Why Aren’t Russians Studying in the US?

International Students and Scholar Services (ISSS) at the University of Illinois at Urbana-Champaign recently published statistics for Fall 2017 international student enrollment.

The University of Illinois at Urbana-Champaign is now second among public institutions in the United States when it comes to enrolling international students. Last fall 3,336 new international students (a new record) were admitted, which brings the total number of international students at UIUC to 10,834. These students represent 113 countries across the globe, with the continent of Asia accounting for the greatest number of students (87% of total population).

ISSS 2017 Statistics

Among Russian, East European, and Eurasian countries, however, the total number of international students is 92. This number accounts for 0.85% of the total international student population. For comparison, Harvard’s international population this year was 9851, with only 33 students from Russia (0.3% of total international enrollment), and less than 50 combined from all other Eastern European and Eurasian countries.

So why aren’t more students from REEE countries enrolling at the University of Illinois? While student mobility data paints a disappointing picture, the reality of the situation is more complex. A recent report published by IIE highlights a few reasons why Russians in particular aren’t choosing to enroll in universities abroad, among which the most important reason may be the high cost. Starting in 2016, Russian ministries proposed a “State Quota System,” according to IIE, which “makes available free education spaces for both domestic and international students using federal budget allocations.” This shows Russia’s clear commitment to scholarships for foreign students studying in Russia, but it is somewhat unclear to what extent the government sponsors Russian students enrolling in international universities.

IIE 2017 Report

I recently interviewed Ms. Daria Shapira, a graduate student in the Law Department at UIUC, who indicated that the greatest challenge she faced was fluency in English, as she was expected to be just as competent and quick with the language as her fellows in the cohort. But while learning a new language can certainly be difficult, it is a challenge that each international student faces. Between sips of coffee I next asked Ms. Shapira my most important question, Why did you choose UIUC? The answer was both surprising and unsurprising. Unlike many of our international students, Ms. Shapira already had ties to Champaign-Urbana and UIUC, having lived here for several years before attending UIUC.

While it certainly seems that only a small number of Russian students choose to study abroad in the US, American Councils, citing data from the 2015 Open Doors Report, reports that, “The U.S. is now the second most popular study abroad location for Russian students, behind only Germany, which provides substantial financial support for visiting students through its academic exchange program.” It follows then, that the problem is not necessarily with UIUC or American universities in general, but the general state of outbound student mobility in Russia and other REEE countries.

Which begs the question, “Why do we or should we want REEE students studying here?” A stronger presence of students from REEE backgrounds could only enrich our understanding of the culture we are so proud to study. Right now, it is possible for some students to earn a degree here in Russian, East European, and Eurasian Studies and not share class with a single native speaker of the region, except professors. I think that is a shame. So what can be done? While we cannot change educational policies or the state of government scholarships in Russia, the challenge falls on us to find a way to attract Russian students to this university, as best we can. UIUC, already in second-place in total international enrollment in the US, is well suited to “lead the charge” for enrolling more students from Russia and Eastern Europe. This should be a focus for us moving forward.


Jesse Mikhail Wesso is a first-year graduate student in Russian, East European, and Eurasian Studies and an Outreach Assistant at the Russian, East European, and Eurasian Center. 

REPOST: Linguistic Diversity Between East and West: The Case of Georgian

This article was originally posted on the UIUC’s European Union Center‘s blog Linguis Europae on Monday, April 2nd, 2018.

By Kathryn Butterworth

The Republic of Georgia on the Eastern rim of Europe is unique in its language and dialect diversity, in addition to being home to many minorities and minority languages. With a population of about 4 million, Georgia is home to more than a dozen languages. The official state language is Georgian. It is a literary and written language shared by multiple subgroups of other languages like Svans, Mingrelians and Laz that belong to the same group of Kartvelian languages as Georgian. The other ethnic groups in the country include Azeris, Armenians, Russians, Ossetians Yazdis, Ukrainians, Kists, and Greeks.

The country’s multilingualism is largely a result of its history that evolved from disparate kingdoms first united under Bagrat III into a single state in 1008. A successor state of the Soviet Union, Georgia has been an independent state since 1999 and a member of the Council of Europe. It is home to sizable immigrant communities and multiple dialects within its own borders, but Georgian remains the sole official language of the state. When Georgia joined the Council of Europe in 1999, the state’s historically homogenous approach to language policy appeared to have been counteracted by its willingness to sign the European Charter for Regional or Minority Languages (ECRML). However, unlike neighboring successor states like Armenia that signed and ratified the ECRML in 2002, Georgia has not ratified the Charter to protect its unique linguistic diversity in coordination and consultation with the Council of Europe.

Map of Georgia (Image Source)

Historically, Georgia has always been at the crossroads of great empires. It was dominated by Persians, Arabs, Turks, and most recently by the Soviet Union. In addition to dialectal diversity arising from these historical contexts, Georgia is also geographically situated in a linguistically and ethnically rich and distinctive region in the Caucasus. The country borders Russia to its north (specifically the North Caucasus region of Russia), and Armenia and Azerbaijan to its south and southeast.

North Caucasian languages are equally if not more linguistically diverse. The Caucasus are a mountainous region. Indeed the North Caucasian mountain range serves as a natural border, also called isogloss, between languages of the North and South Caucasus. Georgian is the largest language in the Kartvelian language group, alongside Svan (largely located in the Svaneti (სვანეთი) region of Georgia in the northwest), Mingrelian (Samegrelo (სამეგრელო) region in the southwest of the country near Abkhazia) and Laz (a language primarily found in the West of Georgia and also in parts of Turkey). These languages are spoken in conjunction with Standard Georgian and speakers of Svan, Laz and Mingrelian are considered ethnic Georgians despite the fact that their spoken language is different than standard spoken Georgian and is not always mutually comprehensible. In other words, if one only understands Georgian, one will not necessarily understand Laz.  Below is a map depicting the ethno-linguistic complexity of the North and South Caucasus, as described above.

Language diffusion map (Image Source)

As the map illustrates, the region is home to languages within the Indo-European language group in addition to Kartvelian and North Caucasian languages. Dialects of the Georgian language itself vary regionally and this is a common phenomenon shared with most states which have a degree of ethnic and geographic heterogeneity. In the Republic of Georgia, these dialects are generally segregated by an East/West division. Due to the mountainous topography of Georgia’s north and northwest region, many of these dialects result from seclusion in which the Georgian language has been molded over time. In the East, the two main dialects of Georgian are Kakhetian (located in the Kakheti region) and Kartlian.

A screenshot of the Mkhedruli Georgian alphabet, from this guide to Georgian alphabets 


Georgian has its own alphabet: the so-called Georgian script. It has its origins in the foundations of Orthodox Christianity in Georgia from 337 onward. Later, the three historical alphabets have evolved into a single one, the so-called Mkhedruli alphabet that was originally used for secular, unofficial writing. Later it expanded and was popularized in commerce and trade. According to Omniglot, the first dictionary of Georgia was a Georgian-Italian dictionary written with the Mkhedruli script and published in 1629 in Rome, Italy. Today, this script is the sole alphabet used to write Georgian.

The Georgian language moved through traditional stages such as low, middle and high Georgian and eventually developed into the form we see today. The language is known for its complexity, both in its verbal system as well in its pronunciation. This is to say that while Georgian has a phonetic alphabet, it is notorious for its consonant clusters, rendering it difficult to pronounce in the beginning stages of learning.

While Georgian is in its own distinct language group different from Slavic or Indo-European languages and has a distinct culture, it lays claim to simultaneously being a part of and apart from Europe.  Though sharing a cultural history with Europe, primarily rooted in Christianity, Georgia also envisions itself as a crossroads between East and West with a distinct history and culture.  This tension between a type of modernity associated with the West, and a strong need to preserve traditional Georgian culture and language norms may help explain the lack of real commitment to the European Charter for Regional or Minority Languages. It is, interestingly enough, quite obvious in the linguistic landscape – including road signs – throughout Georgia.

Road sign in Latin and Georgian script (Image source)


World Heritage Encyclopedia. ‘Kartvelian Languages.’
http://www.gutenberg.us/articles/eng/Kartvelian_languages, accessed 4-8, 2017.

Kobaidze, Kock Manana (2004-02-11) From the history of Standard Georgian Archived September 27, 2007, at the Wayback Machine

Resources for the Study of the Georgian language, University of Illinois Library, http://guides.library.illinois.edu/c.php?g=347564&p=2344201, accessed 4-8 2017

OMNIGLOT: the Online Encyclopedia of Writing Systems and Languages: Georgian, https://www.omniglot.com/writing/georgian.htm

Kathryn Butterworth was a graduate student pursuing a Master of Science in Library and Information Science at the iSchool when she wrote this text in 418, ‘Language and Minorities in Europe’ in spring 2017.

REPOST: Dialogue: A Polish-Jewish Film Series screens Shimon’s Returns

The following was originally posted on a blog of the Initiative in Holocaust, Genocide, and Memory Studies – University of Illinois at Urbana-Champaign on April 3, 2018.

​I created Dialogue: A Polish-Jewish Film Series about a year ago with the intention of starting a forum for cross-cultural dialogue around Polish-Jewish issues that extend well beyond the scope of this particular cultural space. The goal of the Series is to breakdown perceived binaries between “Polish” and “Jewish” cultures through dialogue and discussion about a film. I was inspired by Professor Erica Lehrer’s exhibition Souvenir, Talisman, Toy put on at the Seweryn Udziela Ethnographic Museum in Krakow, Poland in 2013 where Prof. Lehrer attempted to create cross-cultural dialogue through her exhibition featuring wooden figurines of Jews carved by Poles after the Second World War. Each of my screenings begins with a film (sometimes a particularly controversial film) on a Polish-Jewish topic and is followed by a discussion led by graduate students specializing in the area. This academic year, Diana Sacilowski and I have curated the lineup of films and together we introduce and discuss the films with participants. In past semesters, we have screened films like Aftermath (2012), Ida (2013), Austeria (1982), and Little Rose (2010).
​Our first screening this semester was the largely independently produced documentary film entitled Shimon’s Returns (2014)The film is directed by US-based Polish-Jewish filmmakers Katka Reszke and Slawomir Grunberg—both of whom have been vital in many grassroots Jewish revival efforts in Poland. The film allows a glimpse into the life of a man named Shimon Redlich, an Israeli historian and child Holocaust survivor. In 1948– before emigrating to Israel, Shimon was cast in Unzere Kinder–Poland’s last ever Yiddish feature film. In four languages—English, Polish, Yiddish, and Hebrew—Shimon guides viewers through his story and his recurrent visits to contemporary Poland and Ukraine.
​Diana introduced the film, suggesting that, “various critics have noted, despite the dark history the film contends with and how charged the topic of the Holocaust is in this region of the world as of late, particularly regarding issues of complicity and who helped and who participated, the documentary itself is fairly uplifting.”
​The film seems to have been created to speak to a North American audience as Shimon narrates to the camera only in English while his interactions with others throughout the documentary occur predominantly in Polish and Hebrew. The film complicates common stereotypes around Polish-Jewish relations after the Holocaust. As one participant noted in the post-film discussion, it is as though there is a dramatically swinging pendulum between scenes that illustrate pro-Polish and anti-Polish sentiments in Shimon’s interactions and experiences in his returns to Poland throughout the documentary.  For example, in one scene Shimon approaches a right-wing group who are dressed in Nazi uniforms in Lwow (which was a part of Poland before the Second World War), yet instead of overtly confronting them, Shimon climbs up on a Nazi motorcycle and pretends to ride it. In another scene, Shimon meets his childhood sweetheart in Lodź, where they ride in a cycle-rickshaw and reminisce about their youth in the city, organically alternating between Polish and Hebrew. In this way, the film may seem to reinforce preconceived stereotypes that a North American viewer might carry with them before seeing the film, such as a notion that all Poles are anti-Semitic because of the complicity of some Poles in the Holocaust or that Poland was a thriving (Yiddish) Jewish homeland before the Holocaust (think of the nostalgia produced by the American film Fiddler on the Roof (1971)), but in fact, the film reveals the complex texture of Shimon’s identity and relationship with Poland, Poles, and the past.  Shimon’s Returns thereby shows that Polish-Jewish identity and Polish-Jewish relations after the Holocaust are likewise more nuanced and complex than many anticipate before viewing the film.

​It is important to note that Shimon’s Returns was made in 2014, before the introduction of the recent law which seeks to criminalize certain discourses on Polish complicity in the Holocaust. “On the one hand, this film might seem like it’s in line with new political discourse focusing on Polish heroism over complicity. But the story is far more complicated than that,” Diana rightly highlighted in her introduction to the film. In its complexity, Shimon’s Returns opens up a space for dialogue between perceived cultural boundaries that linger from the anti-Semitic laws of the Second World War and the Anti-Semitic Campaign of 1968.  In our discussion we considered how such dialogue-initiating films may be at risk in light of the new policies implemented by Poland’s right-wing government and the extreme responses to them from the Jewish right-wing.

All are welcome to join us for the screening of Scandal in Ivansk (2017) on Thursday, April 19th at 5:45pm in the Lucy Ellis Lounge of the Foreign Languages Building (707 S. Matthews, Urbana) which will be followed by a special Q & A with the film’s director, David Blumenfeld, via Skype!

Lizy Mostowski is a graduate student in the Program in Comparative and World Literature and John Klier Scholar in the Program in Jewish Culture and Society at the University of Illinois at Urbana-Champaign. Her research focuses on Polish-Jewish literature and surrounding discourses. Her writings on Polish-Jewish topics in contemporary Poland can be found on the Virtual Shtetl website.

Fall 2018: Select Courses in Russian, East European, and Eurasian Studies

Note: The courses listed below are not an exhaustive list of courses being offered on the REEE region. Please see course explorer for additional classes.

CWL 571: Literature, Archives, and Violence
Harriet Murav
T 3:30-4:50 pm, FLB 3024
What is a document? What makes a text, or any artifact, visual, aural, literary, electronic, artistic, or bureaucratic—a document? Who gets to document what? Violence can lead to a proliferation and also, a crisis of documentation. States create regimes of documentation, and yet populations and groups abandoned by law, both during periods of political upheaval, and during ordinary conditions, lose the capacity to record their histories. Other genres, more typically associated with the arts and literature — absorb and transform documentation. Biopolitical concepts, including abandonment, bare life, and creaturely life, thus inform the archive. CWL 571 ponders questions about the archive, violence, and subjectivity by examining creaturely life, and theories and practices of the documentation of violence, with particular focus on the 1920s and the 1990s, and with special, but not exclusive, attention to Russia and Eastern Europe.

GCL 146: The Fundamental Causes of Disease: The HIV/AIDS Pandemic
Cynthia Buckley
TR 3:30-4:50 pm, PAR 117
Using the approach that social inequality if the fundamental driver of disease, this experiential learning course explores the HIV/AIDS pandemic from a variety of biomedical, social, cultural, economic, and political viewpoints. Within the traditions of social demography, we draw on interdisciplinary literature concerning the emergence and spread of HIV/AIDS as well as the global dissemination of improvements in education, testing, and treatment. This course enables REEES students to develop important insights into this pressing health issue as HIV infections increasing rapidly in most regions of Eurasia, where stigma/discrimination related to HIV and AIDS remain high and sexual health knowledge levels stay persistently low among youth. No pre-reqs.

HIST 560: Politics, Society, and Culture in Russia and the USSR, 1881-1938
Mark Steinberg
T 3-5:20 pm, Gregory Hall 318
Major themes in the history and historiography of late imperial and early Soviet Russia and the USSR from 1880s into the 1930s. Topics to be explored include social and cultural experience, diversity and difference, power and transgression, cultural construction and interpretation, gender, empire, capitalism, socialism, and revolution. Central to the course are questions of methodology and theory as well as of the interpretation of the Russian past.

LAW 656: Public International Law
Francis A. Boyle
Time TBA, Location TBA
The International Law course examines the variety of roles played by law and lawyer in ordering the relations between states and the nationals of states. The course utilizes a number of specialized contexts as a basis for exploring these roles. The contexts include, among others, the status of international law in domestic courts; the efficacy of judicial review by the International Court of Justice; the effort to subsume international economic relations under the fabric of bilateral and multilateral treaties; and the application — or misapplication — of law to political controversies that entail the threat of actual use of force. The course proceeds through an examination of problems selected to illuminate the operation of law within each of these contexts.

RUSS 220/CWL 227: The Golden Age of Russian Literature
Michael Finke
TR 1-3:20 pm, FLB G24
Survey of Russian literature in the long 19th century; romanticism, realism, nationalism, orientalism, empire; writers may include Pushkin, Gogol, Lermontov, Pavlova, Turgenev, Dostoevsky, Tolstoy, Chekhov, and others; reading and discussion in English.

RUSS 322: Dostoevsky
Harriet Murav
TR 2-3:20 pm, FLB G18
Fyodor Mikhailovich Dostoevsky (1821-1881), one of the world’s greatest authors, grappled with the major questions of the modern era in a boldly experimental style. His characters and his novels debate criminality, sexuality, sin, and redemption. Politics and religious and ethnic tension are explicit themes of his works. He was a political radical as a young man, who was sentenced to death for crimes against the government, but was reprieved. By the end of his life he associated with right-wing government figures. This course will focus on Dostoevsky’s novel about radical political terrorism: Demons. No Russian required.

RUSS/CWL 444: Problems in Romanticism
Valeria Sobol
W 2-4:20 pm, English Building 304
This course will explore Russian Romanticism in its connection both to Russian cultural and historical development in the nineteenth century and to its Western European context. Students will be introduced to both major and lesser Russian writers of the Romantic era, as well as to a variety of theoretical issues, such as the definition of Romanticism, Romantic orientalism, authenticity of the Romantic personality, national originality, varieties of Romanticism in Russia, its persistence in the Russian literary tradition, and many others.

SOC 270: Global Demography
Cynthia Buckley
TR 11-12:20 pm, Mechanical Engineering Building 253
This course seeks to provide participants with a broad understanding of pressing global population issues. Students are expected to develop basic competency in the calculation of basic demographic indicators, the assessment of demographic data and the critical assessment of how population changes (driven by fertility, mortality/morbidity, and migration) influence social relations, political interests, economic development and social institutions. The course will prepare you for advanced coursework in demography and enable you to integrate population issues and data into your future research across a variety of disciplines. No pre-reqs.

TURK 490: Language and Culture in Turkey
Ayşe Özcan
TR 2-3:20 pm, English Building 307
This course will explore language and culture dynamics in Turkey within an interdisciplinary framework through its history, literature, art, cinema, media, music, and religion from the pre-Islamic era to the present day, with a focus on modern Turkey (20th-21st centuries). This course will pay special attention to the complexities of Turkish modernity by examining the politics of secularization and modernization along with the implications of current trajectories to better understand how cultural continuities and transformations gave birth
to modern Turkish language.

SLAV 576: Methods in Slavic Grad Study
David Cooper
M 1-2:50 pm
Comparative, interdisciplinary methods and theoretical issues crucial to studies in Slavic literature, history, and culture. Theoretical bookshelf followed by specific case studies from Slavic. Same as CWL 576. May be repeated to a maximum of 8 hours as topics vary.

RUSS 320: Russian Writers (Solzhenitsyn)
Richard Tempest
MWF 11-11:50 am
Focused study of the work of a single Russian writer, or the comparison of that writer with another major author, in translation. No Russian required. Same as CWL 321. May be repeated in separate terms to a maximum of 6 hours, if topics vary. Prerequisite: At least one other college literature course or consent of instructor.


Eugene M. Avrutin (REEEC affiliate faculty) publishes new monograph “The Velizh Affair: Blood Libel in a Russian Town”

Eugene M. Avrutin (REEEC affiliate faculty) has published a  new monograph The Velizh Affair: Blood Libel in a Russian Town with Oxford University Press. Professor Avrutin is Associate Professor of History and Tobor Family Scholar in the Program in Jewish Culture and Society at the University of Illinois. He is the author of Jews and the Imperial State: Identification Politics in Tsarist Russia and the co-editor of Ritual Murder in Russia, Eastern Europe, and Beyond: New Histories of an Old Accusation.

According to Oxford University Press’ overview of the book, it is the first account of the longest ritual murder investigation in the modern world and a new explanation of ritual murder accusations, emphasizing the power of a shared belief in magic and the supernatural in the dissemination of the tale. It explores one of the most fundamental contradictions of Jewish life in the Russian Empire: that, no matter how widespread ritual murder beliefs may have been, the largest Jewish community in the world continued to feel rooted and secure in its place of residence.



On April 22, 1823, a three-year-old boy named Fedor finished his lunch and went to play outside. Fedor never returned home from his walk. Several days later, a neighbor found his mutilated body drained of blood and repeatedly pierced. In small market towns, where houses were clustered together, residents knew each other on intimate terms, and people gossiped in taverns, courtyards, and streets, even the most trivial bits of news spread like wildfire. It did not take long before rumors began to emerge that Jews murdered the little boy.

The Velizh Affair reconstructs the lives of Jews and their Christian neighbors caught up in the aftermath of this chilling criminal act. The investigation into Fedor’s death resulted in the charging of forty-three Jews with ritual murder, theft and desecration of Church property, and the forcible conversion of three town residents. Drawing on an astonishing number of newly discovered trial records, historian Eugene M. Avrutin explores the multiple factors that not only caused fear and conflict in everyday life, but also the social and cultural worlds of a multiethnic population that had coexisted for hundreds of years.

This beautifully crafted book provides an intimate glimpse into small-town life in eastern Europe. The case unfolded in a town like any other town in the Russian Empire where lives were closely interwoven, where rivalries and confrontations were part of day-to-day existence, and where the blood libel was part of a well-established belief system.




REPOST: Illinois again a top producer of Fulbright U.S. Student Awards

This article was originally posted on February 26, 2018 by the Illinois News Bureau.

For the seventh time in the past eight years, the University of Illinois at Urbana-Champaign is among the top producers of Fulbright U.S. Student Awards, part of the U.S. government’s flagship international educational exchange program.

The University of Illinois at Urbana-Champaign is among the U.S. colleges and universities that produced the most 2017-18 Fulbright U.S. Student Awards, as announced recently by the U.S. Department of State’s Bureau of Educational and Cultural Affairs. The Fulbright Program is the U.S. government’s flagship international educational exchange program. Top-producing institutions are highlighted annually in The Chronicle of Higher Education.

Thirteen students from the Urbana campus [including REEEC-affiliated students Marco Jaimes (History), Matt Klopfenstein (History), and Thornton Miller (Musicology)] received Fulbright awards for academic year 2017-18, placing Illinois among the top 25 universities (and top 10 public institutions) in terms of numbers of student grantees. David Schug, the director of the National and International Scholarships Program at Illinois, said the University of Illinois has been a perennial leader in student Fulbright grantees, making the top-producing list for seven of the past eight years.

The Fulbright competition is administered jointly at the University of Illinois through the National and International Scholarships Program – which assists undergraduates and recent alumni – and the Office of External Fellowships, which focuses on graduate student applications. Both offices have begun working with future candidates, as applications will open April 2 for students and recent alumni interested in pursuing studies, fine arts, research or English teaching assistantships under the Fulbright for the 2019-20 academic year.

Since its inception in 1946, the Fulbright Program has provided more than 380,000 participants – chosen for their academic merit and leadership potential – an opportunity to exchange ideas and contribute to finding solutions to shared international concerns. Over 1,900 U.S. students, artists and young professionals in more than 100 different fields of study are offered Fulbright grants to study, teach English and conduct research each year in more than 140 countries.

The Fulbright Program also awards grants to U.S. scholars, teachers and faculty to conduct research and teach overseas. In addition, some 4,000 foreign Fulbright students and scholars come to the United States annually to study, lecture, conduct research and teach foreign languages.

CfP: Undergraduate Conference on Slavic & East/Central European Studies

University of California

21st Annual
Undergraduate Conference on Slavic & East/Central European Studies

You are invited to participate in the 21st Annual University of California Undergraduate Conference on
Slavic and East/Central European Studies. The conference will be held on Saturday, April 28, 2018 on
the UCLA campus.

One of the great benefits of knowing a foreign language is being able to use source materials in that
language. This conference gives students the opportunity to integrate their language skills with research
on some aspect of Slavic or East/Central European studies and to present their work in a collegially
critical and at the same time friendly and supportive environment. Presenting a conference paper is an
ideal way to strengthen graduate school applications or add an academic component to your résumé.
In addition, those interested have the opportunity to submit their papers for peer-reviewed publication
in the on-line UCLA Journal of Slavic and East/Central European Studies


Your presentation may be an extension of a paper written for a course in Slavic or East/Central European
studies or a project related to your personal interests. You may work alone or jointly with
another student. Instructors from your campus Slavic, Russian or East/Central European Studies
program will serve as project advisors. Any undergraduate enrolled in a Slavic or East/Central
European language, literature, linguistics, history, political science, music, folklore, or other
relevant course may participate. Graduate students are invited to serve as panel moderators.

The paper must incorporate some materials in a Slavic or other East/Central European language. Your
level of proficiency will determine the extent to which foreign language materials should be used. For
example, beginning students might incorporate titles of books or articles or place names in the original
Slavic language; intermediate students might read some passages in the original from relevant
sources; advanced students might base their paper on sources in the given language. Individual presentations
should be 10-15 minutes in length; joint presentations should be 15-20 minutes in length.

To participate, submit a proposal online by Friday, March 23, 2018. If your proposal is accepted,
return to the website to submit your final presentation information by Friday, April 13, 2018.
Submission link: http://slavic.ucla.edu/conference/uc-undergraduate-conference/participate/

For more information, please visit http://slavic.ucla.edu/conference/uc-undergraduate-conference/.