UMass New Academic Program - Submission Template Proposed Degree(s) Title: Masters in Italian Studies Proposed CIP Code: 16.0902 (Italian Studies) Date of Board of Trustees Vote: (BOT meeting date following CASA approval) Date Letter of Intent submitted to Commissioner (leave this box blank; AASAIR will fill in when final proposal is received. Copy of LOI attached.) A. Alignment with Institution Mission Priorities. How does the proposed program align with the institution s mission priorities? The idea of an MA in Italian Studies is seamlessly compatible with several of the more optimistic points made in the Academic Priorities Council s report entitled An Exploration into Improving Academic Supply (Deliverables) Relative to Student Demand (2008). Specifically, we wholeheartedly agree with the report s authors that our reputation and ranking as a university will be based on faculty research as well as our academic programs, students academic experience, and the caliber of students we attract. Similarly, the Italian Studies Program wholeheartedly shares the Chancellor s statement in his Framework for Excellence that: We aspire to be among the very best public research universities in the country. We aspire, specifically, to match the excellence of the public universities that are members of the prestigious Association of American Universities (AAU). There is no doubt that highly qualified MA students will greatly enhance the academic experience of all our students and will, as a consequence, contribute to UMass profile at large. Moreover, thanks in part to our new staffing levels as of AY 2010-11 and our current record enrollments, the Italian Program is poised to leapfrog a number of other MA programs in the nation, most of which reside at schools that are ranked as a whole higher than UMass. Though a single degree program does not raise a school s ranking on its own, the University s prestige will no doubt rise in the category of Italian Studies in North America. Our MA learning goals and outcome assessments are in perfect concord with both the University s desire to increase the quality of our instruction and the Program s aspiration to continue the consistent rate of improvement we have achieved over the last 7-8 years. In short, the new MA program would certainly contribute to the University s mission to provide an affordable education of high quality and conduct programs of research and public service that advance our knowledge and improve the lives of the people of the Commonwealth.
B. Alignment with System Priorities 1. Will this proposed program address a regional/local/state workforce shortage? Explain. Yes. There is a rising demand for Italian teachers in the secondary schools and for interpreters and translators. See Section E.1 below. 2. For undergraduate programs only - With what, if any, other institutions have articulation agreements been arranged for this program? (attach agreements) 3. How will the proposed new academic program broaden participation and completion at the institution by underrepresented and underserved groups? We anticipate that this program will be of particular interest to a wide range of students, including high school teachers who already possess the preliminary teaching certificate but who have not yet attained the requisite MA to advance to tenured status. The under-served demographic of Italian heritage speakers (in Massachusetts in particular and in New England in general [see Appendix V, chart IV]) suggests that the most successful recruitment strategies would be those carried out through a targeted informational campaign directed at the chief BA programs in New England and in the states with the highest undergraduate Italian enrollments. Our faculty are already members of the New England Association of Italian Instructors, an assembly that lends itself well to the dissemination of publicity of this sort. However, because Italian-Americans are no longer recognized as a commonly targeted ethnic group or economically impoverished social class, these students would not count as outreach to minority students and students below the poverty line as a whole. The Italian Studies program is however dedicated to the observance of the University s EO&D policy and new admissions to the MA program would be made in conformity with those guidelines. C. Overview of Proposed Program 1. Context. Describe the program s development, as well as its proposed administrative and operational organizational structure. The Italian Studies Program at UMass already currently offers a Masters in Teaching Degree in collaboration with the School of Education. The MAT degree, which lasts two years, requires 18 credits in Italian Studies and 26 in the School of Education. The MA degree will be based on our Program s current structure and staffing but, in the place of the courses in the School of Education, MA students will take all their courses within the Department of Languages, Literatures and Cultures. The organizational process for the establishment of the MA in Italian Studies is already well underway. We do not anticipate requiring any assistance from outside entities. 2. Description. What is the intent /purpose of the program? What knowledge and skills will students acquire? For what careers will graduates be prepared? 2
The purpose of the MA program is to prepare students specifically in Italian Studies with a more precise focus than is currently possible for their MAT colleagues through more profound instruction directed towards: the historical, political and social contexts that shape Italian language, literature and culture; the production of research at an advanced level, including critical analyses of literary works and cultural artifacts from a range of periods, currents and genres; the variety of theories related to the study of language, literature and culture; advanced written and oral communicative competencies in Italian. Graduates will be able to work in a wide range of fields (including education, translation and international trade) and will be qualified to enroll in the most prestigious PhD programs in the nation. 3. Curriculum, Requirements. Attach curriculum outline and course syllabi. Provide a complete description of the curriculum. Describe procedures and arrangements for independent work, internship or clinical placement arrangements, if applicable. Describe role and membership of external advisory committee, if any. The curriculum outline has been included here on pp. 16-18. Sample course syllabi are provided in Appendix VI, beginning on p. 40. We have not consulted an external advisory committee. 4. Students. For first year and transfer students, outline requirements for admission and graduation, expected time from admission to graduation, projected degree completion rates, and transferability of program participants credits to other institutions. We anticipate that MA students will complete their degrees in two academic years and anticipate a degree completion rate at or near 100%. The requirements for admission are those established by the Graduate School on p. 11 of the 2010-2011 Graduate School Bulletin. In addition to the graduation requirements delineated in point C.3 above and on pp. 16-18 below, students must comply with all Graduate School guidelines regarding credit requirements, thesis format and the Dual Master s Degree as applicable. Students continued enrollment shall be contingent upon their adherence to the Graduate School s Policies and Regulations as published at: <http://www.umass.edu/gradschool/handbook/univ_policies_regulations.htm> The Italian Studies MA program will also gladly cooperate in the integration of this course of study into the Graduate School s Accelerated Master s Degree Initiative in order to encourage undergraduate students with top academic records to remain at UMass Amherst. <http://www.umass.edu/gradschool/faculty_accelerated_masters_degree.html> All graduate credit for courses in the MA in Italian Studies program will be transferable to other institutions just as those in the MAT in Italian Studies program currently are. 5. Feasibility. Complete the Faculty Form that follows item C-7. Attach vitae for current faculty. Describe faculty, staffing, library and information technologies, facility (including lab and equipment), fiscal and or other resources required to implement the proposed program. Distinguish between resources needed and 3
on-hand. Display positions to be filled with qualifications. The organizational structure of graduate instruction in Italian Studies will remain unchanged. See the faculty form on p. 8. The Graduate Faculty Vitae begin on p. 19. Given that the policies and operation of the MA are so similar to those of the existing MAT, we do not anticipate any difficulties whatsoever. Indeed, in addition to a boost in the average academic quality of our graduate students, we would see marginally higher enrollment rates because all courses required for the degree may be taken within our department. All faculty, staffing, library and information technologies, facility, fiscal and or other resources required to implement the proposed program are already in place. 6. Licensure and Accreditation. Is this program intended to prepare students for licensure? If yes, name licensure organization and licensing exam. Project student passing rates. What professional or specialized accreditation will be pursued for the program? Project accreditation timelines. Only our MAT requires specialized licensure and accreditation procedures (through the successful completion of the Massachusetts Test for Educator Licensure, administered by the Massachusetts Department of Elementary and Secondary Education). The MA does not, although successful MA students may also elect to take the MTEL exam and are in fact encouraged to do so. 7. Program Effectiveness Goals, Objectives, and Assessment. (Please note that this section is intended to focus on overall effectiveness, not student learning, which is addressed elsewhere.) Linked to each goal should be measurable objectives such as job placement rates, faculty additions, facility or programmatic enhancements, etc. timetable, and, if applicable, strategies for achieving them. PROGRAM GOALS BEGIN ON NEXT PAGE. 4
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Student Learning Program Goals Goal Measurable Objective Strategy for Achievement Timetable Students will complete the program requirements satisfactorily. Students linguistic and cultural competencies will be demonstrably improved. Professional Preparation Job Placement Students will obtain a thorough understanding of the fundamental nature of a career in academia. Students will learn the standard practice of academic research and teaching, and will be encouraged to present their individual research projects at graduate conferences. Achieve a 100% placement rate for all graduates who intend to pursue a career in the field of Italian Studies In addition to the normal academic evaluations provided by the grading system, students will benefit from regular individual mentoring meetings with the Graduate Program Director in order to identify areas for improvement. The Graduate Program Director will hold individual advising meetings with each student throughout the course of their studies, with special attention to course selection. Following the lead of the Graduate Program Director, all graduate faculty will monitor students progress on a regular basis and will make proactive efforts to maximize each student s intellectual potential. All graduate faculty will serve as mentors to the MA students and will present workshops on bibliographic and philological techniques that are essential to their success in the profession. All students will have the opportunity to work with graduate faculty to develop at least one course paper into research project that is worthy of presentation at a graduate student conference. All graduate faculty will monitor trends in the field and communicate will keep students abreast of publishing and employment opportunities. All graduate faculty will help students who wish to apply for a PhD program or a job related to their field of study to develop successful applications and will provide honest, constructive support. This support Because each student will complete his or her course of studies in two academic years, work in this area will begin immediately and continue throughout the student s enrollment period. Because each student will complete his or her course of studies in two academic years, work in this area will begin immediately and continue throughout the student s enrollment period. Because each student will complete his or her course of studies in two academic years, work in this area will begin immediately and
Enrollment Program Enhancement Attain and maintain the levels of enrollment predicted on p. 11. Continual improvement of existing courses. Create additional courses aimed at the attainment of the abovementioned goals. includes, but is not limited to, the composition of letters of recommendation upon request and continual nurturing of the mentor relationship. Enrollment will be increased to optimal levels through targeted marketing plans intended to attract a large, high-quality applicant pool (see sections E.2 and E.5 above). This includes: increased cooperation and coordination with the other two Italian Programs in the Five Colleges; presentations in feeder courses; yearly attendance at professional meetings, including networking within professional organizations. Adequate retention rates are directly related to attaining success in the first three goals listed above. The Graduate Studies Committee will meet regularly together to assess student performance as a whole for all of the Program s courses and will cooperate in the establishment and attainment of the Program s objectives. These activities include the scheduling of courses and the constant improvement of course content, presentation and evaluation. Graduate faculty will use student feedback (including, but not limited to, end-ofsemester evaluations) to improve course content and course offerings. New courses, after their successful experimental phase, will be evaluated by the Graduate Studies Committee and will be submitted for approval in accordance with the new course approval policies of the Graduate School. continue throughout the student s enrollment period. Years 1-4 to achieve target enrollment. Retention efforts will be ongoing. This plan will begin immediately upon the approval of the MA proposal and continue unabatedly. 7
Faculty Form (CVs are provided beginning on p. 19) Andrea Malaguti, Assistant Professor of Italian (Full-Time) o Post-WWII Film and Film Theory, comedy and irony, Modern Italian drama, the canzone d autore. Roberto Ludovico, Associate Professor of Italian (Full-Time) o Twentieth-Century Italian literature, Italian and European Modernism, Literature and periodicals of the fascist era, Italo Calvino, Literature and tradition of Italian gastronomy. Michael Papio, Associate Professor of Italian (Full-Time) o Boccaccio, Dante, medieval and early Renaissance studies, the Italian novella, teaching and study of literature in the hypertext environment, Italian historical and descriptive linguistics. Elizabeth H.D. Mazzocco, Professor of Italian (Part-Time) o Renaissance, humanism, Middle Ages, history of the theater, image of women, historiography, second language acquisition, multimedia language materials development. Name of faculty member (Name, Degree and Field, Title) Check if Tenured Summary of Faculty Who Will Teach in Proposed Program Please list full-time faculty first, alphabetically by last name. Add additional rows as necessary. Courses Taught Number of Division of Full- or Parttime Put (C) to indicate core course. sections College of in Put (OL) next to any course Employment Program currently taught online. Full- or part- time in other department or program (Please specify) Sites where individual will teach program courses Ludovico, Roberto. PhD in Italian Studies, Associate Professor ITAL 597MR: Italo Calvino ITAL 569: 20th-Century Theater ITAL 597E: Calvino and Post-War Italian Literature ITAL 597I: Cultural Identity in Trieste ITAL 597LP: 20th-Century Literary Periodicals in Italy ITAL 597M: Literature of Fascist Italy 1 1 1 1 1 1 CHFA (Day) Full-time Amherst Campus 8
ITAL 597U: History of Italian Gastronomy ITAL 665: 20th-Century Novel (C) ITAL 699: MA Thesis Prep (C) 1 1 1 Malaguti, Andrea. PhD in Romance Studies, Assistant Professor ITAL 544: Italian Literature of the 18 th Century ITAL 554: Neoclassicism and Romanticism ITAL 559: 19 th -Century Theater ITAL 564: Pirandello and Theatricality ITAL 597C: Freud and Interpretation ITAL 597F: Auteur and Film Theory ITAL 655: 19 th -Century Novel ITAL 699: MA Thesis Prep (C) 1 1 1 1 1 1 1 1 CHFA (Day) Full-time Amherst Campus Papio, Michael. PhD in Italian Studies, Associate Professor ITAL 507: Dante and the Duecento (C) ITAL 508: Dante ITAL 514: Prehumanism and the Italian Renaissance ITAL 524: High Renaissance ITAL 583: Intro to Romance Philology ITAL 590: Renaissance Lyric and Petrarchan Poetry ITAL 597DM: Dante Minore ITAL 597G: Love in Medieval Italian Literature 1 1 1 1 1 1 1 1 CHFA (Day) Full-time Amherst Campus 9
ITAL 597K: Medieval and Renaissance Short Story ITAL 597L: Dante, Petrarca and Boccaccio ITAL 597N: Boccaccio s Decameron ITAL 597P: Literature and Medieval Intellectual Culture ITAL 597RP: Medieval and Renaissance Prose ITAL 597S: Medieval and Renaissance Tuscany ITAL 597X: Boccaccio s Minor Works ITAL 608: Dante s Comedy ITAL 699: MA Thesis Prep (C) 1 1 1 1 1 1 1 1 1 Mazzocco, Elizabeth. PhD in Italian Studies, Professor ITAL 597Q: Renaissance Courtly Culture in France and Italy 1 CHFA (Day) Part-time Mazzocco is 60% Five College Professor Amherst Campus 10
D. External Review. Attach the review team report. Attach institutional response. E. Market Analysis Provide enrollment projections for Years 1-4. PROGRAM ENROLLMENT PROJECTION # of Students Year 1 # of Students Year 2 # of Students Year 3 # of Students Year 4* New Full Time 1 1 2 2 Continuing Full Time 1 1 2 New Part Time 1 1 Continuing Part Time 1 Totals 1 2 4 6 1. Need for graduates. What is the local/regional/state labor market outlook for graduates of the proposed program? Include data and data sources that form the basis for need assessment. Although it is not widely reported in the media, the study of Italian at the high school and college levels has steadily and dramatically increased over the last several years (for high school interest, see pp. 37-38). Indeed, university enrollment in Italian courses has risen 59% since 1998 (see p. 29), a rate that outstrips that of all other major spoken languages in the United States. Because of the slow change in the distribution of high school teachers in the modern languages, there is a pent-up demand that will presumably be met only as those of less desirable languages retire and are replaced by those who teach Italian and other high-interest languages. Although Massachusetts itself is number 14 in the nation for total Italian enrollments in grades 7-12, a full one half of all pre-college Italian enrollment is located in New York and Connecticut, two states from which UMass regularly recruits students (see p. 39). The market outlook for high school teachers of Italian, then, is far more encouraging than most. Of particular importance to our MA program is the fact that new high school teachers who begin their careers with a BA in Italian must, according to licensure regulations, obtain an MA within 5 calendar years of their initial employment or a combination of Professional Development Points that may include graduate courses. Of these two possibilities, the former is the more common. Massachusetts participates in almost every jurisdiction in the National Association of State Directors of Teacher Education and Certification. Graduate courses in Italian taken at UMass Amherst are just as useful to out-of-state teacher-students as to those of the Commonwealth. Students who complete an MA in Italian Studies are also qualified to apply to PhD programs in the US and abroad and typically enjoy a significantly higher rate of acceptance than those who obtain an MAT in Italian Studies. Although the recent and severe economic downturn has made it more difficult for new PhDs in all fields to find jobs in universities and colleges, the unprecedented increase in Italian suggests that it will be one of the first fields to rebound once the recession has run its course. It is important, moreover, to note that those who hold an MA in Italian are far more likely to 11
consider jobs outside academia. According to the U.S. Bureau of Labor Statistics, Employment of interpreters and translators is projected to increase 22 percent over the 2008-18 decade, which is much faster than the average for all occupations. Higher demand for interpreters and translators results directly from the broadening of international ties and the large increases in the number of non-english speaking people in the United States. Both of these trends are expected to continue throughout the projections period, contributing to relatively rapid growth in the number of jobs for interpreters and translators across all industries in the economy. Demand will remain strong for translators of frequently translated languages, such as Portuguese, French, Italian, German, and Spanish (http://www.bls.gov/oco/ocos175.htm). On average, those who hold an MA are significantly more likely to be hired in these jobs than those who have only an undergraduate degree. The BLS report notes: Many people who work as conference interpreters or in more technical areas such as localization, engineering, or finance have master s degrees. The presence of the new multimedia resource center and the new facilities in Interpreter Studies in Herter will contribute concretely to the successful preparation of new MA graduates in Italian. Indeed, the new hire in Interpreter Studies (2012) is nicely complemented by our ongoing partnership with the University of Bologna s SSLiMIT (Scuola superior di interpreti e traduttori Advanced Institute for Interpreters and Translators ), with whom we already have an exchange agreement, thanks to our study abroad exchange program in Forlì. 2. Student Demand / Target Market. What is the student market for the proposed program? Discuss demographics, location, proposed market share, etc. Provide data, e.g., survey results, etc., that form the basis for enrollment projections. At UMass specifically, enrollments in Italian have risen 218% in the last two decades. This exceptional rise in demand for courses in Italian in the US drives not only the need for more high school Italian teachers but also an opening for new advanced programs, insofar as students of Italian, like so many others nowadays, enjoy distinct advantages over competitors with BAs when entering the job market with a master s degree (as mentioned above). Notably, enrollments in Italian graduate programs have similarly risen remarkably (see p. 27). The relative paucity of Italian programs in New England (see p. 30) in combination with more and more students of Italian has created a buyers market for admissions committees in MA programs. Never before have so many highly qualified students been applying for master s programs. The MA in Italian Studies will provide a substantially enhanced academic base for students who pursue graduate studies in Italian literature, film and cultural studies. Although some of our past MAT students have in fact gone on to enroll in PhD programs, those who elect to continue their studies at the doctoral level often find themselves at a disadvantage with regard to other applicants, inasmuch as the MAT is designed to prepare them specifically for the high school environment and not for advanced study at research institutions. While we are profoundly proud of our MAT program and our record of placement in Massachusetts and elsewhere, we have lost several students who, having begun the program here, decided to pursue an MA in Italian Studies at Boston College and the University of Connecticut. The MA will provide our students not only with a background equal (and in some cases superior) to that provided by the most prestigious Italian MA-granting universities in the nation, but also with other specialized instruction available within our department, whether in Translation Studies, Comparative Literature, Film Studies or Area Studies. Because MA students will concentrate all of their academic work within the Department of Languages, Literatures and Cultures (which is already nationally recognized in a range of other disciplines) and 12
because they will not divide their coursework with the School of Education, they will have markedly enriched opportunities to deepen their knowledge base with respect to our current MAT students. Those who choose then to continue at the PhD level will have advantages not available to them in the absence of the MA in Italian. Within the context of the Five Colleges, there is a particular demand for an MA program in Italian and UMass is the only one of the five institutions capable of fulfilling that potential. We have already entered into discussions with our peer faculty at Mount Holyoke College aimed at creating a 5-year BA-MA combination, which would be launched upon the approval of the present proposal. Several of their best students have already gone elsewhere to complete their MA in Italian despite having expressed a preference to remain at UMass, had that been possible. 3. Duplication. Identify existing public and private programs/institutions in the region or state that offer the same or similar programs. Discuss size / enrollment trends for these programs. All of the Italian MA-granting institutions in New England are listed on p. 30. It should be noted that UMass currently ranks first in total Italian enrollment among these schools. It should also be noted that Brown U, Harvard U and Yale U regularly discard all MA applications in Italian, preferring instead to devote their resources to new PhD students who have already completed their MA elsewhere. Southern Connecticut State awards MA degrees in Romance Languages, which divides their students coursework over two languages, cultures and literatures. The only authentic apple-to-apple competition we face in New England comes from Boston College and the University of Connecticut. That said, and though BC s resources are generally greater than ours, we sincerely believe that our program will be highly desirable when compared with these others, especially once ours has been well established. Both BC and UConn have fewer undergraduate students of Italian than UMass and fewer tenure-system graduate faculty. This paucity of specialists dramatically limits their ability to compete with UMass, especially in terms of curricular richness. See also E.4 below. 4. Competitive advantage. Apart from the obvious pricing advantage of public institutions, what will distinguish the proposed program in the academic marketplace? There are no other comparable programs at any public university in the Commonwealth of Massachusetts. The relatively small size of Italian Studies at UMass, especially when compared to programs in other languages with substantially more faculty members, often obscures the fact that our program is actually one of the largest in the United States and regularly ranks higher than those of other universities that are further up the national rankings in prestige and resources. Of all the graduate-degree granting Italian programs in the United States, UMass is ranked 14 in total enrollment (see p. 33). It is ranked second in total enrollment among all universities and colleges in New England (see p. 35). The size of the undergraduate student body, the quality of the faculty and the recent growth in our Program s course offerings, the new study abroad programs and many cultural initiatives (not to mention the library holdings of the Five Colleges and the coordination among the Italian programs in the Valley) promise to attract a healthy group of applicants from North America and Europe. It is worth noting that the cultural and academic initiatives in Italian Studies at UMass are decidedly more vibrant than those of most potential competitors. 13
5. Marketing Plan. Describe the institution's marketing plan, including time lines, for the proposed program? Taking as a model the University s recent success in attracting a larger number of out-of-state applicants, the Italian Studies program will concentrate its MA marketing plan not only at graduates of BA programs in Massachusetts, but also at those of the top national institutions listed in the table beginning on p. 33. It is our conviction that the best candidates will be most efficiently identified by casting a large marketing net via targeted email distribution (including low-cost/high-return publication of flyers and brochures) and through our personal contacts in the field of Italian Studies in North America. Beyond the use of the Italianists general Listserv, we also have access, through the American Association of Italian Studies, to nearly all Italianists who run undergraduate Italian programs. This ability to network so efficiently is due, in large measure, to the fact that the academic community is relatively small and close-knit. In the short run (the next 2-3 years), we anticipate a modest increase in the number of high-quality applicants. In the longer run (from about 2016 to 2018), we anticipate a 300% increase over current levels. F. Budget Projection a. Budget Narrative. Explain assumptions underlying expense and income projections, e.g., instructor status, enrollment projections, field and clinical resources, etc. Describe additional cost/revenue impacts within the broader departmental/institutional budget. As mentioned in section C.5 above, the organizational structure of the new MA program is essentially identical to that of the current MAT program. Consequently, we do not foresee the need for an outlay of investments related to the administration and implementation of the Master s Program. Indeed, the simple fact that the graduate structure in Italian Studies is already firmly in place eliminates the need for new resources in order to launch the MA degree. b. Program Budget. Budget categories include facilities, library, faculty, staff, field/clinical experiences, revenues from grants, tuition or other sources, etc. Reallocated funds should specify reallocations from existing campus resources to support the proposed program, including funds reallocated from discontinued or downsized programs. Indicate one-time/start-up costs and revenues. The response to this question is very similar to that of section F.a above. Unlike many other new programs, the MA in Italian Studies is already poised to reap substantial benefits from its current organizational structure and existing levels of support. For this reason, the Cost Categories listed in the budget are all set at $0.00. 14
EXPENDITURE ESTIMATES AND BUDGET SUMMARY EXPENDITURE ESTIMATES Year 1 Year 2 Year 3 Year 4 2013-14 2014-15 2015-16 2016-17 Year 5 2017-18 New Expenditures required for Program Expenditures from current resources New Expenditures required for Program Expenditures from current resources New Expenditures required for Program Expenditures from current resources New Expenditures required for Program Expenditures from current resources New Expenditures required for Program Expenditures from current resources Personnel Services Faculty $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Administrators $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Support Staff $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Others $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Fringe Benefits % $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Total Personnel $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Operating Expenses Supplies $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Library Resources $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Marketing/Promotional Expenses $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Laboratory Expenses $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 General Administrative Overhead $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Other (specify) $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Total Operating Expenses $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Net Student Assistance Assistantships $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Fellowships $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Stipends/Scholarships $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Total Student Assistance $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Capital Facilities / Campus recharges $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Equipment $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Other $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Total Capital $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 Total Expenditures $0 $0 $0 $0 $0 $0 $0 $0 $0 $0 BUDGET SUMMARY OF NEW PROGRAM ONLY Year 1 Year 2 Year 3 Year 4 Year 5 2013-14 2014-15 2015-16 2016-17 2017-18 Total of newly generated revenue $2,685 $5,370 $10,740 $13,425 $13,425 Total of additional resources required for program $0.00 $0.00 $0.00 $0.00 $0.00 Excess/ (Deficiency) $2,685 $5,370 $10,740 $13,425 $13,425 Justification of Financial Projections: Potential revenue sources are somewhat more difficult to predict. On account of the fact that some of the Italian Studies graduate students already receive an assistantship with tuition remission, the tuition revenue over the program s first four years of existence depends upon the number of students admitted beyond the number for whom we have assistantships. The revenue derived from graduate student fees would rise on a per-student basis, which we have calculated (very conservatively) in increments of $2,685 per academic year, according to the 2010-2011 mandatory fee schedule per semester. We have set Year 5's revenue equal to Year 4's because we anticipate a cap of approximately 6 MA students. 15
Requirements for the successful completion of the MA in Italian Studies The MA degree is designed to be a meaningful professional credential in itself and a strong foundation for further progress toward the PhD. The successful graduate will have a thoroughgoing familiarity with the major authors and traditions of the entire literary canon as well as a solid preparation in the field s professional norms. Prerequisites for admission to the MA Program include a bachelor s degree (or international equivalent) in Italian Studies or closely affiliated area of study and clear indication of ability to do successful graduate work in Italian Studies. Full-time students are normally expected by the Department to take a minimum of three graduate courses during each semester. The selection of courses must be approved by the Graduate Studies Director before students complete preregistration. (Courses taken as audits are not counted among the minimum three.) It is expected that students will be able to finish all requirements for the degree within two academic years. A minimum of 30 graduate credit hours (up to 6 credits approved by the Graduate Studies Committee may be transferred) with at least a 3.0 grade average as required of all MA candidates by University regulation. Students must select one thesis director and at least one other graduate faculty member to serve on their thesis committee.. University of Massachusetts Amherst, MA in Italian Studies Graduate Program Curriculum Outline Major Required (Core) Courses (Total courses required = 4) Course Number Course Title Credit Hours ITAL 597J Basic Methods of Foreign Language Methodology (regularly taught in LLC by a non-italianist) ITAL 608 Dante s Comedy 3 ITAL 665 20 th -Century Novel 3 ITAL 699 Master s Thesis Preparation 3 Distribution Requirement Course Choices, part 1 of 3 Medieval-Renaissance (Total courses required = 2) SubTotal # Core Credits Required 12 ITAL 514 Prehumanism and the Early Renaissance 3 ITAL 524 The High Renaissance 3 ITAL 590 Renaissance Lyric and Petrarchan Poetry 3 ITAL 597DM Dante Minore 3 ITAL 597G Love in Medieval Italian Literature 3 ITAL 597K Medieval and Renaissance Short Story 3 ITAL 597L Dante, Petrarca and Boccaccio 3 ITAL 597N Boccaccio s Decameron 3 ITAL 597P Literature and Medieval Intellectual Culture 3 ITAL 597RP Medieval and Renaissance Prose 3 ITAL 597S Medieval and Renaissance Tuscany 3 ITAL 597X Boccaccio s Minor Works 3 3 Distribution Requirement Course Choices, part 2 of 3 Pre-Modernism and Modernism (Total courses required = 2) ITAL 544 Italian Literature of the 18 th Century 3 16
ITAL 554 Neoclassicism and Romanticism 3 ITAL 559 19 th -Century Theater 3 ITAL 564 Pirandello and Theatricality 3 ITAL 567 Modern Poetry 3 ITAL 569 20 th -Century Theater 3 ITAL 597E Calvino and Post-War Italian Literature 3 ITAL 597MR Italo Calvino: Mapping Reality through Literature 3 ITAL 597LP 20th-century Literary Periodicals in Italy 3 ITAL 597M Literature of Fascist Italy 3 ITAL 655 19 th -Century Novel 3 Distribution Requirement Course Choices, part 3 of 3 Italian Culture (e.g., cinema, gastronomy, literary theory) (Total courses required = 2) ITAL 583 Intro to Romance Philology 3 ITAL 597O Mediterranean Survivors 3 ITAL 597C Freud and Interpretation 3 ITAL 597D Advanced Language Methodology 3 ITAL 597F Auteur and Film Theory 3 ITAL 597I Cultural Identity in Trieste 3 ITAL 597Q Renaissance Courtly Culture in France and Italy 3 ITAL 597U History of Italian Gastronomy 3 ITAL 597T Italian Theater 3 ITAL 597TC Transnational Italian Cinema 3 SubTotal # Distribution Credits Required 18 Curriculum Summary Total number of courses required for the degree 10 Prerequisite or Other Additional Requirements: Total credit hours required for degree 30 An examination, both written and oral, based on the MA reading list (on next page), must be passed in addition to the satisfactory completion of course requirements. Similarly, students must complete a master s thesis in accordance with the standards established by the Department and the Graduate School before their degree may be conferred. Both the exam and the thesis must be completed during the students last semester. N.B. Any courses taken in addition to those required to fulfill the Distribution Requirements may be counted as Electives. 17
The Reading List for the MA in Italian Studies In order to successfully pass the MA exams, the candidate will be expected to demonstrate not only familiarity with the works themselves and their authors, but also a general acquaintance with the major movements and developments in Italian literature, culture and history, especially as they pertain to the works on the list. We therefore strongly recommend that the candidates supplement their readings with authoritative histories of Italian literature, such as the Cambridge History of Italian Literature, ed. Brand and Pertile (1999), or Giulio Ferroni s Storia della letteratura italiana (1991). All texts on the list must be read in Italian. Unless specified as selections, each work must be read in its entirety. When selections are indicated, those given in any good multi-volume anthology should suffice. All the candidates must consult the faculty any time they have questions about any aspect of this list (e.g., the choice of selections or editions) or the MA exams. The list below will be revised regularly by the Graduate Faculty Committee. 1200-1300 1400 San Francesco d Assisi: Cantico di frate Sole Burchiello: selections Jacopo da Lentini: selections Pulci: selections from the Morgante Guido Guinizelli: selections Ficino: selections from the Theologia platonica Guido Cavalcanti: selections Poliziano: Stanze per la giostra Cecco Angiolieri: selections Lorenzo de Medici: Rime, selections; Comento ad alcuni Mussato: Ecerinide sonetti d amore, selections Dante: Vita Nova, Commedia Pico della Mirandola: De hominis dignitate Petrarca: Canzoniere (at least 50 selections) Piccolomini: Historia de duobus amantibus Boccaccio: Decameron Sannazaro: selections 1500 1600-1700 Ariosto: selections from the Orlando Furioso Tasso: selections from the Gerusalemme Liberata Machiavelli: Il principe, La mandragola Galileo: selections from Il Dialogo sopra i due massimi Michelangelo: selections sistemi del mondo Castiglione: Il cortegiano, books I and IV Campanella: La città del sole Colonna: selections Marino: selections from Adone Della Casa: selections Goldoni: La locandiera Stampa: selections Alfieri: selections from the Vita; Mirra Parini: selections from Il giorno Beccaria: Dei delitti e delle pene 1800 1900 Foscolo: Dei sepolcri; Ultime lettere di Jacopo Ortis D Annunzio: Il piacere; selected poetry, including at least Manzoni: I promessi sposi the following from Alcyone: La sera fiesolana, La Leopardi: Selections from Idilli and Canti; from the Operette pioggia nel pineto, Meriggio, Versilia, I pastori morali: Dialogo della Natura e di un Islandese, Il Pirandello: Il fu Mattia Pascal; Sei personaggi; selections cantico del gallo Silvestre, Dialogo della terra e della from Novelle per un anno luna, Elogio degli uccelli Svevo: Senilità; La coscienza di Zeno Verga: I Malavoglia; selected novellas, including Rosso Marinetti: Il manifesto del futurismo; Zang Tumb Tumb malpelo, La lupa, L amante di Gramigna, Cavalleria Palazzeschi: Il codice di Perelà rusticana, Storie del castello di Trezza Vittorini: Conversazione in Sicilia Tarchetti: Fosca Saba: Trieste e una donna Pascoli: selected poetry including at least the following: Montale: Ossi di seppia Myricae Pavese: La luna e i falò Calvino: Il cavaliere inesistente, Le città invisibili, Lezioni americane Eco: Il nome della rosa or La misteriosa fiamma della regina Loana 18
Vitae for current faculty CVs of Italian Studies Graduate Faculty: ROBERTO LUDOVICO Dept. of Languages, Literatures and Cultures Italian Studies Program, 312 Herter Hall University of Massachusetts, Amherst, MA 01003 ludovico@frital.umass.edu POSITIONS 2011-present: Associate Professor of Italian, Department of Languages, Literatures and Cultures, University of Massachusetts Amherst 2005-11: Assistant Professor of Italian, Department of Languages, Literatures and Cultures, University of Massachusetts Amherst 2003-2005: Visiting Assistant Professor of Italian, Department of French & Italian, University of Massachusetts Amherst EDUCATION Ph.D. Brown University (Italian Studies) 2003. M.A. McGill University (Italian Studies) 1997. Laurea, summa cum laude, Università di Bari (Foreign Languages and Literatures) 1993 LANGUAGES Native speaker of Italian Near-native fluency in English PUBLICATIONS BOOKS Renato Poggioli. An Intellectual Biography. Roberto Ludovico, Lino Pertile and Massimo Riva, eds., Florence: Olschki, 2012. «Una farfalla chiamata Solaria» tra l Europa e il romanzo. Pesaro: Metauro Edizioni, 2010. ARTICLES AND BOOK CHAPTERS Introduction. In Renato Poggioli. An Intellectual Biography. Roberto Ludovico, Lino Pertile and Massimo Riva, eds., Florence: Olschki, 2012. Pp. ix-xvii. Franco Antonicelli e Cesare Pavese. Italica 88.3 (2011): 309-34. (Includes Ritratto di Pavese, a 1950 unpublished essay by Franco Antonicelli on Pavese edited by Roberto Ludovico.) Introduzione. In Cesare Pavese e Renato Poggioli. «A meeting of minds» Carteggio 1947-1950. Silvia Savioli, ed. Alessandria: Edizioni dell Orso, 2010, pp. 1-32. Pavese editore di Poggioli. Note sul carteggio relativo alla Teoria dell arte d avanguardia. In Leucò va in America. Cesare Pavese nel centenario della nascita. M. Mignone, ed. Stony Brook, NY: Forum Italicum Publishing Salerno: Edisud, 2010. Da Parigi a Trieste: «Solaria» tra centro e periferia. Otto-Novecento 31.1 (2007): 41-59. Decentralizing Modernism: the Decline of the Myth of Paris and the Peripheral Alternative of Trieste. In Modernism and Modernity in the Mediterranean World. D. Pietropaolo and L. Somigli, eds. Ottawa: Legas, 2006. Pp. 91-101. «Solaria» e la cultura europea degli anni Trenta. Rivista di letteratura Italiana 33.1-2 (2005): 311-14. Tra Europa e romanzo: «Solaria» e il fantasma James Joyce. In Frammenti di Europa. Riviste e traduttori del Novecento. C. Gubert, ed. Pesaro: Metauro Edizioni, 2003. Pp. 39-59. 19
Lettera aperta a Francesco Guccini intorno ad alcuni aspetti dei suoi romanzi, con una risposta di Francesco Guccini. In In search of Italia. R. Morosini and A. Vitti, eds. Pesaro: Metauro Edizioni, 2003. Pp. 119-38. A Triestine Novel: Italo Svevo s Emilio s Carnival. The James Joyce Literary Supplement 16.1 (2002): 2, 8. Dal granito all arcobaleno: Cinque secoli di vite di Paolo Uccello, pittore fiorentino. Quaderni d italianistica 22.1 (2001): 121-42. Dietro Le città invisibili: Vicktor Sklovskij, narratore. Quaderni d italianistica 20.1-2 (1999): 216-26. Le città invisibili di Italo Calvino: dalla dialettica binaria della tensione alla dialettica multipla del frammento. Bollettino dell Accademia Lucchese di Scienze Lettere e Arti 8.3-4 (1997): 9-13. SELECTED PRESENTATIONS Letteratura e potere. TV interview on the literary journal Solaria (1926-1934) and the relationship between literature and power in Italy. The program produced as part of the TV series Scrittori per un anno produced by the Education Channel of the Italian state television network aired on 10/18/2012 (http://www.letteratura.rai.it/articoli/alberto-asor-rosa-letteratura-e-potere/16772/default.aspx). Scrittori per un anno Rai Education. Interview on the topic of the relationship between culture and power for the series Scrittori per un anno a program produced by the History Channel of the Italian State Television. Recorded on January 11, 2012 and to be aired April 2012. Renato Poggioli tra storia e letteratura. Invited speaker at the doctoral program of the Scuola Humanae Litterae of the University of Milan, Italy. November 15, 2011. Pellegrino Artusi s The Science in The Kitchen and the Art of Eating Well between culinary tradition and social innovation. Invited speaker at Culinary Luminaries, an event organized by the Food Studies Program of The New School, March 31 2011, New York, NY. Presentation of Gianni Di Gregorio s film Pranzo di ferragosto, Massachusetts Multicultural Film Festival: Cinematic Cities, UMass Amherst, April 21, 2010. Note in margine al carteggio tra Cesare Pavese e Renato Poggioli. Centro Studi Gozzano Pavese, Università degli Studi di Torino, April 14, 2010. Pavese editore di Poggioli. Note sul carteggio relativo alla Teoria dell'arte d'avanguardia. Invited speaker at the conference Leucò va in America. Cesare Pavese nel centenario della nascita. Center for Italian Studies at SUNY Stony Brook. March 13-14, 2009. Peacocks That Spew Fire from Their Beak, Fluttering Pies and Mountains of Parmesan Cheese: Notes on the Origin of Modern Tradition in Italian Cuisine. Invited speaker at the Boston University Italian Interdisciplinary Seminar, December 9, 2008. Tradition and Innovation in Italian Food Literature. Guest lecturer, Smith College, October 27, 2008. Renato Poggioli tra l Europa e gli Stati Uniti. Centro Studi Americani, Rome, Italy, May 26 2008. Rediscovering Renato Poggioli. Closing address at the Renato Poggioli (1908-1963) Symposium, Harvard University, October 27, 2007. (Organizer and multi-campus coordinator of the symposium held at UMass Amherst, Brown University and Harvard University, October 25-27, 2008). Tra le carte di Franco Antonicelli. Storie di un pugliese a Torino. Paper presented at the Second Annual Robert Dombroski conference, University of Connecticut, September 17-18, 2005. Percorsi solariani: verso il modernismo europeo e oltre. Paper presented at the congress Letteratura e riviste, Università Cattolica del Sacro Cuore, Milano, March 31 April 2, 2004. Decentralizing Modernism: The Decline of the Myth of Paris and the Peripheral Alternative of Trieste. Paper presented at the congress Mediterranean Modernism, University of Toronto, October 29 November 1, 2003. Solaria, the Debate on the European Novel and the Ghost of James Joyce. Paper presented at the 18 th International James Joyce Foundation Symposium, Trieste, Italy, June 16 22, 2002. Spunti per una rilettura critica di «Solaria» (1926-1936). Paper presented at the congress of the Canadian Society for Italian Studies, University of Toronto, May 26 28, 2002. La figura di Paolo Uccello in Schwob, Vasari e Pascoli. Tra biografia e fantasia. Paper presented at the congress of the American Association for Italian Studies, University of Pennsylvania, Philadelphia, PA, April 19-22, 2001. Dietro Le città invisibili: Vicktor Sklovskij, narratore. Paper presented at the congress of the American Association for Italian Studies, Loyola University, Chicago, IL, April 2 5, 1998. 20