFLP). Both degrees are offered in the fields of French, German, and Spanish. The MAFLP degree affords students the opportunity to continue their foreign language study at the graduate level while simultaneously working toward teacher certification. There are few such programs in foreign language pedagogy in the United States.  The MAFLL degree is equally distinctive in that it gives students the unusual opportunity to choose between single-language study and dual-language study; students may select the latter in a major-minor format or as a double major. 



3.2  Curriculum




The M.A. in Foreign Languages and Literatures is a flexible degree that allows students to select either a single major (30 credits), a double major (42 credits), or a major/minor (36 credits). The major fields of study are French, German, and Spanish.  The minor fields of study are French, German, Italian, Latin, Russian, and Spanish, as well as Applied Linguistics/ Pedagogy.  The program offers candidates an in-depth study of the target culture(s) and literature(s), preparing them for positions in teaching, government, and international business, or for further study in Ph.D. foreign literature or comparative literature programs.


Requirements for the single major include eight courses (24 credits) in the major language/literature, plus two additional courses in either the major language/literature, literary theory, or a related area (including foreign language pedagogy). Graduate teaching assistants are required to take Theoretical and Practical Issues in Foreign Language Teaching (FLLT 623). Requirements for the major/minor consist of twelve courses, including eight courses (24 credits) in the major language/literature, and three courses (9 credits) in the minor. The twelfth course may be taken in the language/literature of the major or minor, in literary theory, or a related area. Requirements for the double major include six courses (18 credits) in the language/literature of each of the two major fields, with the remaining two courses (six credits) to be taken in one or both of the major languages/ literatures, literary theory, or a related area. 


The comprehensive examinations in the candidate’s major area or areas have a written as well as an oral component, and are based on reading lists available online and from the program advisor.


A program description for the MAFLL may be found in Appendix 3, item 1.






The M.A. in Foreign Languages and Pedagogy is a flexible degree allowing candidates to complete all coursework required for a teaching certificate in French, German, or Spanish,  except for student teaching, which is an undergraduate course of 9 credit hours. Candidates already certified can take as many as 15 credit hours in foreign language pedagogy courses or closely related fields.  This program also prepares candidates for study at the Ph.D. level in the field of Applied Linguistics.

MAFLP candidates who are not seeking teacher certification must take ten courses (30 credits), distributed as follows: 15 credits in Foreign Languages and Literatures, to be earned in the classroom and not as thesis credits; 9 credits of Foreign Language Pedagogy; and 6 credits of related work in either literature or pedagogy.


MAFLP candidates who wish to obtain teacher certification must take eleven courses (33 credits), distributed as follows: 15 credits in Foreign Languages and Literatures, to be earned in the classroom and not as thesis credits; 9 credits in Foreign Language Pedagogy; and 9 credits in Education. In addition, students must complete 9 credit hours of student teaching, along with an additional one-credit course in Classroom Management.  Typically candidates complete their graduate coursework in four semesters, with student teaching requiring a fifth semester.


The Department offers a “speed track” which allows candidates to earn the MAFLP degree and qualify for teacher certification within two years. By taking all eleven required courses within three semesters, MAFLP candidates may maintain their funding while they do their student teaching in their fourth semester. Funding for the fourth semester takes the form of a tuition scholarship or a research assistantship. 


The comprehensive examinations for MAFLP candidates have written and oral components in both literature and pedagogy, and are based on reading lists available online and from the program advisor.   


A program description of the MAFLP may be found in Appendix 3, item 2.



3.3  Size of Program, Number of Funded Students, Sources of Funding


Approximately forty students are annually enrolled full time in our M.A. Programs. During the fall 2003 semester, there were 17 students in Spanish, 14 in French, and 8 in German. These students were distributed among the two degrees as follows: in Spanish there were 12 students in the MAFLP program and 5 in the MAFLL program; in French there were 6 students in the MAFLP program and 8 in the MAFLL program; in German there were 4 students in the MAFLP program and 4 in the MAFLL program. These figures do not include our exchange students, who study and teach through our agreements with universities in Granada (Spain), Caen (France), and Bayreuth (Germany). Although most of our graduate students are from the U.S., we do have a significant number of students from other countries as well, which gives the graduate program a strong multicultural dimension.


The Department funds students through two principal types of awards: teaching assistantships and graduate scholarships. Teaching assistants teach six hours per week. Graduate assistants may be assigned to the classroom (6 classroom hours per week), to the Foreign Language Media Center (20 hours per week maximum), or to individual faculty to serve as research and administrative assistants (20 hours per week maximum). The vast majority of our graduate students are deployed as teaching assistants, and work as team-teachers of elementary or intermediate foreign language courses. Experienced instructors cover the MWF portion of the 5-day-a-week course, while graduate students are responsible for the T/Th portion. The annual stipend for teaching and graduate assistants during the 2003-2004 academic year is $11,000.



3.4  Quality of Graduate Students


Applicants for the M.A. degree are normally expected to have a B.A. or equivalent in the target language or a closely related field, with an overall GPA of 2.9 and a GPA of 3.25 in their major area of study. Applicants must also submit proof of their GRE scores. A minimum combined score of 1050 on the verbal/quantitative or verbal/analytical parts of the GRE is normally required. Low GRE scores may, however, be balanced by high grades and strong letters of recommendation. Foreign applicants must report the scores on their TOEFL exams; 550 is the minimum score for admission, and 600 is required for those applying for a teaching assistantship. Applicants must also submit an official transcript of their university record, three letters of recommendation, and a writing sample of at least 1000 words. All students applying for a teaching assistantship must undergo a brief personal or telephone interview conducted in the target language and in English.



3.5  Graduate study abroad


The Department has exchange programs with the Universities of Caen (France), Bayreuth (Germany), and Granada (Spain). Graduate students who go to Caen remain for a full academic year. Students wishing to participate in the programs in Bayreuth and Granada generally stay for one semester only. As a rule, students teach English courses at the foreign site, either at the university or secondary school level. They may also take a limited number of courses towards completion of their M.A. degree. Participation in the exchange programs is competitive.



3.6  Student advisement and FLLAGS


All students are assigned to an academic advisor in their major field(s) when they enter the program. MAFLP students on certification track whose language is German or Spanish will have two advisors: the Foreign Language Education Program Coordinator (who is a member of the French faculty), and a professor in their language area. The principal duties of the advisors are to explain program options to their advisees, to discuss the students’ option to write a master’s thesis and their right to choose their own thesis director, to present the possibility of studying abroad via the Department’s exchange programs, to help the students to obtain all the transfer credits to which they are entitled, and to inform their advisees about course load and course selection regulations in order to develop the soundest program possible for the student.


The Director of Graduate Studies is involved heavily with the advisement of graduate students, both through e-mail and through office hours. Before beginning the program, all new teaching assistants also attend a three-day workshop to introduce them to the Department. They receive further instruction and mentoring in the methods course that almost all students take in their first semester (FLLT 623), and through the advice and guidance that they receive from their team-teachers.


All full-time graduate students are automatically members of the Foreign Languages and Literatures Association of Graduate Students (FLLAGS). The purpose of this organization is threefold:  to build a sense of community among the Department's graduate students; to provide a forum for open discussion designed to improve the students' experience within the Department; and to serve as a vehicle for action in the interests of the Department’s graduate students. Officers are elected at the beginning of each academic year with the exception of the chairperson who is elected each spring.  The chairperson of FLLAGS is also automatically appointed to the Graduate Studies Committee.



3.7  Career placement of graduates


While the Department has no systematic way of tracking degree recipients once they have left the program, students are requested to fill out an exit questionnaire, just prior to graduation, about their experiences in the program as well as their future plans. Many students and their former professors also stay in touch on a personal level. On the basis of this evidence, it would be safe to say that many, perhaps the majority, of the Department’s M.A. graduates take on careers in teaching at the high school level. Our graduates have been very successful in securing such jobs, in both public and private schools, especially in Delaware and the neighboring states of New Jersey, Pennsylvania, Maryland, and New York.


Many graduates of our M.A. programs find jobs outside of academe, with international companies, law firms, etc., fields in which a knowledge of a foreign language is a strong asset. One recent graduate completed studies in the Elliot School of International Affairs at George Washington University. Another has entered the University of London's program in International Law. Still another recent graduate is working for a French pharmaceutical company in New York City, taking frequent business trips to Paris.


A large number of graduates have also gone on to pursue doctoral work at prestigious universities in this country and abroad, such as: Catholic U of America, CUNY, Duke, George Washington U,  Johns Hopkins, NYU, Penn State, Rutgers, U of Murcia (Spain), U of Zaragoza (Spain), UC Berkeley, U of Maryland, U Mass, UNC Chapel Hill, U Penn, U of Toronto (Canada), U of Virginia, and Vanderbilt, among others. Many students who earned their M.A. degree at the University of Delaware are now teaching at the university level across the country. U of Iowa, Bucknell, Susquehanna, U of Southern Mississippi, Bryn Mawr, Oberlin, and U of Delaware are among the many institutions that currently have graduates of our programs on their faculty.






4.1 Demographics


The Department of Foreign Languages and Literatures is comprised of fifty-nine full-time and one half-time faculty members on at least a one-year contract, and six staff members.  This group includes forty-eight females and eighteen males.  Fifty-four of the full-time faculty and staff are Caucasian, two faculty are African-American, eight faculty are Latino and two faculty are Asian.  Counting the department chairperson, there are nine full professors (three hold named professorships), thirteen associate professors, fifteen full-time and one half-time assistant professors (six of whom are tenure eligible), twenty-two non-tenure-track instructors, three professional staff and three salaried staff.  Fourteen department members are between the age of thirty and thirty-nine, twenty-seven are between the age of forty and forty-nine, nineteen are between the age of fifty and fifty-nine and six are between the age of sixty and sixty-nine.  In general, the tenured and tenure-track faculty teach a three-two (or two-three) course load each academic year, while non-tenure-track faculty generally teach a four-four course load.  (See Appendix 7, item 5 for the FLL Workload Policy.)



4.2 Use of supplemental faculty and/or TAs


To meet the teaching needs of this large department approximately twenty supplemental (adjunct) faculty are hired each fall semester and approximately fifteen are hired each spring.  Elementary and intermediate (100-level) language courses are team-taught by these supplemental (adjunct) faculty, who are normally partnered with instructors or graduate teaching assistants.


Graduate teaching assistants team-teach 100-level courses in French, German, Italian and Spanish.  These students receive training in FLLT 623-Theoretical and Practical Issues in Foreign Language Teaching (a required course) and are also supervised by the instructors who are their teaching partners, by the course coordinator and by the specific language's sequence supervisor. (See Part 3.3.)


In fall semester 2003, a total of 630 hours of 100-level instruction were offered in Chinese, French, Greek, German, Hebrew, Italian, Japanese, Latin, Russian, and Spanish.  Of those hours, 159 (approx. 25%) were taught by graduate teaching assistants; 176 (approx. 28%) were taught by supplemental faculty; 107 (approx. 17%) were taught by non-tenure-track faculty on temporary appointments.



4.3 Faculty and Staff Development and Training


Our faculty and staff benefit from workshops offered by our Foreign Language Media Center, as well as from training sessions offered by University Users Services.  These sessions are offered on a regular basis, which allows faculty and staff members to choose a session which is compatible to their schedule. 


Through seminars and workshops, the Center for Teaching Effectiveness offers a variety of services to help faculty improve their teaching skills.  They also offer multi-day pedagogical training sessions for new graduate teaching assistants.  The CTE will also customize training sessions to meet the needs of specific departments.


The Office of Employee Training and Career Development offers skill and career development programs to professional and salaried staff members.  This office also counsels staff members on resume preparation and career changes to better use their skills



4.4  Faculty


Tenured Faculty:




Richard A. Zipser, Ph.D. (Johns Hopkins), Chair and Professor: German.


Joan L. Brown, Ph.D. (Pennsylvania), Elias Ahuja Professor: Spanish.


Mary P. Donaldson-Evans, Ph.D. (Pennsylvania), Elias Ahuja Professor: French.


R. Gary Ferguson, Ph.D. (Durham, England), Professor: French.


Thomas A. Lathrop, Ph.D. (California, Los Angeles), Professor: Spanish.


Judy B. McInnis, Ph.D. (North Carolina), Professor: Spanish and comparative literature;

also Coordinator of Comparative Literature.


Monika Shafi, Ph.D. (Maryland), Elias Ahuja Professor: German.


Bruno Thibault, Ph.D. (Paris X) and Ph.D. (Maryland), Professor: French.


Alfred R. Wedel, Ph.D. (Pennsylvania), Professor: German and Spanish.


Associate Professors:


Susan A. Amert, Ph.D. (Yale), Associate Professor: Russian.


Jorge H. Cubillos, Ph.D. (Penn State), Associate Professor: Spanish.


Annette L. Giesecke, Ph.D. (Harvard), Associate Professor: Classics.


Nicolas P. Gross, Ph.D. (North Carolina), Associate Professor: Classics and

Comparative Literature.


Alexander Lehrman, Ph.D. (Yale), Associate Professor: Russian.


Lawrence E. Marceau, Ph.D. (Harvard), Associate Professor: Japanese.


Nancy Nobile, Ph.D. (Johns Hopkins), Associate Professor: German.


Willy Riemer, Ph.D. (Yale), Associate Professor: German.


Bonnie A. Robb, Ph.D. (Bryn Mawr), Associate Professor: French.


Laura A. Salsini, Ph.D. (Indiana), Associate Professor: Italian.


Cynthia Schmidt-Cruz, Ph.D. (Wisconsin), Associate Professor: Spanish; and

Director of Latin American Studies Program.


Alexander R. Selimov, Ph.D. (Pennsylvania), Associate Professor: Spanish.


Deborah B. Steinberger, Ph.D. (New York), Associate Professor: French and

Comparative Literature.



Tenure Eligible Faculty:


Ali Alalou, Ph.D. (California, Davis), Assistant Professor: French.


Jianguo Chen, Ph.D. (California, Davis), Assistant Professor: Chinese


Cristina Guardiola, Ph.D. (California, Berkeley), Assistant Professor: Spanish


Gladys M. Ilarregui, Ph.D. (Catholic University), Assistant Professor: Spanish.


Vincent T. Martin, Ph.D. (New York), Assistant Professor: Spanish.


Meredith K. Ray, Ph.D. (Chicago), Assistant Professor: Italian.



Continuing Non-Tenure Track Faculty:


Assistant Professors:


Persephone Braham, Ph.D. (Pennsylvania), Assistant Professor: Spanish


Hans-Jörg Busch, Ph.D. (Leipzig), Assistant Professor: Spanish.


Iris Busch, Ph.D. (Leipzig), Assistant Professor: German and Spanish.


Gabriella Finizio, D.M.L. (Middlebury), Assistant Professor: Italian.


Lee T. Glen, Ph.D. (Pennsylvania), Assistant Professor: Spanish.

America Martinez, Ph.D. (Illinois, Urbana-Champaign), Assistant Professor: Spanish.


Susan M. McKenna, Ph.D. (Indiana), Assistant Professor: Spanish.


Mark Miller, Ph.D. (Delaware), Assistant Professor: Japanese.


Riccarda Saggese, Ph.D. (Johns Hopkins), Assistant Professor: Italian.




Ruth J. Bell, M.A. (Marquette), Instructor: Spanish.


Alice K. Cataldi, M.A. (Connecticut), Instructor: French.


Judy A. Celli, M.A. (Delaware), Instructor: French.


Donna Coulet du Gard, M.A. (Delaware), Instructor: French.


James DeJong, M.A. (Delaware), Instructor: Spanish.


Carmen Finnicum, M.A. (Delaware), Instructor: Spanish.


Lysette F. Hall, M.A. (Paris XII), Instructor: French.


Crista J. Johnson, M.A. (Delaware), Instructor: Spanish.


Krystyna P. Musik, M.A. (Houston) and M.A. (Delaware), Instructor: Spanish.


Flora M. Poindexter, M.A. (Delaware), Instructor: French.


Elizabeth K. Thibault, M.A. (Maryland), Instructor: German.


Suzanne Tierney-Gula, M.A. (Delaware), Instructor: Spanish.


Barbara L. Toccafondi, M.A. (Middlebury), Instructor: French.


Amalia C. Veitia, M.A. (Delaware), Instructor: Spanish.



Temporary Faculty:  (full-time)


Bernard-Amos, Marion, M.A. (Harvard), Instructor.


Stella B. Hall, M.A. (Delaware), Instructor: Spanish.


Fatima Haq, M.A. (Delaware), Instructor: Spanish.


Chika Inoue, M.A. (Pennsylvania), Instructor: Japanese.


Vilma Lazo, M.A. (Delaware), Instructor: Spanish.


Stacey L. Milkovics, M.A. (Colorado State), Instructor: Spanish.


Patricia G. Parke, M.A. (Delaware), Instructor: Spanish.


Tania Rosello, M.A. (Delaware), Instructor: Spanish.



Temporary Faculty: (part-time)


Eynat Gutman, Ph.D. (Delaware), Assistant Professor (part-time): Hebrew.



Visiting Scholar:


Angel Esteban, Ph.D. (Granada), Visiting Professor: Spanish



Professional Staff:


Dorothy A. Galloway, Assistant to the Chair.


Thomas V. McCone, Ph.D. (Delaware), Director, FL Media Center, and

Assistant Professor: Spanish.


Rae D. Stabosz, B.A. (Illinois State), Campus Information Technology Associate III.



Salaried Staff:


Maria D. Gilson, Secretary


Diane W. Parke, Senior Secretary


Maria Verderamo, B.A. (Delaware), Senior Secretary



Supplemental (Adjunct) Faculty:


Sharon Bain, M.A., (Bryn Mawr), Russian.


Marta Cabrera-Serrano, M.A. (Delaware), Spanish.


Robert Corradetti, M.A. (West Chester), Spanish.


Zhiyin Dong, M.B.A. (Auburn), Chinese.


Odette Kugler, M.A. (Middlebury), French.


Loretta Lantolf, M. A. (Penn State), Spanish


Mami Lyons, M.A. (West Chester), Japanese.


Roberta Morrione, M.A. (Milan, Italy), Italian.


Barbara Musik Moltchanov, M.A. (Wilmington), Spanish.


Vicenza Pastecchi Cockshutt, B.A. (Rome, Italy), Italian.


Roxane Petit-Rasselle, M.A. (Delaware), Italian and French.


Giuseppina Fazzone Priestley, M.A. (Delaware), Italian.


Ester Riehl, Ph.D. (Ohio State), German.


Aurelia Rio, M.A. (Delaware), Spanish.


Emily Rush, M.A. (Chicago), Latin.


Mutsuko Sato, M.A. (Delaware), Japanese.


Tomomi Sato, M.A. (West Chester), Japanese.


Amira Silber, M.A. (Salisbury State), Hebrew.


Maria Tu, Ph.D. (Georgia), Chinese.


Maria Valvis, M.A. (Delaware), Spanish.




4.5 Short Biographies




Richard A. Zipser,

Richard Zipser, Professor of German, received his Ph.D. from The Johns Hopkins University in 1972.  From 1969-1986 he taught at Oberlin College, where he chaired the Department of German and Russian from 1982-1986.  He joined the UD faculty in 1986, as Chair of the Department of Foreign Languages and Literatures, a position he still holds.  From 1985-1987 he was a member of the ADFL Executive Committee, serving as its President in 1987.  During 1989-1990 he was Acting Associate Provost for International Programs at Delaware, while continuing to chair the FLL Department on a part-time basis.  Throughout his career at Oberlin and Delaware, he has been a strong advocate of international and study abroad programs.  His book publications include Fragebogen: Zensur. Zur Literatur vor und nach dem Ende der DDR and DDR-Literatur im Tauwetter: Wandel–Wunsch–Wirklichkeit.(co-editor).  He is currently writing a book entitled Remembering East Germany


Joan L. Brown,

Joan L. Brown, Elias Ahuja Professor of Spanish, graduated from Vassar College and earned M.A. and Ph.D. degrees in Romance Languages-Spanish from the University of Pennsylvania. She joined the UD faculty in 1977.  Her publications include books and articles on twentieth-century Spanish literature by women, Spanish author Carmen Martín Gaite, oral language acquisition, and the Spanish and Spanish-American literary canon. Current projects include a book on the literary canon in Spanish, a third edition of a strategic-interaction conversation textbook, a literary biography of Martín Gaite and her generation, and an edited volume on approaches to teaching the fiction of Carmen Martín Gaite. She has served the Department in many roles, including two terms as Chair of Undergraduate Studies; she currently serves as graduate coordinator for Spanish.


Mary Donaldson-Evans,

Mary Donaldson-Evans, Elias Ahuja Professor of Foreign Languages and Literatures, received her Ph.D. from the University of Pennsylvania in 1975 and has taught at UD since 1969.  Her fields of research are nineteenth-century French fiction, literature and medicine, and film adaptations of the classic French novel.  Her publications include A Woman's Revenge: The Chronology of Dispossession in Maupassant's Fiction and Medical Examinations: Dissecting the Doctor in French Narrative Prose (1857-1894).  Current research projects include a book-length study of film adaptations of Flaubert's Madame Bovary.  Donaldson-Evans teaches courses in 19th-century French literature and civilization, French phonetics, and Introduction to French Literature.  She was the recipient of an NEH Grant for College Teachers in 1993-94 and was named Outstanding Teacher in the College of Arts and Sciences in 1995.  She was director of Graduate Studies from 1994-2000.


Monika Shafi,

Monika Shafi, Elias Ahuja Professor of Foreign Languages and Literatures, received her Ph.D. from the University of Maryland in 1986 and has taught at UD since then.  Her fields of research are 19th- and 20th-century German literature, with a special emphasis on women writers and travel literature.  Her book publications include Balancing Acts: Intercultural Encounters in Contemporary German and Austrian Literature," Gertrud Kolmar: Eine Einführung in das Werk, and Utopische Entwürfe in der Literatur von Frauen.  She is now working on a study of the representation of America in recent German literature, and an edition of Grass's The Tin Drum for the Approaches to Teaching World Literature series published by the Modern Language Association.  She teaches courses in German literature and civilization, and on German women writers.  Since fall 2003 she has served as the Department’s Director of Graduate Studies.


R. Gary Ferguson,

Gary Ferguson, Professor of French, teaches courses on medieval, Renaissance and early modern French literature and culture.  He is the author of Mirroring Belief: Marguerite de Navarre’s Devotional Poetry and co-editor of Narrative Worlds: Essays on the Nouvelle in 15th and 16th Century France and (Re)Inventing the Past: Essays on Early Modern French Literature, Culture and Thought in Honour of Ann Moss.  He has also published a critical edition of Anne de Marquets’s Sonets spirtuels and numerous articles dealing in particular with religious history, women’s writing, and questions of gender and sexuality.


Tom Lathrop,

Tom Lathrop, Professor of Romance Languages, received his Ph.D. from the University of California, Los Angeles, in 1970 and has taught at UD since 1980. His fields of research are works by Cervantes, history of the Spanish language, and pedagogy. His publications include textbooks dealing with Spanish and Portuguese, books about medieval Spanish literature, the history of the Spanish language, an edition of Don Quijote, and two book collaborations.  He is currently doing further work on Cervantes and preparing an edition of a 20th-century text.  Dr. Lathrop teaches courses in Spanish phonetics and advanced grammar, Portuguese language, and Cervantes.  Since 1980, he has served as Editor and later Founding Editor of Juan de la Cuesta Hispanic Monographs and is the publisher of LinguaText Ltd., which deals in textbooks for lesser-taught languages.


Judy B. McInnis,

Judy B. McInnis, Professor of Spanish, Comparative Literature, and Women's Studies, received her Ph.D. from the University of North Carolina at Chapel Hill in 1974 and has taught at UD since 1971. Her fields of research are feminist approaches to Medieval, Golden Age, and 20th-century prose and poetry, the Don Juan theme in western literature, and Hispanic Nobel Prize-winning authors. She has published two translations with critical introductions of Gladys M. Ilarregui's poetry: Poemas a Medianoche/Poems at Midnight and The Cumaean Sibyl, edited six collections of essays, and published numerous articles on figures including San Juan de la Cruz, Federico Garcia Lorca, Milton, and Barbara Pym.  Her current project is an edition with critical introduction of the one-act plays of José Echegaray.  She teaches courses on Golden Age prose and poetry, Hispanic Nobel Prize-winning authors, and the Don Juan theme.  From 1986 to 1991 she served as Director of the AATSP National Spanish Examinations.


Bruno Thibault,

Bruno Thibault, Professor of French, received his first doctoral degree in French Literature and Civilization from the University of Paris X (Nanterre) in 1984 and his Ph.D. in French Literature from the University of Maryland (College Park) in 1986.  He has taught at UD since 1987.  His fields of research are contemporary French literature, civilization, and film.  Among his publications are the books L'Allure de Morand: du Modernisme au Pétainisme and Danièle Sallenave et le don des morts; he is now at work on a monograph on contemporary French writer J.M.G. Le Clézio.  Dr. Thibault teaches advanced courses in French literature and culture, film and composition.  In 2000-2001 and again in 2003, he served as Chair of the Departmental P&T Committee to the rank of Associate Professor.


Alfred R. Wedel,

Alfred Wedel, Professor of German and Spanish, earned a Ph.D. from the University of Pennsylvania in 1970.  His primary fields of research are Germanic Philology, Medieval Literature, and Comparative Literature of the older periods.  He has published nearly 40 articles on these topics, including "Alliteration and the Prefix GE- in Cynnewulf's Elene," "Verbal Prefixation and the 'Complexive Aspect' in Germanic," "Bulgarian Evidential, German Subjunctive, and the Category of Person," and "Alemania y Borges."



Associate Professors:


Susan Amert,

Susan Amert, Associate Professor of Russian, received her Ph.D. in Slavic Languages and Literatures from Yale in 1983 and has taught at UD since 1989. Her fields of research are 19th- and 20th-century Russian poetry and the Russian novel. Her publications include In a Shattered Mirror: The Later Poetry of Anna Akhmatova and articles on the novels of Fyodor Dostoevsky and Mikhail Bulgakov. She is now at work on a booklength study of transcendence in the modern Russian novel, and a booklength photobiography of Tolstoy.  She teaches Russian literature, both in the original and in translation, as well as Russian language courses at all levels.


Jorge H. Cubillos,

Jorge H. Cubillos, Associate Professor of Spanish, received his Ph.D. in Spanish Applied Linguistics from the Pennsylvania State University in 1992 and has taught at UD since 1992.  His fields of research are materials design and development, instructional technology, and teaching methods.  His publications include the textbooks Siempre Adelante, Temas, and Mundos Hispanos.  Current projects are a textbook on Spanish culture and civilization, and an integrated program for second year Spanish.  He teaches courses in foreign language pedagogy, as well as in Spanish language and culture.  From 2001-2003, he served the Department as Director of Undergraduate Studies.


Annette Lucia Giesecke,

Annette Lucia Giesecke, Associate Professor of Ancient Greek and Latin, received her Ph.D. from Harvard University in 1992 and has taught at UD since 1998.  Her publications include the book Atoms, Ataraxy, and Allusion: Cross-Generic Imitation of the De Rerum Natura in Early Augustan Poetry and articles on Homer, Virgil, Lucretius, utopics, and Classical architecture.  Her current research focuses on the utopian tendency of ancient Greek and Roman epic.  She teaches courses in ancient Greek, Latin, and Greek and Roman literature and civilization in translation.  She currently serves the Department as  Director of Undergraduate Studies.


Nicolas P.  Gross,

Nicolas P. Gross, Associate Professor of Classics, received his Ph.D. from the University of North Carolina in 1971, taught at the University of Texas at Austin, and has taught at UD since 1977.  His main fields of research are Roman, Augustan poetry, ancient Greek literature (particularly the fifth century), ancient Greek and Roman rhetoric and the reception of the Classics in modern cinema.  His publications include the books Amatory Persuasion in Antiquity: Studies in Theory and Practice and Sophocles' Antigone: A Commentary.  He teaches courses in ancient Greek, Latin and Classical literature, one of which is a film course.  He currently serves as First Vice-President for the Classical Association of the Atlantic States, as well as on its program, steering and executive committees.


Alexander Lehrman,

Alexander Lehrman, Associate Professor of Russian, received a Ph.D. from Yale in 1985 and has taught at UD since 1989. His fields of research are 19th-century Russian poetry, Chekhov, Russian cultural history, and comparative philology.  His publications include Essays on Karolina Pavlova (with Susanne Fusso),  Indo-Hittite Redux, and hundreds of etymologies in


the American Heritage Dictionary of the English Language. Current research projects include an annotated critical edition and new translation of Anton Chekhov's The Cherry Orchard and a book on the structures and relationships of human languages. He teaches courses on Russian language, literature, and culture, and languages of the world. He has served as chair of the Russian faculty within the Department.


Lawrence E. Marceau,

Lawrence E. Marceau, Associate Professor of Japanese, received a Ph.D. from Harvard in 1989 and has taught at UD since 1995.  His fields of research are literature and literary thought in early modern Japan (1580-1880); nativist studies as a literary movement; recluses and bohemians in early modern Japan; cultural and intellectual interactions with continental Asia; depictions of the fantastic in Japanese literature; and woodblock printing, book illustration, and publishing in early modern Japan.  Among his publications are the books Takebe Ayatari: A Bunjin Bohemian in Early Modern Japan, and The Floating World of Ukiyo-e: Shadows, Dreams, and Substance.  He is now working on an annotated and translated collection of writings in early modern Japanese literary thought, a translation and study of an 18th-century series of illustrated books of ghosts and other fantastic creatures, and a book-length study of Aesop’s Fables and their reception in early modern Japan.  Dr. Marceau teaches courses in Japanese language, literature, and film.  He serves as Chair of the Asian faculty and on the UD East Asian Studies Committee. 


Nancy Nobile,

Nancy Nobile, Associate Professor of German holds an M.A. and Ph.D. from Johns Hopkins.  She has taught at UD since 1992, offering courses on German literature from the 18th century to the present, as well as freshmen colloquia for the Honors Program.  Her publications include The School of Days: Heinrich von Kleist and the Traumas of Education, articles on European Romanticism, and on contemporary German fiction.  She is now working on a study titled “Millennial Narratives” examining German fiction at the turn of the 21st-century.  She serves the Department as Chair of the German faculty.


Willy Riemer,

Willy Riemer, Associate Professor of German and Film, received a Ph.D. from Yale in 1979 and has taught at UD since 1987.  His fields of research are contemporary and 20th-century Austrian literature and film, and theory of literature and film. His publications include After Postmodernism: Austrian Literature and Film in Transition (editor), and articles on Michael Haneke, Kafka, Streeruwitz, Doderer and Thomas Bernhard. Current research projects include a monograph on the Austrian filmmaker Michael Haneke.  He teaches courses in German/Austrian literature, culture, and film.  Since 2001 he has served on the Executive Committee of the Modern Austrian Literature and Culture Association.


Bonnie Arden Robb,

Bonnie Arden Robb, Associate Professor of French, received her Ph.D. in French literature from Bryn Mawr College in 1985.  Her fields of research are eighteenth-century French women writers, genre construction, and educational theory and practice.  Her publications include articles on Denis Diderot and on the novels of Françoise de Graffigny and Stéphanie-Félicité de Genlis; she is currently at work on a booklength study of Genlis.  She teaches courses in French literature of the Enlightenment, in Business French, and in French conversation, grammar and composition, as well as in Foreign Language Pedagogy.  Coordinator of the Department's Foreign Language Teacher Education Program since 1991, she also serves as Associate Chair of the Department.


Laura A. Salsini,

Laura A. Salsini, Associate Professor of Italian, received her Ph.D. from Indiana University in 1995 and has taught at UD since 1997. Her fields of research are nineteenth- and twentieth-century Italian women writers, Italian cinema, Italian-American cinema and literature, and epistolary and diary fiction. Her publications include the book Gendered Genres: Female Experiences and Narrative Patterns in the Works of Matilde Serao and numerous articles.  She is now working on a manuscript tentatively entitled “Addressing the Letter: Italian Women Writers' Epistolary Fiction.”  Prof. Salsini teaches courses in Italian culture and civilization, as well as twentieth-century literature. Since 1999 she has been Chair of the Italian faculty.


Cynthia Schmidt-Cruz,

Cynthia Schmidt-Cruz, Associate Professor of Spanish, received her Ph.D. from the University of Wisconsin-Madison in 1981 and has taught at UD since 1993.  She specializes in the contemporary Latin American short story, in particular the stories of Julio Cortázar and Cristina Peri Rossi; literature of exile; and representations of childhood in Latin American literature.  Her publications include articles on these topics, a pedagogical unit, a co-authored conversation text, and the book Mothers, Lovers and Others: The Short Stories of Julio Cortázar.  Current research includes a study of an essay by Cortázar, and Argentine detective literature.  She teaches courses in Latin American literature and civilization, Portuguese language, and Brazilian culture.  Since February 2003 she has served as Director of the Latin American Studies Program.


Alexander Selimov,

Alexander Selimov, Associate Professor of Spanish, received his Ph.D. from the University of Pennsylvania in 1996.  His fields of research are Spanish narrative and theater of the late 18th and early 19th century, Hispanic women writers and cultural studies. His publications include the books De la Ilustración al modernismo: el arte narrativo de Gertrudis Gómez de Avellaneda and Autobiografía y epistolarios de amorHe is now at work on a study of Hispanic theater.  Dr. Selimov teaches courses in Spanish and Latin American literature and civilization.  Since 1998, he has served the Department as Election Officer and serves the profession as Editor of Juan de le Cuesta Hispanic Monographs.


Deborah B. Steinberger,

Deborah Steinberger, Associate Professor of French and Comparative Literature, received a Ph.D. in 1994 from NYU.  She specializes in French literature of the seventeenth century and her research deals mostly with writing by early modern women, dramatic literature, and theater history. Her publications include a critical edition of Francoise Pascal's epistolary collection Le Commerce du Parnasse, as well as articles on epistolary literature, the comedie larmoyante, Moliere, and his contemporary Donneau de Visé.  Dr. Steinberger's current research project is a study of the theater and journalism of Donneau de Visé.  She teaches courses in her area of specialization as well as introductory courses in French literature, conversation, and civilization.



Tenure Eligible Faculty:


Ali Alalou,

Ali Alalou, Assistant Professor of French, received his Ph.D. from the University of California at Davis in 1996 and has taught at UD since 2000.  His fields of research and publication are French linguistics, pedagogy and Afro-Asiatic linguistics; he has also published a children’s book.  His current research projects include a study on the acquisition of tense and aspect in French and a second-year textbook of French.  Professor Alalou teaches French and pedagogy courses.  He serves the Department as the Sequence Supervisor of French language courses and as Chair of the French faculty. 


Jianguo Chen,

Jianguo Chen, Assistant Professor of Chinese, received his Ph.D. from the University of California at Davis in 1995 and has taught at UD since 2002.  His fields of research and publication are 20th-century Chinese fiction, modern Chinese films, Chinese cultural studies, and comparative literature and theory.  Current research projects include a study of Chinese national/cultural identity in relation to male subjectivity and nostalgic desire, and an examination of the aesthetics of contemporary Chinese literature.  He teaches courses on Chinese language, literature, and film.  Since 2002, he has served as course supervisor of Chinese courses at the 100- and 200-level.


Cristina Guardiola,

Cristina Guardiola, Assistant Professor of Spanish, received her Ph.D. from the University of California, Berkeley in 2002, and has taught at UD since 2001.  Her fields of research and publication are 15th century Castilian chivalric biography, political narrative, and women in medieval literature.  She is now preparing a study of the works dedicated to Isabel I of Castile, and an examination of UCB Bancroft MS 149 and Madrid National Library MS 7857.   


Gladys Ilarregui,

Gladys Ilarregui, Assistant Professor of Spanish, received her Ph.D. from Catholic University of America in 1995.  Her fields of research are Colonial writing (XVI century, Mexico), Women in post-contact documents ( Florentine Codex, New Spain, XVI), and Latin American poetry. In addition to articles in these areas, she has published several books of poetry and an edited book of essays entitled La enfermedad, la locura y el cuerpo en las escritoras hispanoamericanas.  She is now at work on a co-edition of teaching practices in Colonial Latin American literature and is researching the issue of women in indigenous and missionary documents. Dr. Ilarregui offers courses on the political context of Latin American literature, women in Colonial Latin America, early writers in Colonial Latin America, and Latin American poetry.


Vincent Martin,

Vincent Martin, Assistant Professor of Spanish, received his Ph.D. from New York University in 1997 and has taught at UD since 2000.  His research centers on the art and thought of Counter-Reformation Spain and the interplay of theater and festival.  His publications include the books El concepto de representación en los autos sacramentales de Calderón and Calderón (1600-1681).  His current projects include the edition of a collection of essays on literature and philosophy, a student edition of Calderón's play El alcalde de Zalamea, and a bilingual critical edition of Sor Juana's Neptuno alegórico. Professor Martin teaches courses on Spanish literature and civilization. Since 2001, he has served as the Department's Liaison to the University of Granada for the faculty/student exchange between both institutions.


Meredith Ray,

Meredith Ray, Assistant Professor of Italian, received her Ph.D. from the University of Chicago in 2002 and joined the UD faculty this fall.  Her fields of research are Medieval and Renaissance Italian literature with a focus on women’s writing, gender studies and epistolary narratives.  Her publications include articles on religious women, epistolary writing, and Renaissance plagiary.  Her critical edition of the letters of the seventeenth-century protofeminist Arcangela Tarabotti will be published in winter 2004.  Current research includes a study of Isabella Andreini, a 17th century actress and poet.  Professor Ray teaches courses in Italian language at all levels, and topics in Medieval and Renaissance literature.



Continuing Non-Tenure Track Faculty:


Assistant Professors:


Persephone Braham,

Persephone Braham, Assistant Professor of Spanish, received her Ph.D. from the University of Pennsylvania in 1998.  She specializes in Hispanic Caribbean literature (1492-present) with an emphasis on globalization and urban transformation; Afro-Caribbean cultures; and postcolonial, gender and popular culture studies. She teaches courses on Hispanic Caribbean literature, Latin American civilizations, and the city in Latin American literature.  Her publications include the book Crimes against Persons, Crimes against the State: Contemporary Detective Fiction in Mexico and Cuba.  Her current research is on gender and monstrosity in Latin American cultures, for a book tentatively entitled “New World Teratologies.”  Dr. Braham also serves as Acting Director of the Greater Philadelphia Latin American Studies Consortium.


Hans Jörg Busch,

Hans-Jörg Busch, Assistant Professor of Spanish, received his Ph.D. from the University of Leipzig in 1985 and has taught at UD since 1991.  His fields of research are Spanish grammar, phonetics, lexicology, history of the language, and the use of technology in the foreign language classroom. He has published many articles based on his research in Germany, Spain, Colombia, Poland and the US and co-edited a Festschrift entitled Verba et Litterae: Explorations in Germanic Languages and German Literature. He is author and co-author of several on-line teaching materials for Heinle & Heinle publishers, and co-author of NetTrekker, a search engine by Thinkronize. Currently, Dr. Busch is working on a Spanish phonetics text and workbook. He teaches courses in Spanish language, grammar, phonology, history of the Spanish language, Spanish and Latin American history and culture, as well as technology courses for high school teachers.  Since 2001, he has served the Department as our Scheduling Officer.


Iris Busch,

Iris Busch, Assistant Professor of German and Spanish, received her Ph.D. from the University of Leipzig in 1995 and has taught at UD since 1992. Her field of research is foreign language pedagogy and methodology, especially in elementary education. Her publications include:  “Sprechen,” an interactive on-line teacher development course for the AATG GOLDEN project, book reviews and teaching tips.  Current research projects include studies in early childhood education.  She teaches introductory and intermediate language courses in German and Spanish.  Since 1998, Dr. Busch has served as the faculty advisor to the University's chapter of the German honor society, Delta Phi Alpha, and to the German Club.


Gabriella Finizio,

Gabriella Finizio, Assistant Professor of Italian, received her D.M.L. in Modern Languages and Literature from Middlebury College in 1995 and has taught at UD since 1982. Her fields of research and publication are Medieval and Renaissance Epic and Italian film.  Current research projects include a study of contrasting heroines in Ariosto and Tasso, and a study in the evolution of the representation of the holocaust in Italian cinema.  She teaches courses in Italian language, Medieval and Renaissance literature and civilization, and Italian film studies. Since 1992, she has served as supervisor of the Italian 100- level sequence within the Department.


Lee Taylor Glen,

Lee Taylor Glen, Assistant Professor of Spanish, received her Ph.D. from the University of Pennsylvania in 1990 and has taught at UD since 1995. Her fields of research are Realism and Naturalism in Spain and  Latin America, 19th-century Peninsular Literature, and religious images and language in Latin American poetry by women from the mystics to modern times. She teaches courses in Spanish and Latin American literature, as well as in Spanish grammar and language.  Since 1997, she has served the Department as Course Coordinator for Spanish 200 and 201, and Supervisor of student teachers in the Foreign Language Education Program.


América Martínez,

América Martínez, Assistant Professor of Spanish, received her Ph.D. from the University of Illinois at Urbana-Champaign and has taught at UD since 1990.  She has published a companion workbook to the Spanish language textbook, Siempre adelante, and was a project participant in a UNIDEL Foundation grant for the development of a Web-based reading assistant for Siempre adelante.  She teaches courses in World Literature as well as Spanish language courses, and courses in Spanish and Latin American literature and culture.  She is a member of UD’s Latin American Studies Program.


Susan McKenna,

Susan McKenna, Assistant Professor of Spanish, received her Ph.D. from Indiana University in 1996 and has taught at UD since 1995.  Her fields of research are nineteenth-century narrative, drama, and poetry, and women's studies.  She has published articles on Pardo Bazán, Cervantes, and Sor Juana Inés de la Cruz.  Current research projects include an examination of reading practices in Pardo Bazán's novels and a book-length study of Bazán’s short fiction.


Mark Miller,

Mark Miller, Assistant Professor of Japanese, received his Ph.D. from UD in 1992. His fields of research are second language pedagogy and acquisition methodology. Recent works include studies on measurement of second language proficiency and numerous projects for the Educational Testing Service and ACTFL. He teaches all levels of Japanese, directs numerous Study Abroad sessions to Kobe, Japan, and has served as sequence supervisor and course coordinator for Japanese language courses within the Department.


Riccarda Saggese,

Riccarda Saggese, Assistant Professor of Italian, received her "laurea" in Philosophy from the University of Naples in 1973 and a Ph.D. in Italian Literature from Johns Hopkins in 2000.  Her fields of research are nineteenth-century and contemporary Italian literature. Current projects include a book on Italian short stories for elementary and intermediate students and a Web-CT for Italian 106 and 205.  She teaches Italian language and literature courses at all levels and has served as Director of the winter session program in Siena for many years. She mentors the "Circolo italiano," advises Italian majors, and oversees the Italian tutoring service.





Ruth Bell,

Ruth Bell, Instructor of Spanish, received an M.A. from Marquette University in 1977 and has taught at UD since 1987.  She is currently the Spanish 106 Course Coordinator and a Student Teacher Supervisor.  She teaches Spanish language and composition courses at the 100 and 200 levels.


Alice K. Cataldi,

Alice K. Cataldi, Instructor of French, received an M.A. from the University of Connecticut in 1977 and has taught at UD since 1992.  She offers courses in French and Pedagogy and supervises student teachers.  Since 1995, she has advised the French Club and also serves as advisor to our Foreign Language Education majors.


Judy Celli,

Judy Celli, Instructor of French, received her M.A. at UD in 1986.  She has co-authored an article on Voltaire and developed a Reading Assistant program for French 211, financed by a UNIDEL grant.  She has been a course coordinator for French 105, 106 and 107 since 1988. 


Donna Coulet du Gard,

Donna Coulet du Gard, Instructor of French, received her M.A. from UD in 1989 and has taught here since then.  She teaches 100- and 200-level French courses, coordinates French 106, and manages the computer gradebooks for the 100-level French courses.


James DeJong,

James DeJong, Instructor of Spanish, graduated from UD with an M.A. in Spanish in 1990 and has taught at UD since 1991. He has published a book chapter on communicative language teaching, and currently teaches introductory level Spanish, as well as second year composition and grammar editor, and TA mentor. Since 2002, he has served as the Spanish Teaching Assistant Observer for the Department.


Lysette Hall,

Lysette Hall, Instructor of French, received her M.A. from the University of Paris XII in 1974.  She has been teaching entry-level French language, conversation, reading, and composition courses at UD since 1990.  She has directed many study abroad programs to Caen, Paris and Geneva and was President of the Alliance Française of Delaware from 1996 to 2003.   She is currently on sabbatical leave in Toulouse where she is writing a French conversation textbook.


Crista Johnson,

Crista Johnson, Instructor of Spanish, received her M.A. from UD in 1988 and has taught here since 1988.  Her publications include four articles co-published with Dr. Joan L. Brown which researched the canon in contemporary Spanish and Spanish American Literature.  She teaches Spanish language courses at the 100 and 200 levels.  Since 1998, she has served as the Spanish 105 Course Coordinator.


Krystyna Pakies Musik,

Krystyna Pakies Musik, Instructor of Spanish, holds two M.A. degrees:  one in Latin American Literature from the University of Houston and the other in English as a Second Language from UD.   She has taught Spanish at UD since 1985 and has directed several study abroad programs.  She participated in a Fulbright Teacher Exchange Program and taught English for one year at Arturo Prat University in Iquique, Chile.


Flora Poindexter,

Flora Poindexter, Instructor of French, received her undergraduate degree from the University of Paris VIII and her M.A. from UD.  She teaches French classes at the 100 and 200 levels. She frequently directs the Winter Session Program in Martinique, which she helped design.  Committed to promoting diversity at UD, she is a member of the FLL Minority Affairs Committee.  She has been Tutoring Coordinator for French for many years, guest speaker in several schools, and is organizing a French Club for children age eleven to fourteen at the Newark Center for Creative Learning.


Elizabeth Thibault,

Elizabeth Thibault, Instructor of German, received her M.A. the University of Maryland in 1977 and has been teaching at UD since 1987.  She serves as Course Coordinator of all three 100-level German courses, Sequence Supervisor of the 100-level German program, Supervisor of the German teaching assistants, and advisor to German minors.  She has developed resources for German On-Line: Distance Education Network (GOLDEN), a joint project of the Goethe Institute and the AATG.  She teaches German at the 100 and 200 levels, as well as a 200-level French course.


Suzanne Tierney-Gula,

Suzanne Tierney-Gula, Instructor of Spanish, received her M.A. from UD in 1992 and has taught here since then.  Her fields of research are foreign language pedagogy, specializing in the use of technology for teaching, and study abroad program design and implementation.  Her publications include a workbook to accompany the textbook Temas and an on-line Reading Assistant to accompany Siempre Adelante.  She teaches beginning and intermediate language courses and contemporary Latin American studies.  She currently serves as the Director of the study abroad program in Ecuador and as the Department Liaison to the Costa Rica semester program.


Barbara Toccafondi,

Barbara Toccafondi, Instructor of French, graduated from Allegheny College in 1965 and received an M.A. from Middlebury College in 1967.  She taught in the Newark Delaware Public Schools from 1967 to 1972 and at Caravel Academy in Bear, Delaware from 1978 to 1988, where she served as Chair of the Department of French.  She has taught at UD since 1988, has directed nine study-abroad programs, and serves as the Foreign Language Placement Adviser.


Amalia Veitia,

Amalia Veitia, Instructor of Spanish, earned an M.A. from UD in 1984 and has been teaching Spanish here since 1981.  She has directed fifteen UD programs abroad, taking students to Spain, Costa Rica and Mexico.  She developed our first summer session program in Granada, Spain in 1993 and also directed the first winter session program in Cuba.



Temporary Faculty: (full-time)


Fatima R. Haq,

Fatima Haq, Instructor of Spanish, received her M.A. from UD in 1998 and has taught introductory-level Spanish language courses at UD since then. 


Chika Inoue,

Chika Inoue, Instructor of Japanese, received a certificate of advanced studies (ABD) in Educational Linguistics at the University of Pennsylvania in 1998. Her fields of research are second language acquisition and bilingualism. She joined the UD faculty in 2002, teaching Japanese language courses at all levels. 


Vilma Lazo-Butera,

Vilma Lazo-Butera, Instructor of Spanish, earned an M.A. in Latin American Literature in 1995.  She has taught Spanish language courses at UD since 1992.  During her years as instructor, she has taught Spanish language, conversation, and composition courses at beginning and intermediate levels, as well as Spanish classes for faculty.


Stacey Milkovics,

Stacey Milkovics, Spanish Instructor and Coordinator of Spanish 107, earned her M.A. in 1997 from Colorado State University. Her fields of research include textbook design, evaluation of FL and ESL/EFL textbooks, and the cultural and textual implications in ESL teaching materials.  She taught for two years with the Distance Learning Program, a live-televised course through UD for the Christina School District.  She has served as Assistant Director of four study abroad programs (Spain and Costa Rica) and Director of one (Costa Rica).


Patricia Gadea Parke,

Patricia Gadea Parke, Spanish Instructor, received her M.A. from UD in 1998 and has taught here since 2000, offering Spanish language, conversation, and composition courses at the beginning and intermediate levels.  She served as Assistant Director of the 2003 Winter Session study abroad program in Costa Rica.


Temporary Faculty: (part-time)


Eynat Gutman,

Eynat Gutman, Assistant Professor of Hebrew, received her Ph.D. from UD in 1999 and has taught here since 1991.  Her fields of research and publication are comparative linguistics; third-person null subjects in Hebrew, Finnish, and Rumanian; and communicative language teaching.  Current research projects include further investigation of null subjects in Hebrew and Finnish, as well as the application of Di Pietro's Strategic Interaction to the Hebrew classroom.  She teaches courses in Hebrew language at all levels, is in the process of designing an Israeli culture/civilization course, as well as developing and expanding the Hebrew program.



Professional Staff:


Dorothy “Dorie” Galloway,

Dorie Galloway is Assistant to the Department Chair.  An employee of UD since August 1984, she came to the Department in 1987 as Office Coordinator.  She was promoted to Office Supervisor in the fall of 1994, then to Assistant to the Chair in the fall of 2000.  Her primary responsibilities include monitoring the fiscal affairs of the Department, assisting the Chair with operational and administrative matters, supervising unit employees, and ensuring the implementation of personnel policies and procedures.


Thomas McCone,

Thomas McCone, Director of the Foreign Language Media Center and Part-time Assistant Professor of Spanish, received his Ph.D. in Applied Linguistics from UD in 1994 where he has been teaching first as a Spanish teaching assistant, then as a part-time Spanish instructor and finally as a non-tenure track assistant professor of Spanish since 1985.  Since 1995, he has served as Director of the Foreign Language Media Center where he has spearheaded efforts to bring technology to Delaware's foreign language instruction through multimedia-based computer aided instruction and faculty computing support.  He specializes in both workstation-based and Web-based multimedia materials development, has expertise in data driven Web page deployment utilizing SQL databases and PHP server-side scripting, and has an extensive knowledge of multimedia development hardware and software and their application to issues of second language acquisition.  His publications include a workbook ancillary to the Siempre Adelante textbook published by Heinle and Heinle.  He teaches courses in Spanish conversation and advanced grammar and performs all administrative tasks related to the Foreign Language Media Center, including the management of its budget.


Rae D. Stabosz,

Rae Stabosz, Computer and Information Technology Associate III, received a B.A. in Psychology from the University of Illinois in 1970.  She has worked in the areas of computer-based instruction and academic computing support at UD since 1979.  She is a published poet, essayist, and short fiction writer, as well as founding member and current president of Catholic Scholars at UD.  Past president of Blue Chip Computing, Inc., she is now sole proprietor of Pious Ladies Bookmobile and Writers’ Guild.



Salaried Staff:


Maria Gilson,

Maria Gilson, Secretary, joined the Department one year ago, after working for twelve years as a Data Coordinator at a private high school.  Prior to that she had taken classes at Brandywine College and worked for a major corporation as an Administrative Secretary and Business Coordinator.  Her current duties include acting as receptionist in the FLL Office, assisting the Study Abroad Coordinator in all aspects of the study abroad program, handling the mail, and maintaining supplies for the Department.


Diane W. Parke,

Diane W. Parke, Senior Secretary, began work at UD in 2001 as Secretary in our Department.  Since that time, she has been promoted to Senior Secretary.  Her primary duties consist of assisting the Director of Graduate Studies with many aspects of student applications, admissions, funding, and contracts.  Her other responsibilities include ordering course books, supervising work-study assistants, maintaining office equipment, and serving as grade roster coordinator.


Maria Verderamo,

Maria Verderamo, Senior Secretary, received her B.A. in Communication from UD in 1989 and has worked in the Department since August 2000. Her responsibilities include coordinating the semi-annual student course evaluations and assisting the Chair of Undergraduate Studies, the Departmental Scheduling Officer, and the Assistant Director of the Media Center with dissemination of course information and other projects.



Supplemental Faculty:


Sharon Bain,

Sharon Bain, Russian, received her M.A. from Bryn Mawr College in 1999 and was accepted as a Ph.D. candidate in the year 2000.  She is currently conducting dissertation research on language use patterns and language shift among Russian immigrants who live in the Philadelphia area.  She teaches introductory Russian language classes at UD.


Marta Cabrera-Serrano,

Marta Cabrera-Serrano, Spanish, graduated in 1998 with a B.A. in English and in 2001 with a B.A. in Spanish, both from the University of Granada. She received her M.A. degree in Foreign Language Pedagogy and Spanish from UD in 2003 and has been teaching intermediate-level courses here since then.  In the fall of 2004 she will begin doctoral studies in Peninsular and Latin American literature.


Roberto Corradetti,

Roberto Corradetti, Spanish, received his M.A. in Linguistics from West Chester State University in 1976.  He has taught in both high school and college for over 30 years, teaching Spanish and English as a Second Language in the United States and E.S.L. at Santurce and the University of Valencia, Spain. While teaching in the Brandywine School District, he was head of the Foreign Language Department and helped coordinate the district Foreign Language Program.  He has traveled with students 15 times to 7 different countries and in 1999 was awarded Teacher of the Year for the Brandywine School District. He currently teaches Spanish 105, 111 and 112 at UD.


Zhiyin Dong,

Zhiyin Renee Dong, Chinese, holds a B.A. in Chinese language and literature from the Institute of International Relations in R.R. China, and an MBA from Auburn University.  She has been teaching at UD since 2002, offering courses in elementary, elementary-intermediate, and intermediate Mandarin Chinese. 


Odette Kugler,

Odette Kugler, French, received her M.A. from Middlebury College in 1994 and has been teaching introductory and intermediate French language courses at UD since 1996. 


Mami Lyons,

Mami Lyons, Japanese, received her A.A. in Japanese Literature with Japanese teaching license from Kokugakuin University, Japan, a B.A. in Journalism/Advertising from the University of Bridgeport, a Japanese teaching certificate from Ohio State University, and an M.A. in Teaching English as a Second Language from West Chester University.  She has been teaching courses in Japanese language and Japanese calligraphy at UD since 2000. 


Roberta Morrione,

Roberta Morrione, Italian, received her graduate degree in Political Sciences from the University of Milan, Italy, in 1990.  She joined the Department in 1998 and teaches Italian language courses at the introductory level. 


Basia Musik Moltchanov,

Basia Musik Moltchanov, Spanish, earned a B.A. in Latin American Studies from UD, and an M.A. in Education from Wilmington College.


Vincenza Pastecchi Cockshutt,

Vincenza Pastecchi Cockshutt, Italian, was born and educated in Rome and has taught introductory and intermediate Italian language courses at UD since 1996. She has also served as Assistant Director of the winter session study abroad program in Siena, where she also taught a course at the University of Siena.


Roxanne Petit-Rasselle,

Roxanne Petit-Rasselle, French and Italian, is currently pursuing a Ph.D. in French Literature at Pennsylvania State University.  Her fields of research are Alexandre Dumas, popular literature, and literary myth.  She teaches courses in French and Italian language, civilization and literature.


Giuseppina Fazzone Priestley,

Giuseppina Fazzone Priestley, Italian, received her M.A. from UD in 1996.  In 2001 she worked as a translator for a book written by Dr. Donna Budani entitled Italian Women’s Narratives of Their Experience During World War II.  Since 2003 she has served as the coordinator of Italian 105.  Her current projects include the improvement of Web-CT design for Italian 107 and the design of a Web-CT course for Italian 105.


Ester Riehl,

Ester Riehl, German, received her Ph.D. in German Literature from Ohio State University in 1997 and has taught at UD since 2001. She teaches 100-level language courses, as well as the reading course for graduate students outside the department.


Aurelia Rio,

Aurelia Rio, Spanish, received an M.A. in Spanish from UD in 2003 and teaches introductory and intermediate Spanish language courses.  Her fields of interest are the impact of technology on language instruction and Spanish literature.


Mutsuko Sato,

Mutsuko Sato, Japanese, received her M.A. in Linguistics from UD in 2002.  Her areas of interest are psycholinguistics and cognitive science.  In the past two years she has served as a Teaching Assistant for a UD program in Italy.


Tomomi Sato,

Tomomi Sato, Japanese, received an M.A. in TESL from West Chester University in 2003 and has taught Japanese language courses at UD since then.  Her current research project is a study of native speakers' evaluation of Japanese composition by non-native speakers of Japanese.


Maria Tu,

Maria Tu, Chinese, received a Ph.D. from the University of Georgia.  She teaches courses in Comparative Literature and Chinese. Her book, The World of Becoming: Deleuzian Explication of the Middle Way in Confucianism, Buddhism, and Taoism, has been accepted for publication.  She has also published several articles and poems.







The Department of Foreign Languages and Literatures has much to be proud of in the scholarly accomplishments of its faculty.


5.1  Relation of Research Productivity to Faculty Workload


Scholarship is central to our Department’s mission.  Our tenured and tenure-track faculty carry on serious programs of scholarly research in addition to their demanding teaching and service responsibilities.  The administered teaching load for tenured and tenure-track faculty in the Department is typically five courses per academic year (= 62.5% of total workload).  University and Departmental policy empowers the Chair to grant a further reduction of teaching duties in response to high research productivity, yet budgetary constraints limit the extent to which this policy can be implemented.   In the 2002-2003 academic year, the Department approved several initiatives designed to support faculty research: a $500 cash prize awarded to those who author books of original literary scholarship, as well some financial assistance for which faculty may apply to help defray expenses related to book publication (subvention fees, permission costs, etc.).  To stimulate and reward scholarly achievement, we increased the rigor of the merit criteria used in the annual evaluation of faculty (see Appendix 7, item 6).  Further, our Departmental Workload Policy, revised in 2003, restricts the amount of service duties assigned to assistant professors during their first four years on the faculty, thus helping them to focus on research.


Non-tenure-track faculty members are typically responsible for eight courses per academic year, and thus have a workload comprised of 100% teaching.  Those who take on significant service duties not related to their teaching receive a course reduction, thereby allowing for a service component to their workload.  Yet, as described below, this group of faculty is also vitally committed to ongoing professional development, the creation and publication of pedagogical materials, leadership in the profession, as well as scholarly research (9 members of this group of faculty hold a Ph.D.).



5.2  Faculty Promotion and Tenure Policy:


Promotion criteria for the two tenured ranks are rigorous in all three areas of performance: teaching, scholarly/creative activity, and service.  For our promotion and tenure guidelines, see Appendix 7, item 2.



5.3  Evidence of Faculty/Professional Staff Productivity


Our strong scholarly productivity is evidenced by the fact that the Department has a chaired professorship in Spanish, as well as two named professorships, one in French, one in German.  Joan Brown assumed the Elias Ahuja chair in 1999; Mary Donaldson-Evans and Monika Shafi were appointed as named professors in 2002.


Tenured and tenure-track members of our faculty have published 66 books (these include works of original scholarship, critical editions and translations, textbooks, and edited collections).  They have been increasingly successful in placing their books with prestigious academic and trade presses such as Stanford, SUNY, U of Nebraska, Northwestern, U of Michigan, Harry Abrams, Heinle & Heinle, and Houghton Mifflin.  Members of this faculty have published 245 refereed articles, 106 book chapters, as well as numerous encyclopedia entries, proceedings, critical bibliographies, creative works, and book reviews.  They actively participate in national conferences and, as befits a foreign language faculty, have an extremely strong record of participation at international conference venues. 


Non-tenure-track members of the Department are also a regular presence at national and international conferences; they create on-line courses for distance education programs; review textbooks; and publish workbooks, testing manuals, translations, and articles on teaching methodology.  Though members of this faculty seldom have a scholarship component to their workload, they strive to maintain ongoing programs of research and publication.  Those holding a Ph.D. have published four books, 14 refereed articles, and three book chapters.  Two members of our professional staff (Media Center) have published a workbook, a refereed article, software reviews, and several conference proceedings



5.4  Data on the Sources and Amount of External Research Funding


Faculty members have received the following extramural funding in support of their research: an NEH Grant for College Teachers ($22,000), a Japan Foundation Short-Term Professor Fellowship ($8,000), a research grant from the Spanish Ministry of Arts and Education ($8,000), a Goethe Institute Leadership Training (TraiNDaF) Grant (ca. $5,000), a University of Minnesota/Spanish Ministry of Culture Research Grant ($2,500), and a Faculty Exchange Grant to teach in Sofia, Bulgaria.   Faculty have garnered five NEH Summer Fellowships ($2,000 - $5,000), and four grants from the Folger Institute ($800 - $7,000).   



5.5  Faculty Relationship to University Research Centers and to Other Interdisciplinary

       Research Groups


To conduct research members of our faculty do not require large laboratories filled with bubbling retorts, caged mice, or massive machines operated by teams of  white-coated post-docs. The data we work with are found in texts, and accordingly our principal University research center is Morris Library with its extensive holdings and far-ranging resources.


The Department has long been in the forefront of interdisciplinary research on campus. This is a natural outgrowth of our scholarship, since interpreting literary texts requires knowledge not merely of the text’s language and its literary tradition but also of history, music, art, philosophy, etc. Our faculty have been instrumental in creating many of the University’s interdisciplinary area studies programs, including Latin American Studies, Continental European Studies, East Asian Studies, and Ancient Greek and Roman Studies. Faculty actively participate in these and other interdisciplinary programs and research groups, including Women’s Studies, Comparative Literature, the Medieval and Renaissance Colloquium, Medieval Studies, and Cognitive Science. Department members contribute to these programs and groups in a variety of ways, serving as program directors and as core faculty, giving public lectures (e.g., in the interdisciplinary lecture series Research on Women and Research on Race, Ethnicity, and Culture), performing committee work, and organizing special events.


One recent interdisciplinary event organized by colleagues Cynthia Schmidt-Cruz, director of the Latin American Studies Program, and Gladys Ilarregui, is indicative of our faculty’s accomplishments in this area. Held over several weeks in October, 2003, and entitled “Buenos Aires: A Tale of Two Cities. Mapping the New Reality through Poetry and Photography: An Exhibition of Poetry and Photography and a Speaker’s Forum about Crisis and Change in Latin America,” it explored the culture and politics of contemporary Argentina through a fascinating series of discussions and performances highlighting recent Argentine photography, poetry, and music. It brought together Argentine poets, journalists, photographers, and musicians, as well as scholars specializing in contemporary Argentina; one poetry reading had UD students performing alongside two Argentine poets. Sponsored by the Embassies of Argentina and Spain, the National Endowment for the Arts, the Delaware Division of the Arts, and the Delaware Humanities Forum, and many University units, with a budget totaling $48,000, “A Tale of Two Cities” was a resounding success.


The Department works closely with the Center for International Studies on various interdisciplinary initiatives. The Center has provided financial support for interdisciplinary conferences and other special events organized by Department faculty. One FLL faculty member, Nancy Nobile, was awarded a Center for International Studies Research Fellowship for an interdisciplinary project. The Center also provides Department members with stipends to underwrite their travel to foreign conferences and archives. The Women’s Studies program also provides travel stipends not limited to foreign destinations for faculty affiliated with it. 


Finally, one Department member, Joan Brown, won the highly prestigious intramural award of an appointment to the Center for Advanced Study (regrettably now defunct).



5.6  Professional Activities of the Faculty: Regional, National, and International


Faculty members of the Department are actively involved in the profession at all levels, contributing in the following ways:













Our faculty members perform a great deal of public service in promoting elementary and secondary foreign language education in the state of Delaware. Several members of the faculty have served on key state advisory groups and policy-making committees, such as the Delaware Foreign Language Advisory Council, the Delaware Council for the Teaching of Foreign Languages, and the Delaware Department of Education Academic Affairs Committee. As members of the state Foreign Language Curriculum Framework Commission, department faculty assisted in developing state standards in foreign language education and in disseminating those standards through public forums.  Our faculty regularly go into the schools to teach foreign language classes, visit elementary and secondary foreign language classrooms, and host after-school language clubs. Some colleagues have taught in state-sponsored language immersion programs, and others advise the state’s foreign language teachers on the latest in teaching methodology. The service in this area of Alice Cataldi is exemplary. A member of the board of directors of the Delaware Council for the Teaching of Foreign Languages, she has among other things co-written two Eisenhower grants to benefit foreign language teachers throughout the state, and co-organized the hugely successful Francophonie Day at the University, a day-long event that brought hundreds of high school students of French together with University students of French.


In the community at large, our faculty actively promote the study and understanding of foreign languages and cultures in a wide variety of ways. They organize cultural events such as poetry readings, film series, scholarly lectures, concerts of folk music, and ethnic dance demonstrations. They lecture in the schools, at the Delaware Museum of Art, and at the Academy of Lifelong Learning. They make public appearances as speakers for the Delaware Humanities Forum. Many colleagues actively participate in the state’s many prominent ethnic cultural societies—the Alliance Française, the Da Vinci Society, the Delaware Sängerbund, the Americans of Polish Descent Cultural Society, etc.—by giving lectures, serving as officers, and teaching language classes.


The Department does much to fill the need for foreign language expertise in the state of Delaware. Our faculty are frequently called upon to translate foreign documents (ranging from Guatemalan adoption papers and Bulgarian medical records to a university transcript written in Arabic), and likewise provide certification for extramural translations. They also serve as interpreters in the courts, in hospitals, nursing homes, and counseling centers, as well as for cultural institutions such as Wilmington’s Grand Opera House.


Members of the Department also engage in a broad range of other public service. They mentor and tutor children in the schools, and provide professional assistance to the state’s migrant laborers. One faculty member directed the internships of two students who translated documents and interviewed clients for the Delaware Legal Aid Society and for a group providing assistance for immigrants and refugees. Other colleagues serve as volunteers for the Special Olympics, the Hope Dining Room, the Ronald McDonald House, and various community outreach offices. Several are active in Amnesty International and Delaware Citizens Against the Death Penalty, and one is a rape crisis volunteer for Contact Delaware. Others serve on the governing boards of area organizations and institutions (e.g., the Site Council of Downes Elementary School; the Aikido Foundation of Delaware), and raise funds for charitable causes such as the Juvenile Diabetes Research Foundation and the United Way.


Faculty also strive to instil philanthropic values in their students. Some advisors to our language clubs have initiated regular student fund-raising campaigns, including one by the French Club that purchased 552 composition notebooks for Lewis Elementary School in Wilmington.







7.1  Overview


The Department is governed by the following documents:








All of these are included in the Appendices section of this report (Appendix 7, items 1-6) as well as on our Department's web site; a brief summary of the Department's structure is provided below.



7.2 Administrative Positions


Department Chair:  The Department Chair is the officer charged with governing the Department in accordance with University policies and the approved FLL documents. He serves not only as the personnel manager and supervisor, but also as manager of the budget, workspace, programs, and curricular and other initiatives of the Department, usually through the system of standing and special committees, and with the assistance of the persons serving in the function of Associate Chair. He is the principal contact person with extra-departmental persons and units within the College and the University: other chairs, the Dean and the Dean’s Office, the Provost and the Provost’s Office, etc. He is the primary contact person for the financial support and initiatives of the Department. The current Chair, Richard Zipser, originally appointed in 1986, has recently been reappointed for a fourth term, in accordance with procedures outlined in the relevant University policy documents.


Associate Chair:  Bonnie Robb was appointed Associate Chair in fall 2003.  She carries out specific assignments and assists the Chair as needed in the administration of the Department.  When the Chair is out of town, she represents him at meetings and conducts the business of the Department. 


Assistant to the Chair:  The Assistant to the Chair, Dorie Galloway, works with the Chair on budgetary and other matters, prepares contracts, and oversees office staff.


Director of the Media Center:  The Director of the Foreign Language Media Center, Thomas McCone, has general responsibility for the day-to-day operation of the Media Center, including oversight of its staff and management of its budget.  He reports directly to the Department Chair.



7.3  Standing Committees


Executive/Personnel Committee:  The Executive Committee, with the Department Chair serving as its ex-officio non-voting chair, consists of elected members of the tenure-track faculty. It considers actions taken by the other standing committees and the special committees, and must give its approval of new programs, policies, etc., before they can be put into effect or passed on to extra-departmental units. When this group acts as the Personnel Committee, the Department Chair has voting privileges.


Undergraduate Studies Committee:  The Undergraduate Studies Committee, made up primarily of elected Chairs of the Language Faculties, along with an elected Instructor and two student members, is chaired by a tenured faculty member appointed by the Department Chair and approved by the Department. Its many duties include managing the various Departmental undergraduate programs (majors, minors, certificate programs, etc.), approving new courses and curricular initiatives, maintaining comparably rigorous standards across the various languages and disciplines, and serving as an appeals committee for students. 


Members of this committee are all deeply involved in undergraduate instruction across the entire spectrum of interests in the Department. Often, this committee serves as a springboard for generating ideas throughout the Departmental programs (e.g., a course serving as a bridge between the 100- and 200-level courses; a new concentration; a certificate  program involving Study Abroad).


Language Faculties:  The Language Faculties, established by the Bylaws, are comprised of tenure-track (not necessarily tenured) faculty elected as chairs, and the faculty teaching the language or languages involved.  The Language Faculties propose to the Undergraduate or Graduate Studies Committee, as appropriate, new courses or revisions in existing courses, prerequisites, new major or minor programs or revisions of such programs. The Language Faculty Chairpersons, together with the Department Chair, approve the appointment of Sequence Supervisors and Course Coordinators for the 100-level courses in their respective languages.  The Sequence Supervisor and Course Coordinators in each language form a committee, chaired by the Sequence Supervisor, to recommend textbooks, determine methodologies to be followed, and recommend to the Language Faculty revisions in 100-level course curricula and schedules.


Graduate Studies Committee:  The Graduate Studies Committee draws its membership from the Language Faculties offering concentrations in at least one of the M.A. programs of the Department; the members are tenured faculty elected by the Department, except for the chair, who is appointed by the Department Chair with the approval of the faculty. This committee deals with every aspect of graduate instruction in the Department: admissions, degree requirements, awarding of teaching assistantships, and similar matters. It also serves as an appeals committee for students. The Committee Chair must work directly with the Office of Graduate Studies and does so on behalf of the Department Chair. The committee’s accomplishments include the standardization of admission and degree requirements, the growth of the program over the years, and the maintenance of standards across language-area specializations.


Promotion Committees:  The two Promotion Committees (on promotion to the rank of Associate Professor and to the rank of Professor) consist of all the tenured faculty having achieved the rank involved. Like their counterparts in other departments, these committees work to certify that candidates for promotion have met the requirements for promotion as established in the Promotion Document for each rank. They also solicit letters of evaluation from extramural evaluators and work with the candidates in the preparation of their dossiers.



7.4  Special Committees


In addition to the Standing Committees established by the Bylaws, there are a number of Special Committees, whose members are appointed by the Department Chair from among those faculty members expressing an interest in the topic. Most of these committees continue to function over several years. They include Convocation, Foreign Study Scholarships, Library, Minority Affairs, the Polyglot Editorial Board, Special Events, and Technology and Languages. Ad hoc committees (on Peer Evaluation, Searches, and various specific issues) are created and staffed as necessary.



7.5  Departmental Officers


Among the Departmental officers are the Scheduling Officer, the Study Abroad Coordinator, the Departmental Liaisons with our Study Abroad sites (in Bayreuth, Caen, Costa Rica, Granada, and Siena), the Elections Officer, the Foreign Language Education Program Coordinator, and the Foreign Language Placement Advisor. Minors Advisors, Transfer-of-Credit Officers, Tutoring Supervisors and Gradebook Managers, who are appointed from a list of volunteers for each affected Language Faculty, round out the list of persons holding

administrative or committee positions within the Department.  (See Appendix 7, item 4.)



7.6   Faculty Mentors


Each new faculty member is assigned a Mentor, a tenured faculty member who volunteers to work with the new person, helping to ease him or her into new responsibilities and to ensure that appropriate progress is made towards promotion and tenure.



7.7  Leadership Training Activities for Unit Leaders


Although there is no formal leadership training, the chairs of standing committees are chosen on the basis of their experience as members of the committees they step forward to chair.



7.8  Analysis of working relationship with the college dean's office and with other units within the college and within the University


The Department of Foreign Languages and Literatures is administratively part of the College's Arts and Humanities section, headed by Associate Dean Ann Ardis.  Thus, Associate Dean Ardis oversees issues pertaining to Foreign Languages.  Both she and Dean Mark Huddleston have been extremely responsive to the questions, concerns, and needs of our department.  Moreover, the working relationship with the Dean's office and with the University administration is greatly facilitated by the Dean's monthly chairs' meeting and by the monthly meetings of the chairs' caucus with a member of the administration.


The Department has excellent relationships with other units in the College.  As outlined in Part 2 of this document, the Department collaborates in offering co-sponsored majors with the Departments of History and of Political Science and collaborates with several other departments in offering interdisciplinary Area Studies majors in Continental European Studies, East Asian Studies, and Latin American Studies.  The Director of the Latin American Studies Program, Dr. Cynthia Schmidt-Cruz, is a member of our faculty.  As also outlined in Part 2, the Department offers many Honors sections, regularly cross-lists courses with other Departments, and serves the students of all Arts and Sciences Departments in its Elementary/Intermediate Foreign Language Programs.  Finally, the Department works closely with the Center for International Studies in the creation and administration of study abroad programs.



7.9  Conclusion


As this brief survey and the listing of persons serving in the various functions (see “Departmental Responsibilities” on the Web page and Appendix 7, item 4) make clear, faculty at every rank from Instructor to Professor are involved in the administration of the Department. All full-time faculty members have the right to participate in overall decisions of the Department, and can do so not only in the monthly Departmental Meetings, but in the day-to-day operations of every aspect of Departmental life.







Members of the Department actively participate in, and often direct, service activities at the College and University levels. Faculty engagement in College and University activities includes such areas as study abroad, international and area studies programs, interdisciplinary programs, College and University committees, and student organization advising.


Faculty service to the University in the area of study abroad surpasses that of any other unit on campus. Faculty have developed and implemented study abroad programs to Spain, Cuba, Russia, Japan, Italy, Martinique, Mexico, Greece, France, Argentina, Brazil, Ecuador and the Galapagos Islands, and Germany; and have directed or co-directed programs to these countries, as well as to Switzerland, China, Costa Rica, and elsewhere. Developing and implementing successful study abroad programs requires linguistic and multi-cultural expertise that FLL faculty possess in abundance.


College and University committees have also benefited from the participation and leadership of Department faculty. In addition to representing the Department on the Arts and Sciences and the University Senates, as well as subcommittees of these bodies, they have been active in student-oriented service, such as representing the Department at events including Blue and Golden Days, Delaware Decision Days, and DelaWorld 101.


Departmental faculty serve on, and at times chair, committees or subcommittees in the following areas: Latin American Studies, East Asian Studies, Continental European Studies, Comparative Literature, the Honors Program, and Women's Studies. They have coordinated major events under the auspices of these programs, including most recently, the "Buenos Aires: A Tale of Two Cities" month-long series of performances, colloquia, and symposia, in the fall of 2003. As a direct result of these and other service activities, the University of Delaware community has become more culturally diverse and internationally enriched.


Departmental faculty have generously given of their time to serve the University in other respects as well. They have translated documents for students and visiting scholars, have advised international students, and have interpreted for international visitors. They serve as faculty advisors for such student groups as the Chinese Club, the French Club, the German Club, the Greek & Roman Studies Club, the Italian Club, the Japanese Club, and the Russian Club. They also advise the UD chapters of the French, German, Greek and Latin, Hispanic, and Slavic honor societies.


A list of service activities performed by Departmental faculty is provided in Appendix 8,

item 1.








The Department of Foreign Languages and Literatures by definition strives toward diversity in all aspects of its operation. The Department Mission Statement includes the following language: "The Department of Foreign Languages and Literatures strives to develop students’ knowledge of foreign languages, literatures, and cultures. It provides a broad range of educational courses and programs that build foreign language competence and enhance the understanding of foreign literatures and cultures both ancient and modern, both western and non-western. The Department helps students develop a global perspective, training them to use their foreign-language skills in a variety of fields. Through research and publication, the Department advances scholarship in the discipline, furthering the critical understanding of world culture in its complexity and diversity." The Department's efforts to enhance diversity touch all aspects of its enterprise, including diversity in faculty, staff, undergraduate and graduate students, courses, and study abroad programs.



9.1  Faculty and Staff


With regard to race, the FLL Employee Profile (August 2003, updated in the fall of 2003; see Appendix 9, item 1) identifies a total executive, professorial, professional, and secretarial pool of 66.5 individuals (including one faculty member on semester leave).  Of this pool, 54.5 individuals, or 82.0%, are classified as Caucasian; eight individuals, or 12.0%, as Hispanic; two individuals, or 3.0%, as Black; and two individuals, or 3.0%, as Asian.  48.5 individuals, or 72.9%, are females; while 18 individuals, or 27.1%, are males.  The Department recognizes that further effort needs to be made to hire and retain greater numbers of African Americans in professorial, professional, and secretarial positions.  The Department is currently working to gain permission from the Administration to conduct a search for a Francophone literature and culture specialist who would replace the African-American Francophonist who resigned in 2003.  Further hirings in Chinese and Japanese could well increase Departmental representation among East Asians and Pacific Islanders.  The addition of specialists in Arabic could also increase representation among Asians of Middle Eastern descent.


As noted above, over two-thirds of FLL faculty and staff are female.  The Commission on the Status of Women, in its 1999 Report (see Appendix 9, item 2), ranks FLL full- and part-time faculty at the top of all 25 departments in the College of Arts and Sciences, with 70% female.  When broken down to tenure track versus non-tenure track in the 2001 Report (see Appendix 9, item 3), the Department indicates one of the highest rates (90%) of non-tenure track females in the College, while, at 46%, females comprise a higher proportion of the tenure track faculty than any other department in the Humanities except Art Conservation (67%) and Art History (55%).  Clearly much work has been done to increase the numbers of women among tenured and tenure-track faculty, but efforts are needed to increase this representation even further.



9.2  Undergraduate and Graduate Students


In response to an inquiry from the Department, the Office of the University Registrar provided the following statistics related to the ethnicity of our majors and minors:






University percentages, 2003 Fall

Caucasian (non-Hispanic)
































Non-resident Alien














(no data)


Native American/Alaskan








Pacific Islander






(no data)


Other/no response

















These statistics reveal that, in terms of ethnicity, majors and minors generally reflect the student body as a whole, with the exception of students of Hispanic background, who score nearly double the University percentage.


Gender statistics (see Appendix 9, items 2 and 3) for undergraduates reveal a modest rise in female majors from 80% (fourth highest in the College of Arts and Sciences) in 1999 Fall, to 82%, or second highest in the College).  These figures underscore the Department's strong appeal to female majors.


Graduate students, according to an internal calculation for the 2003 Fall semester, are represented as follows:






University percentages, 2003 Fall

Caucasian (non-Hispanic)
































Non-resident Alien








Native American/Alaskan








Other/no response

















These figures provide evidence of stronger Hispanic representation than for the University as a whole.  While the Department collaborates with the University to attract and recruit more African Americans, these efforts have largely been unsuccessful.  The Department continues to work in this direction.  Approval for a search for a tenure-track line in Francophone literature would allow the Department to offer courses again in a field attractive to a broad spectrum of students, including African Americans.


With regard to gender, the 2003 Fall internal survey reveals 25 females (69.4%) and 11 males (30.6%), which is well above the average for the College of Arts and Sciences (51% in 2001; see Appendix 9, item 2).


9.3  Curriculum and Study Abroad


The Department follows the premise that the most effective means for students to gain an understanding of the people of another culture--and concurrently reflect upon the values of their own culture--is through sustained exposure to the language(s) used by those people.  Learning a foreign language empowers students to encounter a particular culture from within, to establish new friendships, and to consider world affairs from a widened perspective.  Further, the study of literary texts and other cultural artifacts hones students' critical skills, enhances their knowledge of history and politics, and fosters appreciation of the rich variety of human experience.


Several of  our course offerings count toward the University's three-credit Multicultural requirement.  These include FLLT courses offered in English, such as "Languages of the World," "Introduction to Chinese Films," "Light and Shadow – Japanese Films," "Topics in Japanese Culture in Translation," and "Topics: Chinese Culture in Translation."  Multicultural courses in French include "Contemporary Caribbean World" (offered abroad), "The Francophone World," "Topics in Francophone Literature," and "Négritude, Antillanité, Créolité."  In Japanese, these courses include "Japanese Conversation," "Culture through Conversation" (offered abroad), "Contemporary Japan I" (offered abroad), and "Intermediate Situational Japanese."  "Russian Conversation" counts toward the multicultural requirement, as do, in Spanish, "Contemporary Latin America I" (offered abroad), "Latin American Civilization and Culture," "Contemporary Hispanic Fiction by Women," and "Contemporary Spanish American Literature."


Several FLL courses are cross-listed with courses in the Women's Studies program, including FLLT courses in Chinese, Japanese, and Russian.  These courses enable students to view other cultures from gender-informed perspectives.


Study abroad is addressed in detail elsewhere in this document, but in terms of striving toward the enhancement of diversity among our students, the study abroad experience is crucial.  Armed with the ability to communicate in foreign languages, our students are able to interact directly with the inhabitants of the places they visit.  Furthermore, students abroad themselves become the "foreign" minority, thereby gaining first-hand experience of what that position entails.  They also come to appreciate how the United States is viewed from various international perspectives.



PART 10:




10.1  Office Space and Equipment


The Department of Foreign Languages and Literatures is housed in several buildings across campus.  The administrative offices, offices of most tenured and tenure-track faculty, as well as those of the departmental scheduling officer and study abroad coordinator, are located in the thirty-five Smith Hall offices allocated to our department.  These offices include one faculty office which is on loan from the Department of Sociology.  Smith Hall is also home to the theater, computer laboratory and staff office which comprise the Foreign Language Media Center (see below).  Offices of most non-tenure-track faculty, graduate teaching assistants and supplemental (adjunct) faculty are located in one of the eleven Mitchell Hall offices, five 30 West Delaware Avenue offices, and nine 34 West Delaware Avenue offices.


The Department Chair and tenured and tenure-track faculty have private offices.  These offices are equipped with personal computers and printers.  Due to the limited number of offices assigned to our Department, non-tenure-track and supplemental (adjunct) faculty must share offices with one or two other faculty, while graduate teaching assistants are required to share an office with as many as eight others.  Most non-tenure-track faculty members have desktop computers for their personal use but few have printers in their offices.  The graduate teaching assistants must share computers and print to a shared printer.


The administrative staff is housed two to an office.  These staff members each have a personal computer connected to a laser printer.  One staff office is also the location of individual mailboxes for the entire Department, while the other is the location of the departmental supply closet and a small photocopier.


The number of offices available for faculty has not kept up with our needs.  Having offices located in several buildings frequently causes confusion for students trying to visit faculty during their office hours. The University is currently renovating two residential buildings on north campus and converting them into a large office building designed specifically to house our entire department.  This will be a much needed and very welcome improvement to our facilities. 



10.2  Media Center Space and Equipment


The Foreign Language Media Center houses state-of-the-art facilities for language study.  One room contains thirty of the latest high-end IBM-compatible multimedia computers with sound cards and DVD-ROM/CD-RW combo drives along with two Macintosh computers used for digital video editing, all networked via a central server which supplies storage to all faculty.  A networked HP LaserJet 8150DN with controlled printing for student use and an HP LaserJet 8000N for faculty use allow users to print high speed laser quality documents.  The computer room provides Computer Aided Instruction to foreign language students via its large collection of language-specific instructional software, including 1,469 videocassette, DVD, and laserdisc titles and 126 interactive CD-ROMS.  Students are also able to word-process and spell-check assignments and papers in the foreign languages they study, including Asian languages.  Laptops are available to faculty for the development and delivery of computer-based presentations.


In another room of the Media Center is a 40-seat audio-visual theater for the presentation of videotaped and computer-based materials, as well as live international television broadcasts.  The theater is equipped with a Barco CRT projector capable of displaying video output from NTSC, PAL, and SECAM VCRs as well as XGA output from computers such as the Dell Precision 340 computer in permanent residence there.  In addition, each seat in the theater is equipped with microphone and headset connections linked to a console, producing an audio lab environment when desired.  There is also a tri-standard VCR/converter capable of playing and converting PAL and SECAM tapes for input to NTSC VCRs, a multi-standard region-free DVD player, a digital mini-DV VCR, a dubbing audio cassette deck, a Yamaha audio amplifier for surround sound, and an analog roof-mounted satellite dish and receiver unit.  A connection to the University satellite dishes enables us to receive Scola and many other satellite broadcasts from Europe and South America.  These broadcasts, which include programming from news to soap operas, are adapted for classroom use and greatly enrich the cultural as well as linguistic preparation of foreign language students.


There is a third site which is used by faculty as a multi-media materials development center.  It is here that video and audio materials can be captured in digital form and used to create multimedia presentations for the classroom and/or the World Wide Web.  A high-end workstation computer equipped with a digital video capture card and a premium audio card receives input from conventional and tri-standard VCRs, a DVD player, an audio CD player, and a Yamaha dubbing audio tape deck, and saves it in digital format.  Multimedia authoring programs ranging from PowerPoint to Macromedia Director MX are then used to create multimedia programs and presentations from the captured materials; these are then burned onto CDs or DVDs for transport.



PART 11:



The Department is supported by the University and the College of Arts and Sciences with the following resources, which it supplements through fundraising efforts.



11.1  Library Resources


The Department is supported by the extensive holdings of Morris Library, including some 2,500,000 volumes and 3,300,000 microforms, as well as electronic access to over 190 databases.  Library staff members in charge of acquisitions in foreign languages have been extremely responsive to requests from our faculty, who also benefit from resources available through interlibrary loan.  Of particular note are a substantial, new set of holdings in the area of

Contemporary Latin American Literature by Women, an impressive Maupassant Collection,  the Sir Joseph Gold Samuel Beckett Collection, and the wealth of resources available in the library's Special Collections.



11.2  Research Support


The Department receives from the University and College an annual bloc allocation of operating funds, part of which we use to support professional and research activities.  Our travel budget provides partial support for attendance at one or two conferences per faculty member, with an allowance of $500 (or $750 for international conferences).  Faculty members are also able to seek additional travel support from the Center for International Studies (up to $500) and the Office of Women's Affairs ($100).


The University also provides support for faculty research in the form of General University Research grants.  Approximately 70% of our faculty have been awarded these grants.



11.3  Equipment and Supplies


As noted in section 10 above, the Gerald R. Culley Media Center contains state-of-the art equipment.  It offers Departmental faculty and students internet access, word-processing capability, portable TV/VCR for classroom use, and the benefits of a rich library of videos and computer software.  The Media Center was built with a generous grant from the UNIDEL Foundation; further grants from UNIDEL have enabled us to keep its equipment up to date.  In general, the purchase of new equipment is supported by the Department’s operating budget.  In addition, we recently received a grant from the College of Arts and Sciences for the purchase of new computers.  We also benefit from the College's computer refreshment program, which provides several new machines each year for faculty offices.



11.4  Graduate Support


Our graduate programs received support from the University several years ago in the form of sixty graduate stipends, which we subsequently reduced to fifty-six in order to render the amount of each stipend more competitive.  Thanks to additional funds from the University, we were recently able to raise the stipends from $5000 to $5500 per semester.  We fund our graduate students with these stipends and with the eight (sometimes more) tuition fellowships allocated to our Department by the Dean's Office.  Some temporary teaching funds are occasionally used to support graduate students, as well.



11.5 Staff Support


Our staff support includes three professional staff and three secretaries.  The professional staff members are: Dorie Galloway, Assistant to the Chair; Dr. Thomas McCone, Director of the Media Center; and Rae Stabosz, IT Specialist who also functions as Assistant Director of the Media Center.  Our department office is staffed by Maria Verderamo and Diane Parke, senior secretaries, and Maria Gilson, secretary.  We have been fortunate to have a full-time study abroad coordinator, Marion Bernard-Amos.



11.6  Fundraising Efforts


We supplement our resources with ongoing fundraising efforts which are spearheaded by the Chair, with faculty members participating as needed.  Support has grown considerably over the past ten years, since the inception of a fundraising campaign directed at alumni of our programs on the Delaware campus as well as of our study abroad programs. The contact maintained with alumni through the departmental newsletter, the Polyglot, has been crucial to the campaign's success (issues of the newsletter are provided in Appendix 11, item 1).  Funds raised have enabled us to offer partial scholarships to many study abroad students, as well as to build a rich film library in our Media Center on campus.  


The Department also has five endowed funds:  the Marion E. Wiley Fund, the Max S. Kirch Fund, the Robert J. DiPietro Fund, the Eugenia M. Slavov Fund, and the Theodore E. D. Braun Fund.  These are used to support numerous student awards and activities in German, Italian, French, and Russian.



PART 12:






12.1  Goals


The Department's highest priority is to build on the excellence it has achieved, strengthening and improving further, where necessary, both its language faculties and its academic programs in the years to come.


At the undergraduate level, the Department provides students with excellent training in language, literature, and culture courses, offering a wealth of study abroad programs as well as several programs co-sponsored with other departments and numerous honors degree opportunities.  Our goals are to cultivate these strengths (as outlined in sections 1.2 and 1.3) and to add a new language area, Arabic, in response to national interests and student demand.  Continuing full-time positions in Arabic and Hebrew could provide the foundation for a new interdepartmental/interdisciplinary program in Middle Eastern Studies, which would fill a major gap in the College’s curriculum.


At present, students in the College of Arts and Sciences benefit from our 100-level courses and study abroad programs as they complete their foreign language requirement.  As the University continues to encourage internationalization, it is to be hoped that more students from other colleges will also take advantage of our programs on campus and abroad.  We can envision working with the College of Business and Economics, for example, to develop a major, minor, or certificate program involving foreign language and culture study that would serve the needs of their undergraduates.


At the graduate level, the Department has strong M.A. programs, boasting faculty of a caliber that would support a Ph.D. program.  We do not plan to propose the creation of a doctoral program, but it is our goal to expand modestly the numbers of students in each of our graduate programs and to continue improving the quality of our Master's programs with aggressive recruitment supported with more attractive stipends.  If the program in Italian Studies continues to grow and if we are able to increase the number of tenured and tenure-track faculty from two to three or four, we may at some point in the future propose to add a Master’s program in Italian.



12.2  Needs and Costs


We anticipate that we will be able to accomplish our goals without increasing the overall size of our full-time faculty, but it will be necessary  to replace faculty members who resign or retire and to convert some of the existing temporary instructorships to continuing non-tenure-track positions.  We will reallocate positions from one language area to another, as needed, as we have done in the past.  The conversion of temporary instructorships to continuing non-tenure-track positions will help stabilize our staffing, ensure that the number of hours taught by supplemental (adjunct) faculty does not increase, and enable us to retain the services of several valuable full-time instructors whose present positions are renewable for three years only.


For the coming year, our needs and the associated costs are the following:


·        Fill the tenure-track assistant professor line vacated by Anny Curtius, our Francophone literature/studies specialist, who resigned last year.  We are confident that a search would culminate in a strong minority hire.  Cost: approx. $50,000.   Justification:  The Francophone courses created by Anny Curtius help to ensure the diversity of course offerings in French and are very much in demand by our students, especially those at the graduate level.


·        Fill the line to be vacated by Alfred Wedel, who will retire on August 31 of this year, with a tenure-track assistant professor of Spanish.  Cost:  approx. $50,000.  

·        Fill the line to be vacated by Amalia Veitia, who will retire on August 31 of this year, with a tenure-track assistant professor of Spanish.  Cost:  approx. $50,000.   Justification: The size of our Spanish programs, at both undergraduate and graduate levels, necessitates a large and diverse faculty.  Enrollment pressures in Spanish are severe, and there is demand for more upper-division courses.


The funding on the Curtius, Wedel, and Veitia lines is sufficient to accomplish the plan outlined above without an infusion of additional funds.


Using either the Wedel or Veitia line to create a position in Arabic seems an obvious thing to do, but we recommend against it because maintaining these lines in Spanish will be necessary in order to accommodate ever-increasing Spanish enrollments.  Therefore, consideration should be given to using one of the two continuing instructor lines in French (occupied now by Alice Cataldi and Barbara Toccafondi) that will be vacated in the near future due to retirements (Barbara Toccafondi on June 30, 2005; Alice Cataldi on December 31, 2005) to create a tenure-track assistant professorship in Arabic.  Cost:  approx. $50,000.  Justification:  National security interests, as well as student demand, make a position in Arabic overdue. 


It is difficult for us to outline with any degree of accuracy a five- or even three-year hiring plan with specific priorities, since our department has many different language areas and legitimate needs (some more pressing than others) within those areas.  Each year, as our continuing lines are vacated and hopefully allocated back to us, we will carefully reassess the needs of each language program and establish priorities for the purpose of hiring.  This process may prove painful, but since the overall size of our full-time faculty is unlikely to grow, we are prepared to make difficult choices.  This we will do in close consultation with the College of Arts and Science Dean’s Office, as we have in years past.


·        Finally, we would like to increase the number of semesters of graduate funding from 56 to 60 (we had 60 semesters in the mid-nineties but found it necessary to cannibalize several semesters of funding in order to increase the amount per stipend) and to increase the stipend from $5,500 to $5,750 per semester.  In other words, we would like to envision 30 full-year stipends at $11,500 each.  Cost of increase:  $37,000.  Justification:  More attractive stipends will support more aggressive recruitment of graduate students and enable us to continue to improve our graduate programs.



12.3  Final Observation


Without considerable and ongoing support from both the Arts and Sciences Dean’s Office and the University Provost’s Office, our department could not have grown to its present size; it could not have hired the many outstanding faculty who have helped make us an exemplary foreign languages department; and it could not have developed the rich array of programs it currently offers in Delaware and abroad.  The Department is deeply grateful for all the support we have received over the past fifteen years, and, with continued support from the College and University administration, we will build on our many strengths, continuing to improve our academic offerings while maintaining our high productivity and record of excellence in all areas of our work.