Brandeis University Maurice and Marilyn Cohen Center for Modern Jewish Studies

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1 Brandeis University Maurice and Marilyn Cohen Center for Modern Jewish Studies The Summer Institute for Israel Studies Annette Koren Matthew Boxer Nicole Samuel August 2012

2 Acknowledgments The authors which to thank members of the Cohen Center for Modern Jewish Studies for their contributions: research specialist, Elizabeth Aitan, for administrative assistance and report preparation; Professor Leonard Saxe for critical feedback; Deborah Grant, for carefully reading this report and many helpful suggestions.

3 The Summer Institute for Israel Studies Table of Contents TABLE OF TABLES... 3 TABLE OF FIGURES... 3 EXECUTIVE SUMMARY... 4 BACKGROUND... 6 THE INSTITUTE AND FOLLOW-UP... 8 SIIS at Brandeis and the Israel Study Tour... 8 Follow-up SIIS FELLOWS AND THEIR CAMPUSES Fellows Institutions COURSES AND CLASSROOMS Courses to Date Planned Courses OUTCOMES In the Classroom Beyond the Classroom CONCLUSIONS REFERENCES APPENDIX A: SIIS 2012 SCHEDULE APPENDIX B: COURSES AND PLANNED APPENDIX C: UNIVERSITIES AND COLLEGES

4 The Summer Institute for Israel Studies TABLE OF TABLES Table 1: Summary of Courses Taught and Students Affected by SIIS... 4 Table 2: Fellows Academic Positions by Cohort at Entry to SIIS Table 3: Number of Students in Courses by Cohort Table 4: Fellows Planning Future Courses by Cohort Table 5: Engagement of SIIS Fellows about Israel beyond the Classroom Table 6: SIIS 2012 Schedule at Brandeis Table 7: SIIS 2012 Schedule in Israel Table 8: Courses Taught Table 9: Courses Taught Table 10: Courses Planned Table 11: Universities and Colleges TABLE OF FIGURES Figure 1: Impact of SIIS on Fellows... 9 Figure 2: Frequency of Jellyfish Use Figure 3: Purpose of Jellyfish Use Figure 4: Fellows by Department Figure 5: Percentage Introducing Courses about Israel in by Academic Rank Figure 6: Institution Types, Figure 7: Size of Institutions, Figure 8: Institutions in North America, Figure 9: Number of Courses and Student Enrollment by Year Figure 10: Fellows and their Future Courses about Israel... 20

5 The Summer Institute for Israel Studies EXECUTIVE SUMMARY In 2012, Brandeis University s Summer Institute for Israel Studies (SIIS) welcomed its ninth cohort of fellows. Twenty faculty members from across the United States (from Yale to the University of Southern California) and from Canada, Great Britain, Germany, the Czech Republic, India, and China came to Brandeis University for an intensive two-week seminar and Israel study tour. They represented diverse disciplines. Like previous cohorts, they came to SIIS to increase their understanding of Israel and develop the pedagogical skills to teach the subject effectively. Fellows shared a commitment to expanding opportunities for students to learn about Israel. This report documents the success of SIIS and its earlier fellows ( ) in meeting those commitments. Through summer 2011, the program introduced 164 fellows from around the world to a multidisciplinary approach to the study of Israel. Since 2004, these fellows taught at least 388 courses to almost 10,000 students. Sixty-two of the fellows who completed the annual survey taught courses about Israel in This is an underestimate of the number of fellows who taught about Israel, since some of those who did not respond likely taught courses as well. Course offerings remained stable between (80) and (78) as did the number of students enrolled. Through spring 2012, at least 9,800 students enrolled in Israel courses taught by SIIS fellows. As with the number of courses, this figure also likely underestimates the true impact of SIIS on student enrollment in courses about Israel. Table 1: Summary of Courses Taught and Students Affected by SIIS Fellows Fellows teaching courses Courses offered New/adapted 6/3 10/13 14/15 14/22 20/23 31/41 23/57 35/43 153/217 Number of students In , as in , the research team supplemented the survey with site visits to campuses in North America, observing classrooms, interviewing fellows and their department chairs, and conducting interviews and focus groups with students. The field research reveals that 1 Because some of the participants teaching courses are the same from year to year, the total for does not equal the sum of the individual years.

6 The Summer Institute for Israel Studies fellows absorbed the principles of SIIS and incorporated them in their courses. These principles include: Normalizing the study of Israel as a state, culture, and people apart from the country s role in a political conflict; Conveying Israel through the prism of multiple disciplines: sociology, history, film, literature, etc.; Presenting multiple narratives and perspectives; Engaging students with Israel and opening their minds to its complexity while adhering to academic standards of objectivity and balance in the classroom. Students in , like those in readily identified the themes of their courses. They reported that they absorbed: Content knowledge about Israel from history and geography to business culture and cinema; An appreciation of the diversity of Israeli society and the richness of its culture; An understanding of the complexities of Israel s internal issues as well as its conflict with Palestinians. Department chairs reported their appreciation of the training fellows received as well as their course offerings. These courses sometimes fulfilled general education requirements and attracted high enrollment. Some chairs also acknowledged the considerable support their fellows provide for Israel-related activities outside the classroom. Fellows interviewed for the research and those commenting on the annual survey reported that they could not have taught the courses without the preparation afforded by SIIS. While many of them were already knowledgeable about Israel, SIIS increased their familiarity with scholarship in a variety of disciplines beyond their own. In its ongoing follow-up with fellows, SIIS continues to support fellows with opportunities to expand both content knowledge and pedagogical skills. The fellows observed for this study appeared to have varying degrees of success in their classrooms; nevertheless, all were able to provide students with grounding in the study of Israel. The following report provides details behind the numbers. It also includes student responses to studying about Israel and describes the ways fellows use their SIIS experience in their classrooms and beyond.

7 The Summer Institute for Israel Studies BACKGROUND The Summer Institute for Israel Studies (SIIS) is a program of the Schusterman Center for Israel Studies at Brandeis University (SCIS). It grew out of a realization that college students knew very little about Israel (Reinharz, 2003) and had little access to courses or academic expertise on the subject (In Search of Israel Studies, 2006). The extent of ignorance about Israel was documented in 2006 when the National Geographic-Roper Public Affairs Geographic Literacy Study found that 75% of young Americans (between ages18 and 24) could not find the country on a map (National Geographic-Roper Public Affairs, 2006). To address this problem, Jewish academics and community leaders called for more courses on Israel (Bard, 2004). Many viewed Middle East Studies departments and programs as the natural homes for courses on Israel (Lipstadt, Freedman, & Seidler-Feller, 2005), but others felt that Israel was largely excluded from serious consideration in those programs (Lipstadt, et al., 2005). In response to these concerns, academic leaders, philanthropists, and foundations created Israel studies chairs and Israel studies centers or programs on campus (Colson, 2011). At the same time, others in the field continued to imbed the subject of Israel within traditional departments (Jacobson, 2005) or Jewish studies programs. This latter approach has been the focus of SIIS. In summer 2012, SIIS led its ninth cohort through an intensive three weeks of learning at Brandeis University and in Israel. Institute fellows came from across university faculties in North America, Europe, and Asia in order to develop the subject knowledge, pedagogical skills, and syllabi necessary to teach courses about Israel effectively. Like their predecessors, they came from a range of institutions: public and private, secular and sectarian, small and large, and of varying institutional prestige. SIIS assembled a faculty of experts in the field of Israel studies to conduct seminars at Brandeis, and Institute coordinators planned a demanding study tour of Israel that included meetings with Israeli leaders in government, law, private enterprise, social services, scholarship, journalism, NGOs, education, and culture. For the past nine years, SIIS has helped institutionalize Israel studies courses in higher education by preparing indigenous faculty (those with positions in colleges and universities) to offer scholarly, nuanced, and balanced approaches to the study of Israel. To that end, SIIS requires its fellows to compose syllabi for the courses that they intend to teach on their campuses. As part of applying to the Institute, fellows are required to include a letter from department chairs or senior administrators stating that the fellows will introduce courses about Israel. Through the seminars at Brandeis, the study tour in Israel, and ongoing dialogue with fellows via listserv, webinars, and conferences, SIIS seeks to create an understanding of Israel as a complex, multifaceted society with a rich history and culture. The ultimate objective of SIIS is to bring this understanding, through the medium of prepared faculty, to students and campuses throughout the United States and the world. Each year an independent evaluator has collected data from SIIS fellows about their courses and the impact of the Institute on their scholarship and teaching practice. 2 Along with tracking the overall growth of Israel-focused courses on campus and the number of students taking such 2 This is the eighth report on the Institute, and readers may notice places where the authors have used the same or similar wording as in previous reports. This is primarily the case in the presentation of quantitative data where the numbers have changed but the general conclusions derived from them remain the same.

8 The Summer Institute for Israel Studies courses and documenting fellows opinions of the program and post-program services, the reports have offered an assessment of challenges facing the Institute. Some of these challenges have been successfully addressed, for example: Reaching fellows whose home universities put them at great distance from Brandeis University and SIIS through follow-up programs such as regional workshops, webinars, and conferences. SIIS has initiated a series of well-attended webinars over the past year. Balancing the need for increased study of Israel at North American institutions with that of colleges and universities in the rest of the world. SIIS attracts most of its fellows from the United States and Canada while continuing to expand the number of countries it serves. Developing new resources and materials for teaching students who have no prior knowledge of Israel. The Schusterman Center for Israel Studies (SCIS) together with Brandeis University Press commissioned Anita Shapira to write a textbook on the history of Israel (due to be published in December 2012). SIIS fellows had the opportunity to review and comment on the book. Facilitating the network of fellows as they continue to share resources, ideas, and successful pedagogical approaches while providing quality assurance of content. SIIS has created a Facebook page for fellows as a way for them to share ideas and opinions that might not pertain to the more scholarly and pedagogically focused discussions reserved for the listserv. Other challenges are more persistent: Maintaining the high quality of participants those most committed to introducing new courses and developing new approaches. Attracting fellows far enough along in their academic careers to develop a new area of teaching expertise but not too close to retirement or involvement with time-consuming administrative roles. This year, fellows from the first eight cohorts, , responded to the survey and described their courses, their impressions of the impact of SIIS on their teaching and professional development, their reactions to post-institute programming, and their needs for the future. As in previous years, the data reveal much about the presence and nature of education about Israel on college campuses and the enthusiasm of SIIS fellows for the program.

9 The Summer Institute for Israel Studies THE INSTITUTE AND FOLLOW-UP SIIS at Brandeis and the Israel Study Tour Coursework at Brandeis and experiential learning, lectures, and discussions on the Israel trip provide a one-time, intensive learning experience. (Previous reports have described the content of the two weeks in Boston and the Israel Study Tour, and the summer 2012 complete schedules can be found in Appendix A.) In these venues, SIIS exposes fellows to multiple perspectives on Israel through the prism of different disciplines (history, political science, international relations, music, cinema, literature, art, and sociology) and scholars and thinkers with contrasting points of view. The product of this learning is the syllabi the fellows create during their time at Brandeis. The syllabi presentation seminar at the end of the 2012 Institute amply demonstrates how community is formed at SIIS and how the expertise of each fellow contributes to the learning experience of the entire cohort. Although the syllabi were printed and bound together, they were considered works in progress to be critiqued by the fellows peers and SIIS staff and developed further based on the fellows experiences in Israel. In the course of the four-hour syllabi seminar, fellows eagerly engaged each other over content, theory, pedagogical implications, and the applicability of their syllabi to particular academic settings. They discussed the goals of their proposed courses; for example, an appreciation and understanding of Israel, knowledge of different perspectives, increased vocabulary and ability to use it wisely. They suggested readings, films, fiction, and methods of presentation. For a course on Zionism, fellows suggested a short story, The Silver Platter ; traditional sources such as Psalm 137; and extreme anti- Zionist writings such as those of Neturei Karta. A fellow teaching a survey course explained that none of his students would likely have any background on Israel. He asked his colleagues to suggest personal memoirs that might serve as a hook into the material. He received several suggestions, including the memoirs of Aharon Appelfeld and Gershom Scholem. A fellow planning a course on Muslim and Israeli women received advice about incorporating the development of Israeli music and dance as well as specific films and discussion of government policies. Two syllabi focused on Israeli film, but while their content overlapped, the films they used were not the same. One of the fellows noted that this showed the variety and depth of Israeli cinema studies that they had been exposed to at SIIS. Fellows discussed the desire to be comprehensive while needing to be realistic in the assignments for their courses, and they supported each other in finding the balance between the two. During the discussion, almost every fellow suggested or offered to share materials literature and art, biographies, particular history texts, television commercials, and institutional sources of documents for social research. The exchanges reflect the rich diversity of fellows subject area expertise, but also the degree of comfort and camaraderie established among this community of learners. In their survey responses and individual interviews, past fellows wrote about the confidence they gained as a result of their time at Brandeis and in Israel. As in previous years, they said the Institute had been highly productive for them. Despite scholarly expertise in their respective fields, many claimed they could never have taught their Israel courses without the foundation provided by SIIS faculty and staff.

10 The Summer Institute for Israel Studies This course would have never been were it not for SIIS. That s huge. Just to be able to interact with the fellows in the cohort and the faculty in one way or another all figured into the development of [my] course. This year, only fellows from the most recent cohorts (2010 and 2011) were asked about the specifics of how SIIS contributed to their ability to prepare and present courses about Israel. The 2010 and 2011 fellows were more apt to credit SIIS with their development of new pedagogical approaches (53% compared to 40% for previous cohorts), but fellows from all cohorts agreed that the Institute helped them very much or to a great extent identify relevant literature and films, prepare their syllabi, and almost two-thirds (60-63%) said SIIS had helped them very much or to a great extent deal effectively with controversies about Israel (Figure 1). Figure 1: Impact of SIIS on Fellows SIIS helped me to (% responding "very much" or "to a great extent") Identify relevant literature 80% 83% Prepare syllabi 83% 76% Identify relevant films 76% 69% Deal effectively with controversies about Israel Develop a pedagogical approach 40% 60% 63% Cohorts % Cohorts * *From 2010 survey. 0% 50% 100% SIIS also provides content in its follow-up to the Brandeis and Israel experiences: on-line access to the Brandeis University library and to Jellyfish, 3 conferences and workshops throughout the year, and an active listserv and Facebook page in which fellows exchange ideas with each other and with SIIS staff. Fellows continue to consult with individuals on the SIIS staff as well as those in Israel. This section turns to these elements of the program and the nature and extent of their influence. 3 Jellyfish is an on-line resource center for SIIS fellows and provides access to SIIS syllabi, syllabi created by fellows, links to journals, newspapers, books, archives, relevant databases, and websites.

11 The Summer Institute for Israel Studies Follow-up Listserv A little more than a third of the fellows sent messages through the SIIS listserv in Most of them use it sparingly: to announce a new book, circulate articles, pose or answer questions about sources and resources. For the most part, fellows are comfortable with their peers and enjoy opening their queries to the kind of group input the listserv encourages. Some, however, are uncomfortable with the tenor of conversation or the overuse of the resource to promote personal agendas. For that reason, SIIS has developed a Facebook page for socializing and chatting about topics that are less academically oriented and/or conducting more extensive conversations, but the listserv continues to be an active discussion forum for SIIS fellows. Webinars and Podcasts SIIS also added webinars and makes recorded sessions available on Jellyfish. In the same vein, SIIS invites fellows to many Israel-related lectures and discussions on the Brandeis campus and posts related podcasts on its website to extend in-depth, focused learning opportunities to a wider audience. For example: Webinars Ilan Troen, Uri Bialer, and Khalil Shikaki, Perspectives on November 29, 1947: The UN and the Two-State Solution for Palestine Daniel Marom, Pedagogical Challenges and Opportunities in the Teaching of Israel: An Interactive Workshop Yedidia Z. Stern, The Challenges Facing a Jewish State Lectures/Podcasts Rabbi Levi Lauer, When Hope Ends in Slavery: Human Trafficking in Israel Ehud Eiran, Our Test Grows out of Their Weakness: Israel and the Security Challenge of the Feeble Lebanese State Daniel L. Byman, A High Price: The Triumphs and Failures of Israeli Counterterrorism Tzipi Livni, A Town Hall Meeting on Israel-Diaspora Relations Fellows take advantage of the public availability of podcasts and videos and often share them with students. Jellyfish As mentioned earlier, SIIS also provides fellows with Jellyfish, an on-line resource center through the Schusterman Center for Israel Studies website and the Brandeis library. About a third of survey respondents use Jellyfish occasionally or frequently (Figure 2). Some continue to complain about difficulty remembering their passwords or logging into the system. As one says, it s easier to go through Google and find it through YouTube then go through Brandeis, but those who do use Jellyfish access a variety of resources (Figure 3).

12 The Summer Institute for Israel Studies Figure 2: Frequency of Jellyfish Use How often have you used Jellyfish during the academic year? 11% 46% 20% 23% Frequently Occasionally Rarely Never Figure 3: Purpose of Jellyfish Use Percentage of Jellyfish users who access: Israel Studies journals and databases 90% SIIS syllabi 69% Fellows' syllabi 61% Archived SIIS events 52% Archived SIIS seminars 44% 0% 50% 100% Some who have not used Jellyfish intend to do so in the future. One finds himself delighted that it exists and is eager to use it to prepare for a new course. AIS SIIS encouraged and extended generous support for SIIS fellows to attend the Association for Israel Studies (AIS) Conference in June Fifty fellows attended and 30 of them presented papers. AIS provided opportunities for fellows to meet with each other and with the faculty of SIIS. Through its conference and journal, AIS also serves as a vehicle for helping SIIS fellows stay current in the field. A third of survey respondents said they were members of AIS in , and over 80% of those (39 of 48) said they planned to renew their membership for

13 The Summer Institute for Israel Studies They identified the conference, journal, and networking opportunities as the primary benefits of membership. These help them stay involved in the most current discussions and learn from other scholars. Of the fellows who attended the conference, almost all (92%) said they had substantive conversations there, and two-thirds of those said those conversations continued after the conference. As well, 40% of conference attendees said the conference led to subsequent scholarly collaboration. Eleven fellows gave papers at the 2012 AIS conference in Haifa. Overall In the survey, only 2010 and 2011 fellows were asked the open-ended question about the influence of SIIS on their overall teaching. Of those, 34 of 40 responded. All but two felt their experience had been invaluable in helping them teach about Israel. Many wrote that it had been essential or fundamental. One of the fellows said SIIS had given her a clearer understanding of the main scholars and debates in the subject area [and] a general feeling of being part of something larger and important. As in the past, several reported that the program gave them the confidence they needed to teach about Israel. A fellow from a European university said of SIIS: It has given me the confidence to develop a totally new module, promote it to my peers steer it through quality approval, and promote it to students. I would not have been able to do this without the experiences I had at SIIS. Furthermore, my trip to Israel in SIIS gave me the impetus to insist on an optional field trip to Israel as part of this new module, in the face of considerable management opposition, but to the unmitigated delight of students. And a fellow from a recent cohort summarized the responses of many: The program was extraordinarily effective in equipping me with a large body of information about modern Israeli society, so that I could augment my knowledge of Israeli politics and security with knowledge of Israeli literature, economics, sociology, demography, and art history. My knowledge of these new areas of Israel studies comes almost exclusively from the SIIS program. I would not be able to teach Israel Studies had I not had this course, and all my courses have benefited from deepening my knowledge.

14 The Summer Institute for Israel Studies SIIS FELLOWS AND THEIR CAMPUSES The 2012 SIIS survey was ed to 157 out of 164 fellows from the cohorts. Seven fellows were not sent the survey, either because they are retired, no longer in the field, specifically requested that we no longer survey them, or failed to complete our survey for three or more years. Responses were completed by 139 fellows for a response rate of 89%. Twenty-two fellows participated in Of these, 20 completed the survey and 10 indicated that they had taught courses about Israel in the academic year. Seven of these 10 fellows also indicated that they had at least one course in preparation for or Six of the remaining 10 fellows who did not teach courses about Israel in the academic year had at least one course in preparation for the future. Fellows All cohorts of SIIS have been diverse in terms of department associations, positions within the academy, age, gender, and educational approaches. Fellows consider the diversity of the cohorts, especially its multidisciplinary character as a great strength. The distribution of fellows from 2004 through 2012 by departments can be seen in Figure 4. Almost a quarter of the fellows are in departments that fall into the other category: cinema and theatre, anthropology, sociology, military strategy, folklore, music, business, communications, geography, education, and law. Figure 4: Fellows by Department Jewish Studies 23% 20% Religion Middle East/Asian Studies 11% 14% 16% 11% 5% Political Science and International Relations History Language/Literature Other The 2011 cohort had the second highest proportion of full professors participating in SIIS, the highest proportion of fellows from outside the United States, and the lowest proportion of nontenure track instructors in the program s history. The 2012 cohort is one of the most balanced in the program s history, with nearly equal proportions of full, associate, and assistant professors; non-tenure track instructors; and fellows from outside the United States (Table 2).

15 The Summer Institute for Israel Studies Table 2: Fellows Academic Positions by Cohort at Entry to SIIS Total, Professor 18% 29% 24% 18% 19% 10% 10% 27% 20% 20% Associate Professor 24% 14% 24% 18% 15% 25% 15% 18% 15% 18% Assistant Professor 24% 33% 29% 24% 31% 30% 40% 23% 25% 29% Nontenure track 18% 14% 14% 29% 19% 15% 25% 5% 15% 17% Non-US 18% 10% 10% 12% 15% 20% 10% 27% 25% 16% Among fellows at US-based institutions, 90% of associate professors and 86% of non-tenure track or lecturers have offered courses about Israel after participating in SIIS (Figure 5). The percentages are lower for assistant professors and full professors. Our qualitative research suggests that some of the non-tenure track fellows were recruited by their universities in part for the purpose of teaching courses about Israel. Overall, however, there is no significant difference in the percentage of fellows who have taught courses about Israel by academic rank, and it is important to note that full professors have gone on to help promote Israel studies and create positions in the field. Figure 5: Percentage Introducing Courses about Israel in by Academic Rank 100% Percentage Offering Courses about Israel by Academic Rank 90% 86% 80% 77% 75% 60% Associate Professors (n=31) Temporary Faculty and Other (n=28) Assistant Professors (n=48) Full Professors (n=32)

16 The Summer Institute for Israel Studies Institutions Fellows represent public, non-sectarian private, and sectarian Jewish and Christian colleges and universities. Typically, about three-fifths of any given cohort have been drawn from public universities, one-fifth from nonsectarian private universities, and the rest from Jewish and Christian schools (Figure 6). Figure 6: Institution Types, Institution Types Sectarian- Christian, 9% Sectarian- Jewish, 9% Private, 19% Public, 63% Some of the institutions involved in SIIS are prestigious private universities or colleges, such as Yale, Middlebury, and the University of Chicago. Some are large state universities such as UCLA, the University of Wisconsin, Michigan State, and the University of Virginia. Some fellows teach in regional colleges and universities comprehensive state schools and small private colleges drawing students from more limited geographic regions (UMass Dartmouth, Jacksonville State University, or High Point University). Some fellows teach in institutions with large Jewish studies programs and many Jewish students (UMass Amherst, University of Hartford, University of Texas, Austin). Others teach in schools with small or non-existent Jewish populations (St. Louis University, William Jewell College, Pepperdine). The kinds of courses fellows teach and the course goals may differ accordingly. SIIS has traditionally drawn about half of its fellows from institutions with at least 10,000 undergraduate students and a quarter from institutions with fewer than 5,000 undergraduate students. In these numbers shifted toward a predominance (60%) of fellows coming from the larger schools (>10,000 students) (Figure 7).

17 The Summer Institute for Israel Studies Figure 7: Size of Institutions, % 80% 60% 40% 20% Very small (<1,000) Small (1,000-4,999) Medium (5,000-9,999) Large (10,000-19,999) Very large (20,000+) 0% SIIS fellows teach in institutions from all over the United States (see Figure 8) and around the world, from every continent except Africa. Scholars come from Australia, China, Russia, and the Ukraine, Western Europe, South America, Canada, and the United States. Approximately 16% of SIIS fellows teach in institutions outside the United States, and fellows from China have created, with help from SIIS, seminars for Israel studies at Beijing and Shandong Universities.

18 The Summer Institute for Israel Studies Figure 8: Institutions in North America, The influence of SIIS is felt widely across many different disciplines in public, private, and sectarian campuses both large and small, in many parts of the world. The next section of this report describes the nature of that influence: the number and subject areas of courses offered and the number of students enrolled.

19 Number of Students Number of Courses The Summer Institute for Israel Studies COURSES AND CLASSROOMS Courses to Date Since , nearly 400 courses have been added to curricula at over 110 colleges and universities. Nearly 10,000 students have taken a course about Israel that likely would not have been offered or would have been substantially different without the preparation provided by SIIS. Since the inception of the program, the number of courses increased each year until it reached a high of 80 in ; this figure dropped slightly to 78 in the (Figure 9). Although there are more fellows available to teach courses every year, interviews with fellows and their department chairs suggest that the recent budget crisis experienced by many universities made it difficult to introduce new courses or offer existing electives about Israel. Additionally, as has been the case every year since the evaluation of SIIS began, it is likely that the number of courses has been slightly undercounted, as an increased number of fellows (but a similar percentage) did not complete this year s survey. Despite the apparent slight decline in the number of courses offered this year, the number of students affected by the program has continued to increase, although the difference is less dramatic than in the three previous years. As was the case with courses, it is likely that the number of students has also been slightly undercounted; any fellows who taught courses about Israel but did not complete the survey surely had students registered for their courses. Figure 9: Number of Courses and Student Enrollment by Year Students enrolled Courses offered

20 The Summer Institute for Israel Studies Last year s report predicted that the proportion of the 2010 cohort teaching courses about Israel would likely increase from their first year to their second; only 40% taught courses about Israel in the year immediately following their participation in SIIS, the lowest proportion of any cohort in the first year. However, seven 2010 cohort members who did not teach courses about Israel during indicated that they planned to teach courses about Israel during The result was that 75% of the 2010 cohort taught courses about Israel in the academic year, the highest proportion of any cohort in the second year after participating in SIIS. Half of the members of the 2011 cohort taught courses about Israel in Half have plans to teach such courses during , and another third have plans to teach such courses in or later. Looking at the number of students taught in the year following SIIS participation, the most striking finding is the significantly larger number of students taught by the 2008, 2009, and 2011 cohorts (Table 3). This difference is caused primarily by the large class size in some of the courses taught by fellows from these cohorts; two courses offered by members of the 2009 cohort during had 150 and 180 students, respectively, and one member of the 2011 cohort taught a course with 150 students in both the Fall 2011 and the Spring 2012 semesters. By contrast, the largest enrollment in any course offered by a member of the 2010 cohort during was 72, and only one other course offered by a member of the 2010 cohort exceeded 30 students. Table 3: Number of Students in Courses by Cohort st year after attending nd year after attending rd year after attending th year after attending th year after attending th year after attending th year after attending th year after attending 200 As in previous years, fellows were asked about courses they taught that were influenced by SIIS but not specifically about Israel. Of the 77 survey respondents who listed no courses specifically about Israel taught in , 45 said their other courses had been influenced by and contained content from SIIS. Over 80 fellows listed over 120 such courses. Included in this list were survey courses in Jewish studies (Modern Jewish History, Modern Jewish Civilization, Introduction to Judaism, etc.), the modern Middle East, politics, history, and cultural geography. One fellow used an article on Jewish marriage in Israel in a class on jurisprudence. Others incorporated units on Israel in courses such as Military Strategies of Western and Central Asia, and International Conflict Management. A fellow who listed two undergraduate courses in Israeli and Palestinian literature also listed a graduate seminar: Orientalism, Memory, Erasure: Israeli & Palestinian Narrative & History as influenced by his experience at SIIS. Another said that SIIS had

21 The Summer Institute for Israel Studies influenced a graduate course he taught on performance and historiography. Clearly, the impact of SIIS on fellows teaching and course offerings extends well beyond the syllabi they create at the Institute. Planned Courses Fellows discussed their plans for offering courses about Israel in the future. Of the 139 fellows who completed the survey, 74 plan to offer courses. The total number of courses planned is slightly less than last year, but the number of fellows planning courses has increased. A similar pattern was seen in (Figure 10). Figure 10: Fellows and their Future Courses about Israel Future Courses 40 Fellows planning future courses Fellows survey responses give some explanation for this phenomenon. One fellow left the academy but continues to use what she learned from SIIS in her work with a Jewish federation. Another gave her course, but the department chair, who selects the electives to be offered, chose not to offer it again. Nonetheless, the fellow indicated she introduced students to Israeli poetry in a class on the poetry of war and taught Waltz with Bashir in a graphics class. In both cases, SIIS gave her the ability to incorporate this material. Several fellows did not teach or plan future courses about Israel because they were on sabbatical. One did not teach or plan a course about Israel because his university was able to bring in a visiting Israeli scholar. A senior scholar had no plan to teach courses about Israel but credited the learning from SIIS with helping him create and find funding for a chair in Israel studies for his department. Several fellows retired or are approaching retirement, but at least two of them used their SIIS education in other venues to

22 The Summer Institute for Israel Studies continue to teach in guest lectures and adult education. A fellow who avidly taught about Israel in the past suffered from a leadership turnover in her program: The new director did not want her to teach about Israel. A PhD candidate has been out of academic work but plans to return, and a 2007 cohort member has still not received approval for the syllabus he developed at SIIS. As well, the current economic situation has made it difficult for a number of the untenured fellows to keep their positions or find new ones. The 2010 cohort is most active in planning courses for the future, and all of its members responded to the survey. However, fewer than half of the 2006 and 2007 fellows who completed the survey indicated that they have plans for future courses (Table 4). Table 4: Fellows Planning Future Courses by Cohort Cohort % of Survey Respondents with Courses in Preparation for the Future % % % % % % % % On the basis of observation of the 2012 cohort s syllabi preparation seminar at Brandeis, one can expect a good number of additional courses in the next few years. Particularly given current economic challenges facing higher education, the number of courses offered and planned remains strong and the ability of this new field of study to hold on to the gains made over the past eight years is encouraging.

23 The Summer Institute for Israel Studies OUTCOMES In the Classroom Classroom observations and focus groups with students provide insight into the most important outcome from SIIS the impact of courses on students. The research team had the opportunity to observe that impact and discuss it with fellows, chairs, and students. In , the research team visited nine universities: five national universities (all ranked among the top 100, two among the top 50), one national liberal arts college, one Canadian university, and two regional universities. 4 A total of 74 students, 32 Jewish and 42 non-jewish, participated in focus groups or individual interviews. Almost 90% of the Jewish students had been to Israel; a third of those had been on Taglit-Birthright Israel. A surprising number of the non-jews had also been to Israel (20%), although most of these were from one school where a trip to Israel was part of a study abroad option. The Classes The classes observed covered a wide spectrum of subject matter from a course on Israeli film to a class on conflict resolution. Student readings extended from Yad Vashem by Aharon Megged to Start Up Nation by Senor and Singer. Films viewed ranged from Hill 24 Doesn t Answer (juxtaposed with The Swimming Race by Benjamin Tammuz) to Divine Intervention by Palestinian director Elia Suleiman. One class discussed what they learned about the Israeli armed forces from the film Echad mi-shelanu, while another learned about the Mizrahi struggle for recognition in Israeli society. Class sizes ranged from seven to 57 students, and teaching methodologies varied as well. Some classes were based on student presentations, and two had presentations with other students assigned as commentators. All classes involved at least some student participation. Although in some the same few students dominated conversation, in others the entire class engaged. In one very long class, the fellow remarked that he joked with students in order to keep them awake, but he also used YouTube, clips, and projected pictures in order to hold student attention. All fellows do not possess equal pedagogical skill or ability to elucidate an understanding of their own discipline through the study of Israel, and there was some unevenness in the depth of content and success in engaging students. In at least eight of the 11 classes observed for the research, however, students appeared highly engaged and interested in class content. It was not possible to assess what proportion of the students regularly completed reading assignments, but in one film course, the fellow arranged film viewing during class time while in another university, students watched films outside of class. Teaching Goals Fellows share similar goals for their teaching: they want students to come away more openminded and with much better understanding of Israeli society film or culture. They want them 4 Categories and rankings from U.S. News and World Report (

24 The Summer Institute for Israel Studies to understand bigger trends and processes Israel beyond the headlines, and they want to present scholarly, balanced, content-rich courses. If they had grown up, as I had grown up, with the belief that everything about Israel is absolutely perfect and that you can t support Israel unless you support everything about it.i wanted [to] dislodge [them] from that kind of frozen attitude. If they came in deeply anti-israel, I wanted them to dream the dream and understand why Israel had to come into existence and all the positive things that Israel represents today. Almost all fellows attached importance to presenting a balanced point of view. Some felt the best way to achieve that was to be out front with their biases to let their students know where they stood but make sure other points of view were represented as well. Others attempted to hide their own positions or direct their courses away from the conflict and its history. One fellow tells his students at the beginning of the course: If you want to know about the history of Israel, there is this thing called the internet. Use it. There is a place called the library with millions of books where you can sit and read. You don t need me to tell you. His subject is modern Israeli culture and that is his focus. Another fellow begins every class with a summary and discussion of the news in Israel. Student Learning CONTENT In the focus groups, most students said they were coming away with content knowledge and an understanding of the complexity of Israel s issues, both internal as well as external. They were able to articulate the big ideas that fellows wanted to convey. Some of the students knew very little to begin with and their learning curves were steep. Two students (in different focus groups) were amazed that Israel is so small; one learned that the culture was really different from that in the United States and that the leadership experience young people get in the Israeli army has positive ramifications for the Israeli economy. From three different classes, students discussed how their views had evolved from their earlier perception that Israel was only about war and conflict. I just knew of it as a war zone. I didn t know anything about the business side of it, to know how innovative they are, related one. Within different subject areas, student learning varied. In a course on Israeli culture, a student was particularly surprised about the instructor s definition of the new Jew the distinction between the old Jew of Western Europe and the Sabra. A student in the same class said he did not realize how European Israel is. In another class on Israeli culture, focus group participants were fascinated that Jews from so many different lands speaking so many different languages could unite and speak Hebrew which none of them knew as a modern language. Students learned about poets, novelists, and thinkers. Amos Oz impressed students in a literature class ( Everything Amos Oz says is gospel ), and a student from the same class said the most surprising thing about the course was I never knew that they [Israelis] were known for their literature. Culture classes frequently make Israel more alive for students: Because in history classes, you talk about Israel and it s all about the war and how it was created and things like that. Now [this class] kind of gives more personalization to Israel. Elsewhere, students spoke of learning to understand film as representative of filmmakers points of view. Rather than trying to

25 The Summer Institute for Israel Studies discover what films had to say about Israel, they were encouraged to focus on what they said about the filmmaker s perception of Israel a perhaps subtle difference that the students considered of great importance. They spoke of the binaries of Jewish culture and Israeli filmmakers attempts to deconstruct them. Classes at two of the schools visited for this study focused on the conflict. Students in one were impressed by the methodology of conflict resolution and the careful examination of policy and negotiations. They enjoyed becoming privy to the various arguments and depth of the divisions. One student acknowledged, I had a really naïve attitude, like okay, why don t these two sides just get along? and one of his classmate felt the same way: You assume that you know about the Israeli/Palestinian conflict just from the news when really you know nothing about it at all.it s brought up in daily conversation almost, [and] you want to be able to talk about it with people, I guess, and not just be thinking that you know everything about it. A major take-away from the two classes about the conflict was the ability to understand the tremendous difficulty in finding a path towards peace. Students from classes on Israeli culture as well as the conflict commented on the tragedy on both sides and how much they, as students, still needed to learn before making judgments. One student said his class highlights for me how much I don t know anything about anything. A student from another school lamented, We ve read so much, but I feel like we know so little about Israel and Palestine. Some, mostly the Jewish students but non-jewish students as well, said they learned about the Palestinian side for the first time. Others were exposed to the Israeli side for the first time. Jewish students often talked about being disabused of some of their Hebrew school education. For example, students viewed Waltz with Bashir and came away with an understanding that many soldiers feel more isolated than the students earlier education had led them to believe. These students also learned about changes in the way Israeli society has viewed the army over time. BALANCE Students appreciated what they perceived as the balance of their fellows presentations even in those classes in which the fellow s biases were plainly conveyed. Students identified one of the fellows as having a Palestinian pro-view, but one of them noted, He does still have a way of covering the Israeli side of the whole conflict. And another confirmed, It is great, the evidence that the professor presents to us speaks for itself [and] you get the opposing views. At another school, students described their professor and classmates as strongly pro-israel. The focus group was divided about how comfortable a pro-palestinian student might feel in the class. Everyone is either unbiased or pro-israel, according to one student. If anyone had another perspective, it would be uncomfortable, she explained. But others felt the fellow tried to be fair and said she s not biased. Her syllabus covered readings and films deeply critical of Israel and one student came away from the course saying he was very pro-israel before and still was considering making aliyah after college. However, after learning how everything happened, how the Arabs and Jews were living together before and the Jewish people just kind of took over the land, he now has more understanding toward the whole situation. Students in another

26 The Summer Institute for Israel Studies course about Israeli culture said their professor acknowledged her sympathy with Zionism. They also acknowledged that the university has an anti-zionist stance, but, as one of them said, I like the balance [the fellow] keeps to both sides. I thought we d be leaning more towards one side, but I like the balance. Another student in the class said she had gained a little bit more understanding of the Israeli side through the course. A class observation and interview revealed a different fellow s strong pro-israel bias, but his students did not perceive this stance. One described him as one of the best professors on campus on showing two sides he actually makes you think that way when you re doing current events. So he helps show both sides of what s going on. A fellow teaching a culture class tries to hide her personal strong support for Israel and students described her as taking a neutral approach : In this course [the professor] is able to bring both sides together in a way that people aren t used to seeing, which I think might be helpful for those people who feel really strongly one way or the other about the conflict. It might help them appreciate another culture that they hadn t been open to before. The fact that the course described itself as being about the culture of Palestine as well as Israel helped attract at least a few students to the class. Students who visited the West Bank as part of a semester abroad came back extremely sympathetic to the Palestinian cause. They enrolled in a course on the conflict with a professor they knew and respected and developed the view that they had missed important information while on their trip. The fellow was able to use the theory of conflict resolution, readings and videos, and his own substantial credibility with the students to reveal more than one side to the story. Most of the students in the class seemed to grasp that they had much to learn and that the emotional involvement of having been in the West Bank would not help solve problems. Being intellectual about it made them more moderate, and students came away understanding that neither side was completely in the wrong: This class has really taught me that it hasn t been a failure of one side. It hasn t been the Palestinians being unwilling to negotiate or the Israelis being unwilling to negotiate, but it s been just a failure of both sides. COMPLEXITY Although few students interviewed for this research talked about applying critical thinking to their class work, some of their statements revealed evidence of the concept. They recognized the complexity of the problems whether internal to Israel or external and the need to explore multiple narratives or get outside the narrative. A student in a class on the conflict said, Don t just take the stories that people say at face value; you actually have to go back, and look into what they say, and kind of look at their sources, and how they get that information. The complexity of Israel was discussed in almost every focus group. Understanding Israel and its relationship with Israelis requires reading and studying:

27 The Summer Institute for Israel Studies It s complex. The class doesn t try to make it simple. We re trying to understand the complexity behind Israel. And a student in a literature class said I think one of the biggest ideas I m getting out of [the course] is just the complexity of the whole of the cultures and the present conflict and the history, and how nothing is black and white. Even within any given side there are many factions. Students talked about the benefits of taking courses from SIIS fellows: pure learning and substance, feeling knowledgeable enough to discuss the subject with friends and relatives, an awakened interest, feeling for the other side, a desire to visit or revisit Israel and learn more, and perhaps most decidedly to the point of the endeavor: This class, I really appreciate it for the perspective, that it has taught me to appreciate academia and having the discussion. Beyond the Classroom The influence of SIIS extends beyond courses and students. Over 70% of responding fellows wrote about engagement in Israel-related matters with other faculty or with students outside of class. Several SIIS fellows no longer involved in teaching continue to work in the Jewish community giving public lectures, supporting efforts to enhance Jewish education about Israel, and working in adult education programs such as Me ah. Of respondents who neither taught courses nor planned to teach courses about Israel in the next two years, almost two-thirds wrote about other forms of involvement with Israel activities. Table 5: Engagement of SIIS Fellows about Israel beyond the Classroom Number of fellows engaged about Israel Activity with other with students faculty Advocating for the field with university administration 19 Faculty advising and consultation 1 17 Event organization/participation 16 9 Public or guest lectures 4 9 Service to Jewish or Israel student organizations 1 12 Study abroad 2 11 Writing for local media about Israel 2 1 Informal discussions Other 3 5 These numbers may belie the extent of fellows commitment to these activities. Many are involved in more than one such endeavor, and the efforts are ongoing. Advocating for the field with university administrations may mean simply sitting on the Jewish studies steering committee, but it also includes efforts to establish new course offerings, bring in visiting Israeli professors, raise funds for Israel studies or new positions, and hire faculty to teach in the field.

28 The Summer Institute for Israel Studies Event organization and participation range from being part of speaker series to organizing film festivals or advising about Israel Fest activities. Faculty advising and consultation includes meeting with students to advise about papers and readings for other Israel-related classes; Israel experience programs such as Taglit-Birthright Israel or study abroad; and undergraduate, MA, or PhD theses. Advice may also include helping students cope with courses they perceive as biased against Israel or antisemitic in tone. Service to Jewish campus organizations may be sitting on the faculty advisory board of Hillel or Students for Israel, or it may mean serving as the faculty advisor for one of these groups. One department chair serves as faculty advisor for the university s Students for Israel, works closely with Hillel, and advises Christians United for Israel. Study abroad may involve advocating with university administrators to create or reinstate (yes, this still has to be done on some campuses) study abroad programs. It may mean leading study tours in Israel, planning such programs, or advocating for the same. One of the fellows from the campuses visited for this report is attempting to win university approval for a film course in Jerusalem to fulfill a campus study abroad requirement. One faculty member advised a broadcast major on a film project about Israel and was interviewed in the film about the politics of Israel. Separately, he consulted to the university about a side trip students make to Israel from an overseas program in Europe. He helped the university modify parts of the trip and make it more balanced. A faculty member on leave in Jerusalem wrote of meeting with some of his students who were studying and working in the Middle East and in Israel. A fellow at a Jewish seminary describes herself as the go to faculty member for Israel-related matters. Next year, she will be advising a rabbinical student, a cantorial student, and two education students on theses related to Israel. At a large public university, a fellow participated in a faculty panel for an honors college event about the Israel/Palestine conflict, served on a panel of judges for a photography competition organized through Hillel, and mentored a student writing about media representations of Israel for a capstone project in International Studies. A fellow from an early SIIS cohort created a Laboratory for Studies on the Middle East with heavy focus on Israel on his campus while a fellow from a more recent cohort was engaged in bringing visiting Israeli writers, Ron Leshem and Eshkol Nevo, to campus for a multi-day event. She also hosted a symposium on Israeli Literature in the 21st Century the first academic meeting on younger authors (under age 40). Just as the individual fellows bring their SIIS knowledge and experience into their classes, so too, they use what they learn at SIIS on their campuses more broadly. Thus, the effects of the Institute are felt beyond the classroom by students, faculty, and the campus communities worldwide.

29 The Summer Institute for Israel Studies CONCLUSIONS The strength of SIIS programming continues to be demonstrated by the number of courses fellows teach, the multiple disciplines in which they offer courses, and the number of students enrolled in those courses. But as we have seen in the past, this is only part of the story. The depth and breadth of the syllabi fellows produce, the extent of sharing among the fellows in developing their syllabi, and the extensive content presented by SIIS, starting with the seminar at Brandeis and continuing through the Israel study tour, all speak to the richness of the program and its success in creating a community of scholars and teachers. SIIS continues to provide content well after fellows return from Israel in the Jellyfish website, access to the Brandeis University library system and databases, and through webinars and conferences. It also helps fellows maintain and extend communications through its listserv and Facebook page. Fellows convey high levels of satisfaction and appreciation of the program, its follow-up, and its personal impact. Almost 90% of them have offered courses about Israel to almost 10,000 students. Beyond the numbers, however, is the impact on students. As documented in this report, the fellows challenge their students to think critically, and courses that challenge students or make them uncomfortable in their convictions constitute enormous assets in the educational process rather than a threat to future of students ability to relate to Israel (Shapiro & Bayme, 2005). Students learn to question different perspectives. They can identify the themes of their courses and discuss what they have learned. Although there is significant variability in the success of fellows courses, most students are satisfied with the balance and nature of the discourse, the quality of instruction, and the learning they achieve. The fellows goals are, for the most part, met. Students come away with greater knowledge of Israel and humility in the realization of how much more there is to learn. They see the complexity of the subject but also develop an appreciation of the culture and an awareness of the humanity on all sides of the conflict. Still, challenges remain. Even more can be done to enlarge the applicant pool for the coming cohorts. SIIS has accomplished much in this area, but may benefit from consultation with marketing professionals. Two suggestions based on the current research: o Ask past fellows to provide contact information for potential applicants so that staff can reach out to them directly. o Consider co-sponsoring gatherings at annual meetings of professional associations in a variety of fields reflecting the breadth of current fellows modern languages, literature, art, music, anthropology, jurisprudence, business, geography as well as the more traditional disciplines of history, political science, international relations, and Jewish studies. Differences exist between cohorts in their ability to generate courses and maintain contact and commitment to SIIS. These differences should be studied in greater depth to ascertain the ideal mix of fellows. Create a list of institutions where the need for courses about Israel is greatest. CMJS is currently completing a study of Israel-related course offerings at 316 colleges and universities in the United States. SIIS can use this research to target specific institutions where Israel courses are still absent or under-represented.

30 The Summer Institute for Israel Studies Validate the commitment of chairs and university administrators to introduce, cross list, and promote new courses about Israel into their curricula while continuing to offer existing courses. Continue to offer webinars and other post-siis programs to strengthen the ability of fellows to offer courses. Consider developing post-siis programs to support those fellows who may be better situated to promote the field of Israel studies rather than to offer courses themselves. In less than a decade since its founding, SIIS has made considerable progress in expanding the number of scholars able to teach about Israel within their disciplines, creating a community of learners who introduce or enhance courses about Israel on their campuses, and normalizing the study of Israel within the curricula of these institutions. Its impact continues to be seen in fellows attitudes toward the program, their perception of the success of their courses, and their commitment to growth as scholars and teachers in the field. Further, the impact on students, the end users, has been documented now in national, highly ranked universities and colleges, as well as in regional institutions. Students come to the study of Israel knowing relatively little about the subject and sometimes with firmly held views based on little or biased information; they leave understanding the importance of approaching the topic with academic rigor and valid data. It is hoped that SIIS will continue to provide education and support to people who make that possible.

31 The Summer Institute for Israel Studies REFERENCES Bard, M. G. (2004). Tenured or tenuous: Defining the role of faculty in supporting Israel on Campus. Washington, DC: Israel on Campus Coalition. Colson, M. (2011). Unpublished study for the Leichtag Foundation Israel on Campus Coalition. In Search of Israel Studies. (2006). Washington, DC: Israel on Campus Coalition. Jacobson, J. (2005). The politics of Israel Studies. Chronicle of Higher Education. Retrieved from website: Studies/6472 Lipstadt, D. E., Freedman, S. G., & Seidler-Feller, C. (2005). American Jewry and the college campus - Best of times or worst of times? New York: American Jewish Committee. National Geographic-Roper Public Affairs. (2006). Geographic literacy study. Retrieved from website: Reinharz, J. (2003). Israel in the eyes of Americans: A call to action. Waltham, MA: Cohen Center for Modern Jewish Studies, Brandeis University. Shapiro, H. T., & Bayme, S. (2005). Foreword. In D. E. Lipstadt, S. G. Freedman & C. Seidler- Feller. American Jewry and the college campus - Best of times or worst of times?. New York: American Jewish Committee.

32 The Summer Institute for Israel Studies APPENDIX A: SIIS 2012 SCHEDULE Table 6: SIIS 2012 Schedule at Brandeis Sunday Monday Tuesday Wednesday Thursday Friday Saturday Session I: 9:30-11:00 am 11:15-Noon Discussion Session II: 2:00-3:30 pm 3:45-4:15 pm Discussion Session III: 7:00-8:30 pm June 12 Noon - 5:30 pm Registration: Ridgewood Dorm 5:30 pm Orientation and Walk: Ridgewood to MCH June 13 The Lurias June 14 The Lurias June 15 The Lurias I. Smooha Mizrahim and Ashkenazim June 16 June 17 The Lurias II. Szobel Hebrew Literature: Writing the Holocaust ** 4:00-6:00 pm ** 6:00 pm BBQ Dinner III. Gertz The Holocaust in Israeli Cinema June 24 Shapiro :00 noon Syllabi due at noon II. Bialer Israel s Foreign Policy: Processes ** 4:00-6:00 pm ** 6:00pm BBQ Dinner Syllabi distributed for review prior to Monday s discussion June 18 Shapiro 313 I. Troen Parallel Narratives II. Rekhess Arabs in a Jewish State: Dilemmas of National Identity III. Shelleg Israeli Music June 25 Faculty Club 9:30am-2:00 pm Syllabi Presentation * Faculty Club* 3:45 pm Return keys; cards Ridgewood A 4:00 pm Bus to Logan 6:00 pm Opening Dinner Mandel Center for the Humanities June 19 Shapiro 313 I. Gertz Space & Memory in Palestinian and Israeli Cinema II. Bayme Israel and World Jewry: Ties and Tensions III. Rekhess Political Islam: The Case of Hamas June 26 5:15 pm Arrival in Israel Transfer to Jerusalem I. Sheppard Political Zionism and its Legacy II. Stern Religion, State, and Cultural Duality III. Troen Zionist Settlement: Colonialism or Colonization? June 20 Shapiro 313 I. Shikaki The Palestinian Domestic Scene II. Ankori Israeli Art: The Master Narrative III. Feldman Israel s National Security Debate I. Stern The Constitutional Process in Israel 12:00-12:45 ISSO II. Smooha Distinct Features of Israeli Society III. Sheppard Cultural/Spiritual Zionism Debated June 21 Shapiro 313 I. Feldman and Shikaki Conflict and Peacemaking: Two Perspectives II. Ankori Israeli Art: Return of the Repressed III. Susser Islam and the State II. Szobel Modern Hebrew Literature: Narrating the Nation June 22 Shapiro 313 I. Bialer Israel s Foreign Policy: Aims II. Susser Israel and the Middle East Airport ***BBQ Dinners take place outside Shapiro Campus Center on the Great Lawn (Rain location: inside Shapiro Atrium) June 23 Wed-Sun, June 13-17: Sessions take place in The Lurias, Hassenfeld CC Mon-Sun, June 18-24: Sessions take place in Room 313, Shapiro CC Mon, June 25: Syllabi presentation is in the Faculty Club

33 The Summer Institute for Israel Studies Table 7: SIIS 2012 Schedule in Israel Monday, June 25, 2012 Depart JFK on El Al Flight # 008 Tuesday, June 26, 2012 Welcome 5:15 pm Arrival at Ben Gurion International Airport Transfer to Jerusalem Check-in at hotel Free evening and dinner on own Overnight: Leonardo Plaza Hotel, Jerusalem Wednesday, June 27, 2012 day 1 Breakfast at the hotel 8:30 am Depart hotel for Beit Moses, AJC Jerusalem 9:00-10:00 am Israel & Americans, Close Cousins But Big Cultural Gaps, meet with Dr. Edward Rettig, Director, AJC Jerusalem, at Beit Moses 10:00 am Depart hotel for Yad Vashem 10:30-12:00 Visit Yad Vashem Holocaust Museum 12:30-1:30 pm Lunch at Beit Moses 1:30-3:00 pm Impact of the Holocaust on Israeli Society, discussion with Prof. Dalia Ofer of the Institute of Contemporary Jewry of the Hebrew University of Jerusalem, at Beit Moses 3:15-4:45 pm Visit Ma'aleh Television, Film and Art School, meet with the School's Director Neta Ariel and Einat Kapach, screenwriter and director; view one of the School's films 5:15-6:45 pm Civil Rights Discourse, panel discussion with Prof. Gerald Steinberg, President, NGO Monitor, and Yariv Oppenheimer, Director of Peace Now, at Beit Moses Free evening and dinner on own Overnight: Leonardo Plaza Hotel, Jerusalem Thursday, June 28, 2012 day 2 Breakfast at the hotel 8:15 am Depart the hotel 9:00-9:30 am Constitutional Issues, discussion with Israeli Supreme Court Justice Elyakim Rubinstein, at the Supreme Court 9:30-10:30 Tour of the Supreme Court 11:00-12:00 The Haredi Community in Israel, meeting with MK Rabbi Haim Amsellem, founding Head of the Am Shalem (Whole Nation) Party, at the Knesset 12:30-1:30 pm Lunch at Beit Ticho Restaurant Drive to Ofra 2:30-3:45 pm The Future of the Jewish Settlements, visit Ofra, and meet with Israel Harel, founding Chair of the Institute for Zionist Strategy 3:45 pm Proceed to Area A (Palestinian Authority)

34 The Summer Institute for Israel Studies :30-6:00 pm Visit Rawabi, the first planned city in Palestinian Authority, and meet with Amir Dajani, Project Director 7:00 pm Dinner at Darna Restaurant in Ramallah 8:15 pm Return to Jerusalem Overnight: Leonardo Plaza Hotel, Jerusalem Friday, June 29, 2012 Day 3 Breakfast at the hotel 8:15-9:15 am Debriefing on Politics of Archeology, by Prof. Marc Brettler, former Chair of the Dept. of Near Eastern and Judaic Studies at Brandeis University, at hotel 9:15 am Depart hotel for Israel Museum 10:00-12:00 Visit Israel Museum, guided by Smadar Sheffi, art and culture critic at HaAretz newspaper 12:30 1:30 Free time and lunch on own at Germany Colony 2:00 4:00 pm Visit City of David, accompanied by site's guide 4:00 pm Return to the hotel Break 6:00 pm Depart hotel by bus 6:15 pm Meeting with Prof. Tova Hartman, Co-founder of Shira Hadasha Egalitarian Orthodox Congregation Shabbat Services with the congregation (optional) 8:30 pm Shabbat Dinner at HUC, with Dean Rabbi Naamah Kelman and Dr. Ilan Ezrachi Overnight: Leonardo Plaza Hotel, Jerusalem Saturday, June 30, 2012 Day 4 Breakfast at the hotel 10:00am Optional: Shabbat Services Bible Lands Museum Tower of David Museum Free Time 1:00-3:00 pm Optional lunch in the main dining room of the hotel 3:00 pm Depart hotel on foot with Hana Bendcowsky 3:30-6:30 pm Walking Tour of the Old City, with Hana Bendcowsky, Programs Director at the Jerusalem Center for Jewish-Christian Relations 7:30 pm Optional dinner at the hotel Optional Saturday night events: For those interested in attending any of these events, please note that private arrangements will need to be made and paid on your own Light & Sound Show at Tower of David The Visit of the Old Lady Israeli play starring Gila Almagor and Yoram Gaon at Jerusalem Theater (in Hebrew with written subtitles in English) Cnesat Hasechel Israeli Rock Band at Zappa Club -

35 The Summer Institute for Israel Studies Maya Isakovitch Israeli/South African singer at Yellow Submarine Club Peter Roth Israeli singer at Beit Avi Chai - scroll down to last entry on bottom of screen Les Fourberies de Scapin (Mouliere play) translated into Hebrew (for Hebrew speakers only) Little Flower a performance of French chansons Overnight: Leonardo Plaza Hotel, Jerusalem Sunday, July 1, 2012 DAY 5 Breakfast at the hotel; hotel check-out 7:30 am Depart hotel 8:00 9:30 am The Israeli Economy, discussion with Prof. Dan Ben-David, Executive Director, Taub Center for Social Policy Studies in Israel, at Taub Center Proceed South 11:00-12:00 The Gaza Strip Border and Civil Defense, visit Kibbutz Netiv Ha asare and meet with the Kibbutz s security officer and Roni Keidar, a veteran member of the Kibbutz 12:15-1:00 pm Studies under Missile Fire, visit Hof Ashkelon s regional high school in Kibbutz Yad Mordechai and meet with teachers, accompanied by Hof Ashkelon s Director General Shuki Orbach 1:00-2:30 pm Visit Kibbutz Yad Mordechai, including lunch 2:30-3:30 pm Travel to Beer Sheva 3:30 - Visit Ben Gurion University, tour the 4:00 pm campus accompanied by Aya Bar-Hadas, Visitors Coordinator 4:00-5:00 pm The Bedouins of the Negev: An Emerging Indigenous Minority, introduction with Prof. Ilan Troen, Stoll Family Chair in Israel Studies at Brandeis University and Director of the Schusterman Center for Israel Studies, and Prof. Elie Rekhess of Northwestern University, at Ben Gurion University 5:00 pm Drive to Leonardo Negev Hotel; hotel check-in 6:30 pm Depart hotel for Omer 7:00 pm Dinner at the home of Prof. Ilan and Carol Troen in Omer Overnight: Leonardo Negev Hotel, Beer Sheva Monday, July 2, 2012 Day 6 Breakfast at the hotel; hotel check-out 8:15 9:30 am Visit Mandel Center for Leadership in the Negev and meet with Director Jacob Steinberg 9:30-10:00 am Travel to the city of Rahat, the largest town in the Negev and largest Muslim city in Israel, established in :00-11:00 Visit "Al Ikha" Mosque in Rahat and meet with Sheikh Issa Abu Rayyash, Head of the Islamic Movement in Rahat; visit the Islamic Movement's summer camp and the Bedouin Heritage Week activities

36 The Summer Institute for Israel Studies :00-11:30 Bus tour of Rahat 11:30-12:30 Session at Rahat's Municipal Communal Center, moderated by Prof. Elie Rekhess. Negev Bedouins in an Era of Modernization and Sedentarization, by Kher Albaz, Director of Social Services in Segev Shalom Women's Empowerment in the Bedouin Society, by Amal El-Sana Al-H'jooj, Coexecutive Director of the Negev Institute for Strategies of Peace and Development (NISPED) 12:30-2:00 pm Lunch at Wadhan's Traditional Bedouin Guest Tent 2:00-2:30 pm Travel to the unrecognized village of El-Mekiman, an unrecognized Bedouin Village north-east of Omer 2:30 3:00 pm Tour the unrecognized village of El-Mekiman and meet with Abdullah El-Sana, of the Regional Council of the Unrecognized Villages of the Negev (RCUV) 3:00 - Travel to Al-Sayyid Village, located near 3:30 pm the Bedouin township of Hura, and one of the ten recently recognized Bedouin Villages under the Abu Basma Regional Council 3:30-5:00 pm Concluding panel discussion on Government Policies and the Bedouins' Land Issues State's Position on the Bedouin's Land Issue by Prof. Haim Sandberg, of the College of Management, Rishon Letziyon Bedouin Perspective on Government Policies in the Negev, by Dr. Thabet Abu Ras, lecturer in the Department of Geography & Environmental Development at Ben Gurion University Concluding Remarks by Prof. Ilan Troen 5:00 6:30 pm Travel to Tel Aviv 6:30 pm Check-in at Carlton Hotel, Tel Aviv Free evening and dinner on own Overnight: Carlton Hotel, Tel Aviv Tuesday, July 3, 2012 Day 7 Breakfast at the hotel 8:30-9:45 am Meet with bestselling author Etgar Keret, at the hotel 10:00-11:15 am International Law & Israeli Conflicts Session I, discussion with Adv. Daniel Reisner, Head of the Public International Law, Defense and Homeland Security Division at Herzog, Fox and Neeman, at the hotel 11:15-12:15 International Law & Israeli Conflicts -Session II, meet with Sarah Weiss Maudi, Deputy Director of the International Law Dept., Ministry of Foreign Affairs, at the hotel 12:45-2:00 pm Lunch at a restaurant 2:00-3:00 pm Arab- Jewish Cooperation, meet with Mohammad Darawshe, co-executive Director of Abraham Fund Initiatives, at the hotel 3:15-4:15 pm The Social Protest Movement in Israel, meeting with Stav Shaffir, leading social activist, at the hotel 4:30 5:30 pm Diversity of Israeli Society, meet with Shula Mola, Chair of the Board of the Israel Association for Ethiopian Jews, at the hotel Free evening and dinner on own Overnight: Carlton Hotel, Tel Aviv Wednesday, JULY 4, 2012 DAY 8

37 The Summer Institute for Israel Studies Breakfast at the hotel 8:00 am Depart the hotel 9:00-10:30 am The Electric Car, visit the new Visitor's Center at Better Place Company (global provider of electric vehicle networks and services) and meet with Michael Granoff, Head of Oil Independent Policies 11:00-12:30 The Legal System in Israel, meeting with Justice Aharon Barak, former President of the Supreme Court of Israel, at IDC Herzliya 12:30 1:30 pm Lunch at IDC Cafeteria 2:30-4:00 pm Guided tour of the Yitzhak Rabin Center 4:30-5:30 pm Representations and Polemics, meet with Prof. Anita Shapira, Head of the Weizmann Institute for the Study of Zionism at Tel Aviv University and founding Head of the Yitzhak Rabin Center, at the Yitzhak Rabin Center Free evening and dinner on own Overnight: Carlton Hotel, Tel Aviv Thursday, July 5, 2012 Day 9 Breakfast at the hotel, hotel check-out 9:30-11:00 am Recent Developments in the Middle East, meet with Dr. Eran Lerman, Deputy for Foreign Policy and International Affairs, National Security Council, at the hotel 11:00 am - 1:00 Media Coverage in the Middle East, panel discussion with Smadar Perry of Yediot Achronot newspaper, and Nazar Magally, former editor-in-chief of Al-Ittihad, at the hotel 1:00 2:30 pm Lunch and wrap-up session with Prof. Ilan Troen, at hotel Free time 9:00 pm Hotel departure to airport for those returning on 1:00 am El Al flight #1 Friday, July 6, :00 am Depart Israel

38 The Summer Institute for Israel Studies APPENDIX B: COURSES AND PLANNED Table 8: Courses Taught Course Title University Department Cross-Listing Focus Enrollment Culture Culture and Immigration in Israel Cultures of Israel and Palestine Film and Society in Israel Israel and Palestine in Literature, Theatre, Film, Arts, & Media Israel: Film and Fiction Israeli Film New or Adapted University of Massachusetts Amherst Judaic Culture and immigration 45 Adapted Cultural anthropology, University of Colorado collective memory, at Boulder Anthropology Jewish Studies collective narrative 35 New University of Massachusetts Amherst Judaic Studies Film 10 Adapted Center for Israel Studies, Center University of for Jewish Israel as viewed through California, Los Angeles Theater Studies the arts New Franklin and Marshall College Judaic Studies Israeli society and culture 22 New Foreign University of Languages and Delaware Literatures Jewish Studies Israeli Film 9 New Near Eastern and Judaic Studies modern Jewish History New Jewish Civic Identity Brandeis University Hornstein Jewish Youth and Cultural Change Tulane University Jewish Studies America, Palestine, Israel 15 New

39 The Summer Institute for Israel Studies Course Title University Department Cross-Listing Focus Enrollment Modern Jewish Civilization Music of Modern Israel Tradition and Modernity in Judaism ELTE New or Adapted Florida Atlantic University Jewish studies History Modern Jewish History 46 Adapted University of California, Santa Cruz Music Zionism and the New Generation of Latin American Young Argentinean Leaders Rabbinical Seminary History Arab-Israeli Conflict Contemporary Israel Contemporary Middle East History of Modern Israel History of the Jews History of the Modern Middle East Israel in the Eyes of the West: Parallel Narratives in the Israeli- Arab Conflict Ethnology Jewish Studies History, Literature, Philosophy, Media and Communication Popular music and national culture in Israel 72 Adapted European Jews in Israel, Israelis in Europe, acculturation, assimilation, transformation 90 New Argentinean JCC Federation Politics, Anti-Zionism 40 New University of Arkansas at Little Rock History 25 Adapted Florida Atlantic University Jewish studies History Israel 36 Adapted Slippery Rock Middle East from circa University History Adapted Augusta State University History 19th and 20th centuries 15 New Slippery Rock Zionism and the State of University History Israel 25 Adapted United States Air Force Academy History The Israeli-Arab Conflict 25 Adapted Portland State University History Judaic Studies How the West views Israel in light of the conflict 30 Israel: History, Politics & Society Temple University History Jewish Studies Israel 15 Adapted

40 The Summer Institute for Israel Studies Course Title University Department Cross-Listing Focus Enrollment New or Adapted California State Israel's History and Peoples University, Northridge History Jewish Studies History and sociology 27 New Jacksonville State Modern Israel University History History 20 New Modern Israel University of West Georgia 7 Adapted Modern Jewish History State University of New York College at Buffalo Judaic Studies History History of European Jews/History of Zionism 30 Adapted Modern Middle East History University of Arkansas at Little Rock History 30 Adapted Rebirth of Israel State University of New York College at Buffalo Judaic Studies History History of Israel 30 New The Middle East Bentley University History Broad survey from Mohammed to present 35 Adapted Literature/Language Childhood, Adolescence, & Comingof-Age in Jewish Literature of Israel and the U.S. University of Miami English Judaic Studies 12 Adapted Global Jewish Literature University of Delaware English Jewish Studies Novels by Jews 15 New Israeli Culture: From the Birth of Zionism to the 21st Century Readings in Contemporary Hebrew Literature St. Louis University Modern & Classical Languages History, Theology, International Studies, Honors Program Culture of Israel 11 New University of Hebrew and Wisconsin at Madison Semitic Studies Jewish Studies Representation of Tel Aviv 18 Adapted

41 The Summer Institute for Israel Studies New or Adapted Mizrahi and Sephardic Jewry and Israel: identity, representation, and selfrepresentation 9 Adapted Course Title University Department Cross-Listing Focus Enrollment Readings in Contemporary Hebrew Literature University of Hebrew and Wisconsin at Madison Semitic Studies Jewish Studies Readings in Middle East History High Point University History Israeli History 5 Adapted Representations of Arabs and Jews in Israeli & Palestinian Literature & Variant memories and Film University of Miami English Judaic Studies histories 20 Adapted The Literature of Israel and Palestine World Literature in Translation: Middle East World Literature in Translation: Middle East Politics/International Relations McMaster University English Comparative Literature, Religious Studies, Jewish Studies, Cultural Studies, Centre for Critical Theory History and literature 20 Adapted Northern Michigan University English Israel, Egypt, Turkey, Iran 35 New Northern Michigan University English Israel, Egypt, Turkey, Iran 36 Adapted Comparative Politics of the Middle East Drake University Politics 10 New Israel and Problems of Security in the Middle East Israel Politics and Society Israel Studies Seminar Odessa National University University of Leeds International Relations Israeli and Middle Eastern Studies 70 New International Politics Social Sciences Israel society 61 Adapted Saint Anselm University Politics Modern Israel 4 New

42 The Summer Institute for Israel Studies Course Title University Department Cross-Listing Focus Enrollment Israeli Political Thought Jerusalem Jewish Civilization Middle East Politics Modern Israel Politics and Foreign Policy of Israel Politics and History of Israel Politics of Israel Religion and Politics Religion and Politics The Peace Process Zionism and Liberalism Yeshiva University Central Connecticut State University National University Kievo-Mogilyanska University of Central Oklahoma Middlebury College University of Texas at Arlington University of Memphis William Jewell College University of Central Florida University of Central Florida University of Copenhagen University of North Texas Political Science Honors New or Adapted Political Identity Formation 29 Adapted International Studies History 15 Adapted Political Studies History Modern and traditional life in Israel 12 Adapted Political Science Middle East 30 Adapted International Studies Political Science Political Science, Jewish Studies Sociology, Anthropology Political sociology of Israel 5 Adapted Honors College Israeli identity and how it conditions its politics and policies 24 Adapted History of the Yishuv and Israel from Adapted Political Science Domestic politics of Israel 15 Adapted Political Science Political Science Political Science Political Science Philosophy Philosophy Religion and politics in the United States 125 Adapted Religion and politics in the United States 125 Adapted Security for Israel and explanations of the conflict 35 Adapted Zionism as a response to modern plight of Jews 37 New

43 The Summer Institute for Israel Studies Course Title University Department Cross-Listing Focus Enrollment Religion New or Adapted Abraham's Tent Saint Leo University Theology Jewish-Christian Dialogue 20 New Introduction to the Bible Peking University Oriental Studies Ancient History of Israel 250 Adapted Jerusalem Bucknell University Religion 25 Adapted Jerusalem Judaism and Islam Modern Middle East Religions, Politics, and Cultures of the Middle East Travel Zionism: Ideas and Reality Society Israel: Antiquity in Modernity Claremont McKenna College Central Connecticut State University University of Wyoming University of Alabama University of Wyoming University of Virginia Religious Studies Jerusalem's History and its identification as a holy city in Judaism, Christianity, and Islam 20 Adapted International Studies Comparative study 18 Adapted Religious Studies History Modern Middle East 75 Adapted Religious Studies 12 Adapted Religious Studies Travel 12 Adapted Religious studies History Pre Adapted University of Memphis Anthropology Judaic Studies Modern nation-state building 30 Adapted Israeli Economy (Independent Study) Bucknell University Religion Israel 1

44 The Summer Institute for Israel Studies Course Title University Department Cross-Listing Focus Enrollment New or Adapted Migration, Ethnicity, and Culture in Contemporary Israel Migration, Ethnicity, and Culture in Contemporary Israel University of Delhi University of Delhi Jewish Civilization Program of Georgetown University ( USA) Jewish Civilization Program of Georgetown University (USA) School For Foreign Service Israeli Society 5 New School For Foreign Service Israeli Society Society and Cultures of Modern Israel Society and Cultures of Modern Israel Pennsylvania State University Pennsylvania State University Jewish Studies Jewish Studies Anthropology, Political Science, Israeli society and cultural Sociology diversity 44 Adapted Anthropology, Political Science, Israeli society and cultural Sociology diversity 45 Adapted Sociology of Modern Israel Southern Connecticut State University Sociology Judaic Studies Sociology Modern Israel 25 Adapted Other Geography of the Middle East Salem State College Geography Adapted Median Middle East University of Hartford Communication Media and political conflict 20 Adapted The historical and contemporary relationship of American Why Israel Matters Hebrew Union College Education History Jewry to Israel 9 Adapted

45 The Summer Institute for Israel Studies Table 9: Courses Taught New or Course Title University Department Cross-Listing Focus Enrollment Adapted Culture Cultures of Israel and Palestine University of Colorado at Boulder Jewish Studies Anthropology Narratives of history, trauma, and collective memory 36 Adapted Current Trends in Israeli Cinema Goucher College Judaic Studies Film Studies 16 New Film Bucknell University Religion Israel 42 Adapted Images of War and Peace in Israel Indiana University Communication Images of War and and Culture Jewish Studies Peace in Israel 25 New Israel and Palestine in Literature, Arts, Film, and Media University of California, Los Angeles Theater Beyond the Conflict 59 New Israel: Film & Fiction Franklin and Marshall College Judaic Studies Israeli cinema 25 Adapted Israeli Cinema University of Illinois Comparative Literature Jewish Studies, Cinema Israeli film 33 New Israeli Film University of Delaware Jewish Culture: Tradition and Modernity ETLE Ethnology Foreign Languages and Literatures Jewish Studies Film 21 Adapted Faculty of Humanities Culture, history 78 New

46 The Summer Institute for Israel Studies New or Course Title University Department Cross-Listing Focus Enrollment Adapted Middle East and Israel in Film Modern Israel: Culture and Identity University of Wyoming University of Delaware Religious Studies Music of Modern Israel University of California, Santa Cruz Music Jewish Studies Musical Evolution in the Land of Israel Brandeis University Music Judaic Studies The Israeli Kibbutz The Pennsylvania State University Jewish Studies History Debating Israel's History University of Illinois at Urbana-Champaign Films made in Israel, Egypt, US and elsewhere 13 New Foreign Languages and Literatures Jewish Studies History and culture 24 New Popular music and Israeli culture 69 Adapted History History and Politics of Israel University of Memphis Judaic Studies Department of History of African and International Asian Countries Odessa National University Relations Ludwig Maximilian University Munich History of Israel History Jewish Studies, Political Science, Global Studies Music and popular culture History of and experience of life in kibbutzim Historiographical debates in Israeli history Political Science Israel since 1880s 35 Political Science History of African and Asian countries Zionism, conflict, Israeli society 16 New 5 New 19 New 75 Adapted 15 New

47 The Summer Institute for Israel Studies New or Course Title University Department Cross-Listing Focus Enrollment Adapted History of Israel University of Illinois at Urbana-Champaign History History of Judaism and Jewish Thought Claremont Lincoln University Jewish Studies, Political Science, Zionist and Israeli Global Studies history History of Judaism and Jewish Thought 21 New 13 Adapted History of Modern Israel Augusta State University History History 15 New History of Modern Israel Sweet Briar College History Culture and politics 12 Adapted History of Modern Israel University of California, Santa Cruz History History of Israel, Jewish Studies 20th century Rise of Zionism, establishment of Israel, and Israel in History of the Jews Slippery Rock University History the Middle East 70 Adapted 20 Adapted History of the Middle East Liverpool John Moores University History English Israel 45 New History of the Palestinian-Israel Conflict California State University at Long Beach History The history of the Israeli and Palestinian conflict 26 Adapted History of Zionism INALCO Paris History History of ideas 5 Adapted Israeli-Palestinian Anthropology, The Israeli- Conflict Eastern Washington University History Geography Palestinian conflict 25 Israel's History and History and cultural Peoples California State University, Northridge History Jewish Studies studies 32 Adapted Ludwig Maximilian University Munich Political Jews and Arabs in Israel History Science Israeli society 18 New

48 The Summer Institute for Israel Studies New or Course Title University Department Cross-Listing Focus Enrollment Adapted Modern Middle East History University of Central Oklahoma History Political Science Arab revolutions, Israeli-Palestinian issues 35 The Arab-Israeli Conflict High Point University History 15 New The Arab-Israeli Conflict University of Arkansas History 30 Adapted The Middle East -- Islamic and Contemporary Literature/Language Bentley University, Montserrat College of Art and Pine Manor College History Arab World 32 Adapted Young people, Childhood, Adolescence & Coming of Age in Jewish Literature of Israel and North America University of Miami English individuality, the collective; comparative Jewish Jewish Studies societal contexts 30 Adapted Israeli Literature University of Illinois, Urbana-Champaign Comparative Literature Jewish Studies Literature of Israel Loyola Marymount University English Jewish Studies Modern Hebrew Literature Moscow State University Department for Jewish Studies Representations of Arabs & Jews in Israeli and Palestinian Literature University of Miami English Jewish Studies Israeli novels since Adapted Jewish Israeli writers 16 New History of the narrative of the Hebrew literature 6 Adapted Identity, coexistence, empathy with the Other 18 Adapted

49 The Summer Institute for Israel Studies New or Course Title University Department Cross-Listing Focus Enrollment Adapted Secularity and Religiosity in Modern Hebrew Culture (Readings in Contemporary Hebrew Literature II) University of Wisconsin at Madison Selected Reading in Hebrew Literature Shanghai International Studies University, China Exploration of the role of religion Hebrew & broadly understood Semitic Studies Jewish Studies on Israeli society 12 New Hebrew The Literature of Israel and Palestine McMaster University English The Military and Israeli Identity (Reading in Contemporary Hebrew Literature I) University of Wisconsin at Madison Translation between Chinese and Hebrew World Literature Shanghai International Studies University, China San Francisco State University World Literature in Translation: Middle East Northern Michigan University Politics/International Relations Arab-Israeli Conflict Hofstra University Israel's modern literature 14 New Cultural Studies, History of Zionism, Jewish Studies literature and film 14 Adapted Hebrew & Semitic Studies Jewish Studies Hebrew Changing Representation of War and Military in Israeli Culture 12 New The theory and practice of translation 14 New Comparative Literature World literature Adapted English Political Science Israel & her neighbors 36 Adapted History of Arab- Israeli conflict, efforts at negotiation, Israeli and Palestinian internal politics 25 Adapted

50 The Summer Institute for Israel Studies New or Course Title University Department Cross-Listing Focus Enrollment Adapted Comparative Legal Perspectives of Israel and the US Montclair State University Israeli Political Thought Yeshiva University Israeli Politics Israeli Politics and Society Middle East International Relations Negotiating the Arab Israeli Conflict Eastern Michigan University University of Leeds Sichuan International Studies University Pepperdine University Political Science and Law Political Science Political Science Jewish Studies, American Studies Religion and state in Israel 12 Adapted Contemporary Israel 30 New Israeli governmental institutions and Jewish Studies politics 14 New International Affairs Israel 105 Adapted International Relations Middle East Peace School Process 150 New International Studies Conflict and negotiations 10 New Politics, Political Conflict University of Hartford Communication Government Conflict resolution 20 New Politics and Society in Israel Politics of Peace and Terror in the Middle East Saint Anselm College Politics, Society and Culture in Israel Political National Institute of Oriental Languages and Science Civilizations Bucharest Dickinson College Politics Political Science Middle East and Judaic Studies History and sociology of the State of Israel 50 Adapted Israeli/Palestinian conflict and counter terror strategy 10 New Politics, society, culture 21 Adapted

51 The Summer Institute for Israel Studies New or Course Title University Department Cross-Listing Focus Enrollment Adapted Religion and Politics Religion University of Central Florida Political Science Images of Jerusalem Bucknell University Religion Jerusalem Claremont McKenna College Religious Studies Religion in American politics 125 Adapted International Relations Jerusalem 25 Adapted History of Jerusalem and its significance for three religious traditions 20 Religion in the Contemporary Middle East Trinity College Religion Religions, Politics, and Cultures of the Middle East Society Introduction to the Israel Studies University of Alabama Sichuan International Studies University Religious Studies International Relations School Middle East Studies, International Studies Program Religion 40 Adapted Religions, politics, and cultures 15 Adapted Israel politics, foreign policy 150 New Israel and Problems of Security in the Middle East Odessa National University Department of International Relations Security in the Middle East 70 New

52 The Summer Institute for Israel Studies New or Course Title University Department Cross-Listing Focus Enrollment Adapted Israel: Antiquity in Modernity University of Memphis Judaic Studies Anthropology Modern nationstate building project tempered by ancient religion and peoplehood 28 Adapted Jewish Messianism in Modern Times Hebrew Union College Jewish Thought Hebrew Text 20th century 6 New Society and Cultures in Anthropology, Political Science, & Israeli social systems and Modern Israel The Pennsylvania State University Jewish Studies Sociology cultural worldviews 50 Adapted Sociology of Modern Israel Southern Connecticut State University Sociology Judaic Studies Sociology of modern Israel, social history of Zionism 25 Adapted The Holocaust University of Nebraska at Kearney Sociology The Holocaust 15 Adapted Israeli history, Understanding Israel College of Charleston Jewish Studies First Year Experience culture, society, politics 40 New Other Current Business Practices in Israel Buffalo State College Business Israeli and Business 10 Adapted Curriculum with Israel Focus Jewish Theological Seminary Education 12 Adapted Why Israel Matters Hebrew Union College Education History Exploration of why and how we teach about Israel in various Jewish educational settings 14 Adapted

53 The Summer Institute for Israel Studies Table 10: Courses Planned Course Title University Department Culture Arts and Israel Cultures of Israel and Palestine Hard Rockin' Jews: Judaism and Pop Culture in Israel Images of War and Peace in Israel Israel Israel and Palestine in Literature, Arts, Film, and Media Israeli and Palestinian Art & Culture Israeli Cinema Israeli Film Estimated Enrollment Year Semester New or Adapted Focus Jewish Theological Seminary Education Beyond the Conflict University of Colorado at Boulder Jewish Studies Spring Adapted Stone Hill College Indiana University Connecticut College University of California, Los Angeles University of San Francisco University of Virginia Goucher College Religious Studies Summer Adapted Jews and Others in Israel Communication and Culture Spring New Judaism and culture Religious Studies Spring Adapted Theater, Film and Television Fall New Art and Architecture Fall Adapted Gender Studies and Conflict Religious Studies Fall New Israeli Poetry Modern Languages Spring Adapted Images of War and Peace in Israel Jewish Culture and Society: Israeli Diversity ETLU Ethnology Fall Adapted Political History

54 The Summer Institute for Israel Studies Course Title University Department Estimated Enrollment Year Semester Jewish Diaspora Brooklyn College Judaic Studies 15 graduate To be determined New or Adapted Focus New Middle East politics in comparative perspective Mediterranean Conflations Boston College Slavic and Eastern Languages and Literatures Fall Adapted Israel and Arts Modern Art in Israel York University Visual Arts Spring History of Zionist thought, current Adapted political ramifications Music of Modern Israel University of Music, Jewish California, Santa Cruz Studies Spring Adapted The creation of the State of Israel and its domestic politics Musical Evolution in the Land of Israel Brandeis University Music Spring Adapted Religion and State Popular Folksongs and Hebrew Nation Building Hebrew Union College Jewish Thought Fall New Israel Studies Staging the Jew Smith College Theater History of Zionism, literature and culture History Arab-Israel Conflict Contemporary Israel Debating Israel's History University of Arkansas History, Middle East Studies Summer Adapted Music and national culture Florida Atlantic University History Fall Adapted Culture and politics University of Illinois at Urbana- Champaign Jewish Studies Spring Adapted Israeli Society and Social History of Israel

55 The Summer Institute for Israel Studies Course Title University Department History of Israel History of Modern Israel Estimated Enrollment Year Semester New or Adapted Focus University of Illinois at Urbana- Champaign Jewish Studies Fall Adapted Jacksonville State University History Spring New History of Modern Israel Sweet Briar College History 40 History of the Jews History of the State of Israel History of Zionism Israel's History and Peoples Modern Israel Modern Israel: History and Culture The British Mandate in Palestine Jewish & Israeli Theatre Religious divisions within Israel To be To be determined determined New Visual art Slippery Rock University History Spring Adapted University of North Texas Yerevan State University California State University, Northridge History and Jewish Studies Spring New Middle Eastern Studies Fall Adapted Religious Studies Spring Adapted University of West Georgia History To be determined Adapted Foreign Languages and Literatures Spring Adapted How politics shapes everyday life Israel-Palestine Conflict Zionist thought, institutions and critiques of it Narratives of history, trauma, and collective memory Exploration of why and how we teach about Israel in various Jewish educational settings Identity, coexistence, empathy with the Other University of Delaware California State University Northridge History Fall Adapted Political sociology The Contemporary Middle East Gannon University History Spring Adapted 1948-present

56 The Summer Institute for Israel Studies Course Title University Department Literature/Language Eretz Israel and Diaspora in the Prose of S.Y. Agnon Graphic Representations of the Israeli-Palestinian Conflicts Israel/Palestine & Resistances: Politics, Psychoanalysis, and Literature Israeli Culture: From the Birth of Zionism to the 21st Century Israeli Literature Israeli Literature Moscow State University Jewish Studies 35 University of Kentucky The University of Vermont Literature of Israel and Palestine McMaster University Literatures in Israel Longing and Belonging: Literatures of Israel Estimated Enrollment Year Semester New or Adapted Focus To be To be determined determined Adapted Literature Writing, Rhetoric, and Digital Media Spring Adapted History and Political Science Global & Regional Studies Fall Adapted History and Culture Modern & Classical Language Spring Adapted St. Louis University University of California, Santa Cruz History Spring Adapted Franklin and Marshall College Judaic Studies Spring Adapted Loyola Marymount University Loyola Marymount University Linguistics and Languages 20 English Department To be To be determined determined To be To be determined determined New New English Department Winter New Multivocal writing about Israel Rise of Zionism, establishment of Israel, Israel in the Middle East contemporary Israeli and Palestinian visual art, film, some literature and performing arts Historiography and narrative of Israel and the Palestinian Authority

57 The Summer Institute for Israel Studies Course Title University Department Representations of Israelis and Arabs in Israeli and Palestinian Narrative The Arab in Israeli Literature The Languages of Israel Visionaries and Mystics in Jewish Literature War and Peace in Israeli Poetry World Literature in Translation: Middle East Politics/International Relations Arab-Israeli Conflict Comparative Legal Perspectives of Israel and the US Comparative Politics Conflict Israel Politics and Society University of Miami University of Illinois at Urbana- Champaign Estimated Enrollment Year Semester New or Adapted Focus English, Jewish Studies Spring Adapted The Holocaust Comparative Literature; Jewish Studies Fall New Clarks Honors University of Oregon College Fall Adapted Zionist ideology Claremont School of Theology University of Illinois at Urbana- Champaign Biblical and Textual Studies Fall Adapted Comparative Literature, Jewish Studies Fall New The image of the Holy Land and Jewish Diaspora in Europe in Agnon's writing Northern Michigan University English Spring New Hebrew Literature University of Central Oklahoma Political Science Fall New Palestine - Israel Montclair State University Political Science Summer Adapted Film Studies Israeli social systems University of Illinois Political and cultural at Chicago Science Fall Adapted worldviews University of To be Hartford Communication determined New International University of Leeds Politics Spring New

58 The Summer Institute for Israel Studies Course Title University Department Israel/Palestine in Context Israeli-Arab Conflict Justice Issues in Israel/Palestine Negotiating the Arab Israeli Conflict Estimated Enrollment Year Semester New or Adapted Focus Liverpool John Moores University Politics Spring Adapted Israel Georgia Institute of International Problem of Jerusalem Technology Affairs Spring New holy places Arizona State University Pepperdine University Peace & Reconciliation in Israel & Eastern Washington Palestine University Politics and Foreign Policy of University of Texas Israel at Arlington Politics of Israel Politics of the Middle East Research of Israel's Diplomacy William Jewell College School of Justice Studies Spring Adapted Israel International Relations Spring New Israeli-Arab Conflict Geography & Anthropology; History Political Science To be determined Adapted To be determined Adapted Jewish Mysticism Political Science Summer Adapted Library and Saint Anselm College Politics Fall College of Shanghai Eastern International Studies Languages and University Literatures To be determined Adapted The Arab-Israeli Conflict Trinity College Religion Fall Adapted Israel & her neighbors History of Jerusalem and its significance for three religious traditions Israeli popular music and Israeli culture The Politics of the Israel-Palestine Conflict University of Leeds International Politics Spring New Arab-Israeli Conflict

59 The Summer Institute for Israel Studies Course Title University Department The Zionist Idea U.S. Middle East Policy Zionism Religion Jerusalem Religion and Politics Binghamton University University of Central Oklahoma Dickinson College Claremont McKenna College University of Central Florida Estimated Enrollment Year Semester New or Adapted Focus History and Judaic Studies Spring Adapted Political Science Spring New Political Science Spring Adapted Religious Studies Spring Adapted Political Science Fall Adapted Israel and the Palestinians, the Peace Process Sociology, Political Science Graphic novels and the Israel-Palestinian Conflict(s) Role of Israel in the Modern world Zionism: Ideas and Realities Middlebury College Religion Fall Adapted Israel and its people Society Contemporary Israel: State and Society Gender Roles in the Middle East Conflict Introduction to International Studies Introduction to the State of Israel Israel - Between Sacred & Secular Middlebury College Ludwig Maximilian University Munich Regent University University of Bucharest Eastern Washington University International Studies Spring Adapted Cinema in Israel Historical Seminar - Jewish History Capped at Israel, History and and Culture Spring Adapted culture Government, History, & Criminal Justice Political Science Winter Adapted Geography, Anthropology, To be History 15 graduate determined New History and cultural studies Conflict and negotiations Religion and Secularism

60 The Summer Institute for Israel Studies Course Title University Department Estimated Enrollment Year Semester New or Adapted Focus Israel: Land, People, Traditions Bucknell University Religion Modern Israeli Society and Culture College of Shanghai Eastern International Studies Languages and University Literatures Fall New To be determined Adapted Theories of conflict Society, ethnicity, diversity Religion & State in Modern Israel Trinity College Religion Spring Adapted Israeli Culture Society and Cultures in Modern Israel Sociology of Modern Israel The Pennsylvania State University Jewish Studies Spring Adapted Modern Israel Southern Connecticut State University Sociology, Judaic Studies Summer Adapted Start-up Nation: The Israeli Economy Bucknell University Religion Fall Adapted Contemporary Israel University of To be Sociolinguistics, The Holocaust Nebraska at Kearney Sociology determined New literature Other Why Israel Matters Hebrew Union College Education Spring Adapted General presentation of the state of Israel

61 The Summer Institute for Israel Studies APPENDIX C: UNIVERSITIES AND COLLEGES Table 11: Universities and Colleges Enrollment Undergrad Enrollment Grad Institutions Location Cohort (s) Affiliation EAST Central Connecticut State University Connecticut Public Connecticut College Connecticut Private Southern Connecticut State Connecticut Public Trinity College (2) Connecticut 2011, Private University of Hartford Connecticut Private Yale University Connecticut Private University of Delaware (2) Delaware Public Colby College Maine 2008, Private Bentley College Massachusetts Private Boston College (2) Massachusetts 2004, Catholic Brandeis University Massachusetts Private Harvard University Massachusetts Private Hebrew College Massachusetts Jewish Salem State College Massachusetts Public Smith College Massachusetts Private Stonehill College Massachusetts Catholic U Mass Amherst (3) Massachusetts 2005, Public UMass Dartmouth Massachusetts Wellesley College Massachusetts Private Saint Anselm College New Hampshire Catholic Montclair State University New Jersey Public Seton Hall University New Jersey Catholic Binghamton University New York Public Brooklyn College New York Public CUNY-Lehman College New York Public

62 The Summer Institute for Israel Studies CUNY-Queensborough New York Public Hebrew Union College, NY New York Jewish Hofstra University (3) New York 2008, Private Jewish Theological Seminary (2) New York Jewish New York University (2) New York 2005, Private Rensselaer Polytechnic Institute New York Private Stern College for Women New York 2004 Jewish SUNY College at Buffalo New York Public Touro College New York Jewish United States Military Academy (2) New York Public Yeshiva University (2) New York 2004, Jewish Bucknell University Pennsylvania Private Dickinson College Pennsylvania Private Franklin & Marshall Pennsylvania Private Gannon University Pennsylvania Catholic Gratz College Pennsylvania Jewish Pennsylvania State University Pennsylvania Public Pennsylvania State, Slippery Rock Pennsylvania Public Temple University Pennsylvania Public Brown University (2) Rhode Island 2005, Private Middlebury College (2) Vermont 2005, Private The University of Vermont Vermont Public MIDWEST DePaul University (2) Illinois 2005, Catholic University of Chicago Illinois Private University of Illinois at Chicago (2) Illinois 2007, Public University of Illinois at Urbana-Champaign (2) Illinois 2010, Public Indiana University Indiana Public Drake University Iowa Private University of Kansas Kansas Public Eastern Michigan University Michigan 2006, Public Michigan State University Michigan Public

63 The Summer Institute for Israel Studies Northern Michigan University Michigan Public Oakland University Michigan Public University of Minnesota, Duluth Minnesota Public Saint Louis University Missouri Catholic William Jewell College Missouri Baptist University of Nebraska, Kearney Nebraska Public Hebrew Union College, Cincinnati Ohio 2006 Jewish Kenyon College Ohio Private University of Wisconsin, Madison Wisconsin Public University of Wisconsin, Milwaukee Wisconsin Public SOUTH Jacksonville State University Alabama Public University of Alabama Alabama Public University of Arkansas Arkansas Public University of Arkansas, Little Rock Arkansas Public Broward College Florida Public Florida Atlantic University Florida Public Florida International University Florida Public Saint Leo University Florida Catholic University of Central Florida Florida Public University of Miami (2) Florida 2004, Private Augusta State University Georgia Public Georgia Institute of Technology Georgia Public Georgia State University Georgia Public State University of West Georgia Georgia Public University of Kentucky Kentucky Public Tulane University (2) Louisiana 2007, Private Goucher College Maryland Private Towson University Maryland Public High Point University North Carolina Methodist University of North Carolina, Chapel Hill North Carolina Public University of Central Oklahoma (2) Oklahoma 2007, Public

64 The Summer Institute for Israel Studies University of Oklahoma Oklahoma Public College of Charleston South Carolina Public University of Tennessee Tennessee Public Texas A & M University--Kingsville Texas Public University of North Texas (3) Texas 2005, Public University of Texas at Arlington Texas Public University of Texas, Austin Texas Public Regent University (2) Virginia 2010, Private Sweet Briar College Virginia Private University of Virginia (2) Virginia 2008, Public American University (2) Washington DC 2009, Methodist Georgetown University Washington DC Catholic National Defense University Washington DC Public WEST Arizona State Arizona Public American Jewish University (2) California 2008, Jewish California State University, Long Beach California Public California State University, Northridge (2) California 2008, Public Claremont Graduate University California Methodist Claremont McKenna College California Private Hebrew Union College, Los Angeles (4) California 2006, 09, 11, 12 Jewish Loyola Marymount University California Catholic Pepperdine University California Private San Francisco State University (2) California 2005, Public San Jose State University California Public University of California, Los Angeles (2) California 2005, Public University of California, Santa Cruz (3) California 2005, 06, Public University of San Francisco California Catholic United States Air Force Academy (4) Colorado 2006, 07, Public University of Denver Colorado Private Portland State University Oregon 2009, Public University of Oregon Oregon Public

65 The Summer Institute for Israel Studies University of Utah (2) Utah 2008, Public Eastern Washington University Washington Public University of Wyoming Wyoming Public INTERNATIONAL University of Buenos Aires Argentina Public Yerevan State University Armenia Public Victoria University, Melbourne Australia Public Azerbaijan University of Languages Azerbaijan Public Sao Paolo University Brazil Public Grant MacEwan University Canada Concordia University Canada Private Wilfrid Laurier University Canada Public York College Canada 2012 Nanjing University China 2012 Peking University China Public Shanghai International Studies University China 2011 Public Sichuan International Studies University China 2011 Palacky University, Olomouc, Czech Republic Czech Republic 2012 Public University of Copenhagen Denmark Friedrich Alexander University Erlangen Germany 2012 Ludwig Maximilian University Munich Germany 2011 Public Canterbury Christ Church University Great Britain Public Liverpool John Moores University Great Britain University of Bath Great Britain University of Cambridge Great Britain Public University of Leeds Great Britain Public University of Leicester Great Britain Public University of Manchester Great Britain Public University of Reading (2) Great Britain 2005, Public ELTE University Hungary Hungary Szeged University Hungary 2011 College of Vocational Studies of Delhi University India Public

66 The Summer Institute for Israel Studies O.P. Jindal Global University India 2012 McMaster University Ontario Public York University, Toronto (2) Ontario 2004, Public University of Bucharest Romania 2011 Public Lomonosov Moscow State University Russia Public Moscow State University Russia Public Bilkent University Turkey Private Middle East Technical University Turkey Public National University Klevo-Mogilyanska, Kiev Ukraine 2006 Public Odessa National University, Ukraine Ukraine 2008 Public

67 The Maurice and Marilyn Cohen Center for Modern Jewish Studies at Brandeis University is a multi-disciplinary research institute dedicated to the study of American Jewry and religious and cultural identity. The Steinhardt Social Research Institute, hosted at CMJS, is committed to the development and application of innovative approaches to socio-demographic research for the study of Jewish, religious, and cultural identity. Brandeis University