Graduate Handbook

In Hispanic Studies we offer specializations in both Peninsular and Latin American literature and cultures. The Peninsular program is particularly strong in the Golden Age, and the nineteenth- and twentieth-centuries. The Latin American program features contemporary poetry, theater and narrative and works by women writers. Faculty members have interests in Judeo-Latin American literature, Basque Studies and recent Spanish cinema. Globalization and human rights are often topics in seminars. Advanced courses in grammar, linguistics and literary translation are available. A minor in English as a Second Language (ESL) is offered.

We offer masters and doctoral degrees. Our PhD. students have excellent success finding professional positions and recent graduates hold jobs at:

• University of Miami
• Creighton University in Omaha
• University of North Dakota
• Dixie College in Utah
• Coffey College in Kansas
• University of Nebraska-Omaha
• State University of New York-Oneota
• Southern Utah University

Our faculty is very active and they have hosted visiting scholars for lectures and special seminars. Recent visitors include Professor Augstín Muñoz Alsono López of the Universidad de Castilla-La Mancha and Professor Saúl Sosnowski of the University of Maryland. We have also hosted a conference on Judaic literature in Argentina and will host the Mid-America Conference on Hispanic Literature in the near future.

The department offers fellowships to aid student giving papers at conferences or to interview for jobs at the Modern Language Association annual convention. Graduate students in Spanish have won prestigious university-wide grants for both research and teaching.

The program's faculty is growing. It welcomed two new professors in 2007, Iker González-Allende, specializing in Spanish literature of the Civil War period and Amalia Ran, an expert on contemporary Latin American literature and Jewish writers. In 2008 Isabel Velázquez, an applied linguist, joined us. The faculty strives to foster a close working relationship with graduate students, and encourages activities with the local Hispanic community.

The program of study leading to a M.A. degree in Hispanic Studies generally takes two years and includes courses in Hispanic literature, language and civilization, with possibilities for collateral work in other fields. All work required for a M.A. must be completed within six consecutive calendar years. The degree is excellent preparation for either a career in secondary education or for further graduate study at the doctoral level.

Our Spanish M.A. program is intended to furnish a solid, comprehensive preparation in the field of Hispanic Studies, covering Spanish and Latin American literature. The course of studies surveys the various epochs of Iberian cultural and intellectual history while exploring the major literary genres. The program includes a number of offerings in linguistics.

All M.A. candidates are examined in both Spanish and Latin American literatures.

Masters Options

The Spanish M.A. program offers a certain flexibility which allows students the options of either writing thesis, pursuing a minor or carrying an unusually high number of doctoral level courses. Nevertheless, it must be stressed that a minimum of 18 hours in Hispanic Studies are required for the M.A. degree. You will want to discuss these options with your advisor to determine which option best fulfills your professional objectives. Once you file your Memorandum of Courses, you may not change the Option you have chosen.

Nota Bene: All three options require the equivalent of 36 hours of course work and successful completion of the Comprehensive Examinations.

Option I requires a minimum of 36 credit hours that culminate in a set of comprehensive exams. Six to ten of these hours are devoted to researching and writing a THESIS. At least eight of these 36 hours must be taken in seminars (900 level courses). Option I also provides the opportunity to take a minor of at least nine hours in a related field. If you have a minor, one member of your committee must be from the department offering the minor. The minor should be in an area offering a graduate degree at UNL, such as Anthropology, History, Sociology, English, or another language. Undergraduate programs such as Women’s Studies or Latin American Studies cannot be selected as a minor. At least 10-12 hours of required credit must be in regularly scheduled campus courses.

Option II requires a minimum of 36 credit hours that culminate in a set of comprehensive exams. No thesis is included; rather Option II allows you to pursue more course hours in related studies. Your 36 hours may include 18 hours in the major and nine hours in one MINOR or your 36-hour total may include at least 15 hours in the major and nine hours in each of two MINORS. At least one member of your committee must be from the department offering the minor. The minor should be in an area offering a graduate degree at UNL, such as Political Science, Psychology, Sociology, English, or another language. Undergraduate programs such as Women’s Studies or Latin American Studies cannot be selected as a minor. The overall total of 36 credit hours must include at least 12 hours of work in seminars (900-level courses).

Option III requires a minimum of 36 credit hours. Option III does not require a thesis or a minor but instead calls for increased work at the seminar level. No less than 18 hours of the 36 hour total are required at this 900 level. At least 18 hours must be completed in regularly scheduled campus courses. Like Options I and II, Option III also calls for a set of comprehensive exams.

MA Advisor

When you enter the M.A. program, the first person to contact is the Graduate Advisor for Spanish. The Graduate Advisor will discuss your interests, previous experience, the various options and specializations available to you, requirements, deadlines, and scholarship opportunities. Also, you will be advised concerning your program of studies. In addition to this introduction to the program, the Graduate Advisor for Spanish monitors your progress and in consultation with the Chair of your Supervisory Committee, keeps you informed about deadlines in order to file your Memorandum of Courses with the Office of Graduate Studies at the appropriate time.

Beginning in the second semester, as you proceed with your course work and constitute your M.A. Supervisory Committee, the person you choose as Chair of your committee becomes your primary advisor with regard to the content and completion of your program, which includes course work, comprehensive exams, and with Option I, your thesis.

The doctoral degree is given primarily for high attainment in a particular field of scholarship and for demonstrated power of independent research in a subdivision of this field. The doctoral student is expected to be capable of intelligently synthesizing the information obtained in courses and from the works on the Ph.D. Reading List on a level significantly higher than the M.A. candidate. You should also be familiar with the principal critical works of major scholars, and with the journals and critical approaches in each of the areas listed on the Ph.D. Reading List.

Requirements

At least three full years of graduate study is normally required to complete the Ph.D. in Hispanic Studies. A minimum of 90 hours of graduate credits comprise the program of study including course work and the research necessary to complete your dissertation. To fulfill these 90 hours several guidelines obtain:

Residency Requirement

• At least 12 hours must be taken in seminars (900 level).
• Normally 20-24 hours of the required minimum (90) are devoted to your dissertation.

You must finish your course work and all other requirements, including the dissertation, within eight years of the time you file your Program of Studies. Going beyond the eight-year limit requires special permission from the Graduate College.

Ph.D. Advisor

When you enter the Ph.D. program, the first person to contact is the Graduate Advisor for Spanish. The Spanish Graduate Advisor will discuss your interests, previous experience, the various options and specializations available to you, requirements, deadlines, and scholarship opportunities. After your initial contact with your advisor, the next step is to set up your Ph.D. Supervisory Committee, normally by the end of your first semester.

Ideal Eight Semester Sequence

Semester One
An entering student receives preliminary advising related to requirements, selection of courses, and areas of interest. In consultation with the Graduate Advisor, this entering student reviews the reading lists for each curricular area. As noted above, the reading list for each of these areas divides into two bibliographies: primary sources and secondary sources. These entries provide the basic academic support for learning and for research in that particular curricular area. Assigned texts in courses reflect several, but not all, of the works cited on the list. The new student enrolls in courses.

Semester Two
By mid-semester the student begins to design the Memorandum of Courses (Program of Studies), distributed across the eight-semester sequence. The objective is to insure that his or her major academic area is supported by the schedule of courses offered each academic year; these courses include the required 870 and 880 and proficiency in two other languages. Before the close of this semester the student establishes the composition of his or her Ph.D. Supervisory Committee. The Chair of that committee will direct the dissertation.

Semester Three
In September, in consultation with the Committee, the student prepares the Memorandum of Courses, submitting this Memorandum to the Committee. The student also prepares a one-page prospectus of the topic of the dissertation. The Chair of the Supervisory Committee convenes a meeting at which the members and the student review the Memorandum of Courses and the topic of the dissertation. Discussion focuses on the sequence of courses, how this particular sequence prepares the student for the ensuing Ph.D. examinations and for productive work on the topic of the dissertation. The Committee offers suggestions relating to both the Ph.D. exams and the dissertation. The Committee approves the Memorandum of Courses and the topic of the dissertation.

Semester Four
During this semester the student continues enrolled in courses. During this time he or she consults with the Supervisory Chair, who may recommend working bibliographies that correspond to the area and to the topic of the dissertation. The purpose of these consultations is to provide the student with access to information and ideas about those historical, cultural, theoretical, or aesthetic perspectives, germane to the dissertation. The student also completes all other requirements for the degree.

Semester Five
At mid-semester (March or October), the student takes the set of four Field Exams. The student has one week to complete each exam, away from campus. Two weeks after the exams are completed, the Chair of the Supervisory Committee schedules the oral exam. This exam, consisting of one hour, focuses on the performance in the five areas. All members of the Supervisory Committee attend and participate in this oral exam.

Semester Six
At mid-semester (March or October), the student takes the second set of exams, which consists of two exams, designed by the Chair of the Supervisory Committee. One focuses on the topic of the dissertation; the other exam relates to the area of the dissertation. One week is allocated for each exam. Upon completion, the Chair of the Supervisory Committee convenes a session for the oral exam and the Presentation of the Description of the Dissertation. This oral exam is two hours in length. During the first hour, the student responds to questions about the two exams directly related to the topic of the dissertation. During the second hour, the student makes a formal presentation of the dissertation. This presentation is based on an analytical and interpretative description, some 20 pages in length. The description contains five components: 1) title; 2) explanation of the topic; 3) title of chapters, sub-headings, and the main arguments of each; 4) proposed conclusions, and 5) the contribution or relevance of the dissertation to scholarship in the field. Upon successful completion of the field exams, the two exams related to the dissertation, and the defense of the paper on the topic of the dissertation, the student becomes a candidate for the doctoral degree.

Semester Seven
The student, guided by his or her director, writes the dissertation. The Chair of the Supervisory Committee delivers a draft of the dissertation to members of the Supervisory Committee. While the student may consult freely with all members of his or her supervisory committee, the Chair is responsible for all communication regarding the progress of the dissertation and the paperwork required by the Office of Graduate Studies.

Semester Eight
Mid-way through the eighth semester, the student has completed revisions recommended by the members of his or her supervisory committee. The Chair of the Supervisory Committee arranges for the defense of the dissertation. If the student defends the dissertation with success, he or she receives the doctoral degree at commencement exercises in May or December.

Candidacy
You become a candidate for the Ph.D. degree when you have:

• completed all your course work,
• have an approved Description of the Dissertation,
• have two readers for your dissertation,
• have fulfilled your language requirement with two languages other than Spanish or English, and
• have passed your comprehensive exams.

Spanish 803 (SPANISH STYLISTICS)
Aim: To improve written and oral communication skills in Spanish. To acquire linguistic and stylistic skills to permit expressive and effective communication.
Organization: Analysis of style in Spanish texts, introduction to use of rhetorical strategies, written practice with organization and persuasive presentation of ideas. Grading:: One final exam, two hour exams, two in-class compositions, class participation, homework.

Spanish 805 (ADVANCED GRAMMAR)
Aim: An advanced examination of theoretical and practical aspects of Spanish grammar.
Organization: Detailed presentation of grammatical structures, with some comparison/contrast with English structures. Study of idiomatic expressions. Reading and analysis of literary texts that exemplify the structures and expressions studied.
Grading:: Class participation, many quizzes, two exams.

Spanish 807 (HISTORICAL LINGUISTICS/HISTORY OF SPANISH)
Aim: This course has two interrelated goals: 1) to offer a brief introduction to basic notions and analytical procedures within the field of Historical Linguistics and, 2) to offer a detailed study of the origin and evolution of the Spanish language. The course is directed primarily towards advanced undergraduate and graduate students in Spanish, but it should also be useful to students with an interest in General Linguistics.

Spanish 821 (MEDIEVAL LITERATURE)
Aim: An introduction to the literature of the Spanish Middle Ages, from the Xth through the XVth Centuries, including the dominant genres for each generation.
Organization: Chronologically deals with early romance literature through pre-Renaissance, lyric poetry, epic narrative, and “cuaderna vía,” prose selections from chronicles and didactic literature and liturgical and secular drama.
Grading:: Midterm and final exam, periodic exams with short answer and essay questions, a 20-page research paper, class participation.

Spanish 841 (SPANISH GOLDEN AGE POETRY)
Aim: To analyze specific representative texts in terms of formal, stylistic, and thematic elements. Includes poetry by authors such as Herrera, Garcilaso de la Vega, Fray Luis de León, San Juan de la Cruz, Luis de Góngora, Lope de Vega, and Quevedo.
Organization: Lectures and discussion of tendencies in Golden Age poetry and analysis of poems.
Grading:: Class participation, a research paper, at least one oral commentary on a text, and two major exams.

Spanish 842 (SPANISH GOLDEN AGE PROSE)
Aim: To describe and discuss the fundamental characteristics of 16th- and 17th-century Spanish prose writings, and analyze examples of the novels of chivalry, the pastoral novel, and the picaresque novel as well as non-narrative prose.
Organization: Lectures and discussions of Golden Age prose works such as La Celestina, El Lazarillo de Tormes, La Diana by Montemayor, Quevedo's Buscón, and Sueños, Santa Teresa's Moradas.
Grading:: Class participation, a midterm and a final exam, a research paper, and at least one oral commentary on a text.

Spanish 845 (SPANISH GOLDEN AGE DRAMA)
Aim: To describe and discuss the fundamental characteristics of the Spanish 16th- and 17th-century comedia.
Organization: Lectures and discussions of comedias by authors such as Lope de Vega, Tirso de Molina, Ruíz de Alarcón, Cervantes, Moreto, and Calderón; concentrating on formal as well as thematic elements.
Grading:: Class participation, two major exams, one oral textual commentary and one research paper.

Spanish 853 (19TH-CENTURY SPANISH LITERATURE)
Aim: To describe and discuss the major trends in 19th-century Spanish literature, analyzing texts typical of the literary movements of Romanticism, Realism, and Naturalism.
Organization: Lectures and discussions of general trends, narrative techniques, and dramatic and poetic design in 19th- century Spanish literature, concentrating on their formal, stylistic, and ideological features. Works by Larra, Zorrilla, the Duque de Rivas, Espronceda, Bécquer, Pérez Galdós, Valera, Pardo Bazán, and Clarín.
Grading:: Class participation, a midterm and a final exam, oral reports, and a research paper.

Spanish 856 (TWENTIETH-CENTURY SPANISH POETRY)
Aim: To discuss the major trends in poetry in twentieth-century Spain, read and analyze examples of the poems of the most significant poets of the century.
Organization: Introduction to Modernism and the various generations and analysis of poetry by Antonio Machado, Unamuno, Salinas, Guillén, García Lorca, Hernández, Luis Rosales, Blas de Otero, Carmen Conde, Gloria Fuertes, Concha Zardoya, Angel González, José Angel Valente, Ana María Fagundo, and others.
Grading:: Class discussion, oral reports, a midterm exam, a final exam, and a research paper.

Spanish 857 (TWENTIETH-CENTURY SPANISH NARRATIVE)
Aim: To learn about important trends in Spanish narrative of this century and analyze works by significant writers such as Unamuno, Baroja, Azorín, Valle-Inclán, Ayala, Cela, Delibes, Ana María Matute, Mercé Rodoreda, Sender, Martín Santos, Juan Goytisolo, and Juan Benet.
Organization: Lectures, questions, discussion, and presentations on the Generations of 1898, 1912, and 1927, Civil War Literature, Mid-Century authors, Existentialist novel, Neo-realist novel, and the New baroque.
Grading:: Class participation, two oral presentations, two papers, and a final exam.

Spanish 858 (TWENTIETH-CENTURY SPANISH DRAMA)
Aim: To discuss the fundamental tendencies in 20th-Century Spanish drama. Through analyses of plays by major authors, to introduce the basic principles of dramatic theory while reviewing the socio-political context in which the plays are written.
Organization: Lectures and discussions of 20th-Century Spain in the context of European history, cultural and philosophical tendencies, dramatic theories, and analyses of specific plays representative of the avant-garde, the theater of the Absurd, Epic theater, and the theater of Cruelty.
Grading:: Class participation, a mid-term and a final exam, oral reports, and a research paper.

Spanish 859 (SPANISH-AMERICAN POETRY)
Aim: To explore some of the major forms of poetic creation in Spanish-America from colonial until contemporary times.
Organization: Either thematically or chronologically, including writers such as Sor Juana Inés de la Cruz, Rubén Darío, Pablo Neruda, Nicanor and Violeta Parra, Ernesto Cardenal, and Octavio Paz.
Grading:: Class discussions, three or four papers and/or take-home essay exams.

Spanish 860 (SPANISH-AMERICAN NOVEL)
Aim: Read and analyze at least four Spanish American novels from different periods, the Romantic period, the Modernist period, the Realist period and the Post-modernist or Avant-garde period. Includes works by authors such as María Luisa Bombal, Gabriel García Márquez, Julio Cortázar, Miguel Angel Asturias, José Donoso, and José Lezama Lima.
Organization: Lectures on the relationship of the text with the periods and contextual information. Papers in Spanish about each novel.
Grading:: Four papers and a final exam.

Spanish 862 (SPANISH-AMERICAN SHORT STORY)
Aim: To provide an in-depth view of the development of short stories in Latin America. Includes works by authors such as Horacio Quiroga, Jorge Luis Borges, Juan Rulfo, Julio Cortázar, Cristina Peri-Rossi and Elena Garro.
Organization: Lectures and discussions of representative Latin American short stories serve to develop a theory of the genre, while concentrating on the formal and ideological implications of each text.
Grading:: Class participation, exams, and a research paper.

Spanish 870 (WOMEN WRITERS OF SPANISH AMERICA)
Aim: To investigate the factors that influence women writers in Spanish America and to read and analyze poems, plays, short stories, and novels by authors such as Sor Juana Inés de la Cruz, Gabriela Mistral, Lusia Bombal, Elena Garro, Isabel Allende, Nellie Campobello, Luisa Valenzuela, Griselda Gambarro, and Cristina Peri-Rossi.
Organization: Chronological study of the conditions under which women authors wrote and characteristics of women’s writing with the analysis of works by authors from various times and regions.
Grading:: Class participation, oral reports, a midterm and a final exam, a research paper.

Spanish 863 (20TH-CENTURY SPANISH AND SPANISH-AMERICAN ESSAY)
Aim: To examine the structure and rhetorical strategies used by leading Spanish and Spanish-American essayists of this century, such as Unamuno, Maeztu, Ortega y Gasset, Reyes, and Paz.
Organization: Lectures and class discussions.
Grading:: Class participation, exams, and a paper.

Spanish 873 (CERVANTES)
Aim: To discover and discuss the fundamental characteristics of the style and thought of Miguel de Cervantes.
Organization: Lectures and class discussion of Cervantes’ works, concentrating on formal as well as thematic content, with references to his sources of Don Quijote, Las novelas ejemplares, the entremeses, and La Galatea.
Grading:: Class participation, one oral report, two major exams, and a research paper.

Spanish 896 (INDEPENDENT STUDY IN SPANISH)
Aim: To explore specific subjects not included in regularly scheduled courses.
Organization: You must work with a faculty member who agrees to direct your independent study. You and your professor should devise a schedule and determine at the beginning of the course how your work will be evaluated when you finish. Many independent studies involve writing a research paper. Be sure to inform the Departmental Office the name of the faculty member in charge of your independent study project.

THE DEVELOPMENT OF TWENTIETH-CENTURY SPANISH SHORT STORY
Aim: To examine the theories of the short story and various examples of short stories by authors such as Valle-Inclán, Aldecoa, Ayala, Delibes, Cela, Fernández Santos, Moix, and Soriano.
Organization: Lectures and discussions, detailed analysis of specific stories.
Grading:: Class participation, two exams, a research paper.

Spanish 949 (TWENTIETH CENTURY SPANISH AMERICAN SEMINAR)
Aim: Each seminar covers one author or a group of authors such as Carpentier, Rulfo, Cortázar, García Márquez, Vargas Llosa, Roa Bastos, Arguedas, Fuentes, Darío, Mistral, Vallejo, Paz, and Neruda.
Organization and Grading:: Close readings of texts, discussions, lectures, and research papers are required.

Spanish 951 (OLD SPANISH)
Aim: Historical approach to the internal and external influences on the development of Spanish from pre-Roman times to the present.
Organization: Exercises tracing changes from Classical Latin to Vulgar Latin to Old Spanish to Modern Spanish.
Grading:: Homework and exams.

Spanish 952 (SPANISH MEDIEVAL LITERATURE)
Aim: In-depth study of Spanish Medieval Literature.
Organization: Devoted to specific aspects of medieval literature such as cantigas, crónicas, or epic poetry.
Grading:: Class participation, exams, a research paper.

Spanish 956 (LITERARY CRITICISM)
Aim: The seminar covers a group of literary critics such as Ortega y Gasset, Maravall, Reyes, and Rama. Organization and Grading:: Reading of the critical texts, lectures about critical theory, discussions, and research papers.

Spanish 957 (LITERARY MOVEMENTS)
Each seminar is devoted to a literary movement such as Romanticism, Realism, or Surrealism. An example is given below:

STUDIES IN NINETEENTH-CENTURY SPANISH REALISM
Aim: To examine the visual image in novels such as Clarín's La Regenta and Galdos' Fortunata y Jacinta. These two masterpieces reveal the texture of a particular society (Restoration Spain), the writer, and the genre. Organization: The novels will be studied within the context of debates about mimetic realism. Aspects of narrative art—point of view, plot, characterization, imagery, setting, structure, and themes—are compared to the film (1974) and visual depictions of La Regenta and to the ten-part Spanish television series (1983) of Fortunata y Jacinta to reexamine the relationship between mimetic realism and symbolic representation.
Grading:: Class participation, exams, a research paper, special projects.

Spanish 961 (SPECIAL TOPICS)
This course may be taken for credit more than once as long as the topic is distinct from previous courses you have taken with this number. An example of a Special Topics course is given below.

NOVEL, DRAMA, AND INTER-NOVEL DIALOGUE IN THE WORKS OF BENITO PEREZ GALDOS
Aim: To trace the development of the contemporary social novel (Novelas contemporáneas) and the relationship between novels and plays from Galdós' early work (La sombra, 1870) and so-called “thesis” novels (Doña Perfecta, 1876), through experimental, transitional fiction (El amigo Manso, 1882) to his masterpieces (Miau, 1888, Tristana, 1892, Misericordia, 1897) and paired in dialogue (La incógnita, Realidad, 1889), culminating in a study of his theater (El abuelo, 1897, Electra, 1901).
Grading:: Class participation, exams, a research paper, special projects.

Spanish 962 (SYNTAX AND PHONETICS)
Aim: To examine word order and sound systems in Spanish.
Grading:: Class participation, exams, a research paper.

Spanish 996 (RESEARCH PROBLEMS IN SPANISH)
Aim: To examine a particular topic in depth.
Organization: You decide on the topic, approach, and basis for your grade with a faculty member. Inform the Departmental Office of the name of the professor with whom you are working. Normally a research paper is written as a result of this class.

Spanish 997( DIRECTED READINGS IN SPANISH)
Aim: To become familiar with works in a specific area through extensive reading.
Organization: With a faculty member, agree upon a list of works you will read and how you will be graded for this course. It is your responsibility to set up a schedule and make any necessary appointments to talk to the professor directing this course.

MODERN LANGUAGES 870 (INTRODUCTION TO LITERARY CRITICISM)
Aim: To examine the main currents of literary criticism with reference to classical texts that form the basis of contemporary literary theory.
Organization: Lecture and discussion of important figures and movements in the history of literary criticism, reading of major texts, classics of humanistic analysis, historical background, and samples of contemporary literary approaches such as structuralism, semiotics, reader response, deconstruction, and feminist theory.
Grading:: Class participation, exams, and a research paper.

MODERN LANGUAGES 880 (APPLIED LINGUISTICS AND METHODOLOGY)
Aim: To introduce the field of applied linguistics and its use in university language classrooms, including the principles of second language acquisition and teaching, and techniques for developing language skills.
Organization: Lectures, discussions, and practice by preparing for each method, approach, or technique introduced a mini-lesson to teach to the other members of the class.
Grading:: Class participation, a midterm and final exam, and assignments.

Fellowships available for incoming graduate students:

The Othmer Fellowship is intended for incoming graduate students to assist in recruiting exceptional scholars who are seeking a terminal degree (i.e., Ph.D., Ed.D, D.M.A, M.F.A.). Othmer Fellows will receive, in addition to the departmental assistantship, an $8,000 fellowship per year. Othmer Fellowships are renewable for up to three years, given continued excellent progress toward the degree. All graduate applicants newly admitted to a doctoral or M.F.A. degree program are eligible for an Othmer Fellowship. To qualify, the department is expected to offer an assistantship stipend at least equal to the highest amount offered by the department to first-year students. The assistantship must be renewable for up to three years.

The Edgren Tuition Fellowship is available to U.S. citizens who are full-time students and non-residents of Nebraska for tuition purposes. Students who receive the fellowship pay tuition at 150% of the resident tuition rate until graduation if continuously enrolled at UNL.

Several Teaching Assistantships will be available for the Fall 2012 semester. These assistantships will be available for incoming M.A. and Ph.D. graduate students.