The Center for Middle Eastern and North African Studies at the University of Michigan

The Center for Middle Eastern and North African Studies (CMENAS) at the University of Michigan is an interdisciplinary hub that supports teaching, research, and public outreach on the peoples, histories, languages, and cultures of the Middle East and North Africa (MENA). CMENAS hosts lecture series and events, supports visiting scholars, and administers undergraduate and graduate programming to promote deeper understanding of the region across campus and with the broader community. (University of Michigan, 2025).

Establishment and Founders / Early History

Study of the MENA region at the University of Michigan dates back to the late 19th century, but the university established a formal area-center in 1961 to coordinate interdisciplinary Near/Middle Eastern work across departments. The 1961 creation—originally named the Center for Near and Middle Eastern Studies—was led by William D. Schorger, who chaired the university planning effort that secured early external funding and helped organize the new center. (McCarus, 1975; University of Michigan, n.d.).

Mission and Vision

Mission (summary):

As a designated comprehensive National Resource Center (NRC), CMENAS is dedicated to promoting a broader and deeper understanding of the MENA region—its histories, cultures, languages, and peoples—through research, education, and outreach programs. This mission guides its efforts in language training, area studies curricula, K–14 outreach, public programming, and support for scholars and students. (University of Michigan, 2025).

Vision:

To be a leading national center that produces outstanding scholars and informed citizens who understand the complexity of MENA societies; to sustain high-quality language instruction and interdisciplinary scholarship; and to serve as a campus and community resource on contemporary and historical regional issues. (University of Michigan, n.d.; LSA Advancement, n.d.).

Goals and Objectives

The following goals/objectives are drawn from CMENAS public materials and LSA unit descriptions and reflect the center’s actionable priorities:

1. Support undergraduate and graduate education in MENA area studies and languages (e.g., maintain and grow a MENAS undergraduate major, graduate area and language training). (University of Michigan, 2025).
2. Maintain and expand federally designated National Resource Center programming (Title VI) — including language instruction, fellowships, and outreach to K–14 educators. (University of Michigan, n.d.; LSA Advancement, n.d.).
3. Provide student fellowships and study-abroad support to enable immersive language and research experiences; raise private and endowed funds to sustain fellowships and visiting scholar programs. (LSA Advancement, n.d.).
4. Convene interdisciplinary research and public programs (conferences, lecture series, visiting faculty/performers) that connect campus expertise with community audiences. (University of Michigan, 2025).
5. Foster faculty development and visiting fellowships/post-doctoral appointments to sustain scholarly leadership and curricular innovation in MENA studies. (LSA Advancement, n.d.).

History

The Center for Middle Eastern and North African Studies (CMENAS) was created by the University of Michigan in 1961 (originally called the Center for Near and Middle Eastern Studies), consolidating campus-wide teaching, language instruction, and research on the MENA region into a single interdisciplinary center. (University of Michigan, n.d.; Univ. of Michigan Library Finding Aid, n.d.).

CMENAS has since served as a campus hub for lectures, visiting scholars, curricular support, and graduate/undergraduate programming focused on the Middle East and North Africa; historically it also participated in federally funded National Resource Center (NRC)/FLAS activities connected to Title VI awards. (University of Michigan, n.d.; International Institute — NRC/Title VI page, n.d.).

Location

CMENAS is administratively part of the University of Michigan’s International Institute. The International Institute’s primary mailing/contact address is Weiser Hall, 500 Church Street, Ann Arbor, MI 48109-1042 (International Institute contact page). CMENAS program pages list the center office/address as 500 Church Street, Suite 500, Ann Arbor, MI 48109-1042 and show the center phone and email on program pages. (University of Michigan — International Institute; CMENAS pages).

Financial sponsors and funding sources

• Federal: Title VI / National Resource Center (NRC) and FLAS (historical) — For decades CMENAS and units within the International Institute received Title VI NRC and FLAS support from the U.S. Department of Education to support language instruction, fellowships, and outreach. (International Institute — NRC/Title VI; CMENAS funding page).
• Current/Operational funding — CMENAS receives support from University of Michigan units (the International Institute and the College of Literature, Science, and the Arts) for administrative operations and programming; the center also administers internal competitions and uses center-held funds for faculty professional development, student support, and public programming. (CMENAS — Funding; International Institute administrative pages).
• External/competitive grants and philanthropic support — Historically CMENAS applied for and managed federal grants (Title VI applications are publicly filed on ED/IRIS), and the center also benefits from philanthropic giving and college-level support for fellowships and visiting scholar programs (unit fundraising pages and grant records). (U.S. Dept. of Education IRIS record; II/LSA materials).

Important recent note (federal funding context): University pages indicate Title VI / NRC activity has shifted over time and that the International Institute has publicly documented changes in NRC/Title VI funding availability (including periods when some federal NRC programs were inactive or reconfigured). If you need the center’s current Title VI award status for a specific year, I can pull the most recent grant/IRIS award entries (fiscal year) — but that requires checking current ED/IRIS or Center announcements. (International Institute — NRC/Title VI notice).

Website & Contact information

Website (official): Center for Middle Eastern & North African Studies (CMENAS) — International Institute, University of Michigan:

• https://ii.umich.edu/cmenas. (University of Michigan, n.d.).

Mailing / Office address:

• CMENAS / International Institute — 500 Church Street, Suite 500 (Weiser Hall mailing address used by II), Ann Arbor, MI 48109-1042. (International Institute / CMENAS pages).

Phone & general email (published on CMENAS / II pages):

• CMENAS phone: 734-647-4143 (listed on CMENAS course & program pages).
• International Institute main office: 734-763-9200; email iimichigan@umich.edu.
• General CMENAS contact email shown on site: cmenas@umich.edu. (CMENAS course page; International Institute contact page).

Useful departmental contacts / related units:

• Department of Middle East Studies (faculty & graduate office) — see the LSA Middle East Studies directory for building-level contacts (South Thayer Building, 202 South Thayer Street). (U-M LSA Middle East Studies).

Key fields of concentration (research)

CMENAS supports and convenes research across a broad interdisciplinary spectrum focused on the Middle East and North Africa (MENA). Major concentrations explicitly represented in CMENAS materials and affiliated programs include: language instruction (Arabic, Persian, Turkish, Hebrew, etc.); historical and literary studies; political science and international relations; anthropology and ethnography; migration and diaspora studies; religion and religious minorities; gender and sexuality studies; urban and social history; and area-specific specializations such as Levantine studies. (University of Michigan, n.d.; MIRS/MENA program page, n.d.; U-M Library collecting statement, n.d.).

• CMENAS explicitly highlights training in MENA languages and draws on “125 faculty members working in 17 disciplines and professional schools,” indicating strong interdisciplinary research capacity. (MIRS/MENA program page, n.d.).
• The center’s funded internal initiatives (e.g., Research on Levantine Minorities fund) show an institutional priority for targeted research topics such as ethno-religious minorities and the Levant. (CMENAS, Research on Levantine Minorities Fund, n.d.).

Activities and contributions

CMENAS carries out a set of recurring activities that translate research into teaching, outreach, and public scholarship:

1. Public programs and events — CMENAS convenes regular lecture series and a colloquium series that bring scholars, journalists, and artists to campus and the public (e.g., CMENAS Colloquium Series). These events disseminate research findings and connect faculty and students with broader audiences. (CMENAS Events; II news pages, n.d.).
2. Graduate and undergraduate training — CMENAS anchors MENA specializations (e.g., the MIRS MENAS specialization) that integrate language training with disciplinary research across the humanities and social sciences. (MIRS/MENA program page, n.d.).
3. Faculty and student fellowships, small grants, and visiting scholar support — The center administers internal fellowships (e.g., Lois A. Aroian Fellowship), travel/research grants, and visiting scholar funding to support research, curriculum development, and language training. (CMENAS Funding page, n.d.).
4. K–12 and community outreach — CMENAS runs outreach programs for K–12 teachers and community groups (curriculum materials, workshops, study tours, and a MENA Resource Guide for secondary teachers), extending research into pre-college education and local public engagement. (IRIS grant application; CMENAS outreach pages; MENA Resource Guide, n.d.).
5. Co-sponsorship and campus collaboration — The center regularly co-sponsors campus events with museums, libraries, and other units (e.g., Kelsey Museum collaborations and U-M Library collecting initiatives), multiplying the impact of research through institutional partnerships. (CMENAS news; U-M Library MENA collecting statement, n.d.).
6. Convening workshops and specialized training — CMENAS has organized short workshops (including virtual workshops) on focused topics—e.g., summer workshops on poverty/inequality intersections—demonstrated in recent newsletters. (CMENAS Newsletter, Fall 2024).

Publishing / significant reports and impacts

CMENAS’s publishing and reporting activities are primarily oriented to: (a) newsletters and public reports that summarize center activities and impacts; (b) dissemination tied to grant deliverables (e.g., Title VI/IRIS grant reports and curricular materials for outreach); and (c) enabling faculty publications through research funding and events that lead to books, articles, and edited volumes.

Evidence of these outputs and impacts includes:

• Newsletters and annual summaries — CMENAS publishes periodic newsletters (e.g., Fall 2021 and Fall 2024 newsletters) documenting funded projects, student fellowships, program highlights, and community outreach; these serve as formal internal/external reports that summarize center activities and impacts for donors, partners, and the university community. (CMENAS Newsletters, 2021; 2024).
• Grant deliverables and curricular materials — Federal grant applications and award documents (filed via the Department of Education IRIS system for Title VI/Outreach grants) include program curricula, K–12 resource materials, and reports on participant training; those grant records show concrete outreach outputs (videos, curricula, teacher training modules). (U.S. Dept. of Education/IRIS grant applications, 2018).
• Archival records and long-term institutional footprint — The University of Michigan Library’s CMENAS records (finding aid) document decades of center activity (1949–1997 materials with majority 1960–1997), indicating sustained scholarly production and institutional contributions over time. (U-M Library finding aid, n.d.).
• Scholarly impact via events and faculty support — While CMENAS does not function as a university press, the center’s grants, lecture series, and workshops have supported faculty research that results in peer-reviewed books and articles; this indirect but traceable pipeline is documented in newsletters and event records showing topics that lead to scholarly outputs. (CMENAS newsletters; events listings, n.d.).

Representative impacts

• Curriculum and teacher training: CMENAS outreach produced K–12 curricula and teacher workshops used in regional schools (IRIS/Title VI grant applications and outreach descriptions). (U.S. Dept. of Education/IRIS, 2018).
• Research seed funding: Center fellowships and small grants have enabled student fieldwork and faculty pilot studies (Funding & Newsletters). (CMENAS Funding page; CMENAS Newsletter, 2024).
• Public scholarship and civic engagement: Lecture series, museum partnerships, and public events (e.g., livestreamed museum events, public lectures) have broadened campus-community engagement on MENA topics. (CMENAS homepage; Kelsey Museum partnership notice).

Prominent research figures

The followin is the list of faculty/leadership who are explicitly shown as CMENAS faculty, directors, or long-standing affiliated scholars on University of Michigan pages and CMENAS materials.

• Juan R. Cole — Richard P. Mitchell Collegiate Professor of History; former CMENAS director and a widely cited public scholar of modern Middle Eastern history and Islam. (Cole, n.d.; CMENAS, n.d.).
• Jay Crisostomo — George G. Cameron Professor of Ancient Near Eastern Civilization; named CMENAS (interim) Director (profile and CMENAS director listing). (Crisostomo, n.d.; CMENAS, 2024).
• Khaled Mattawa — William Wilhartz Professor of English and CMENAS Associate Director (poet, translator, and public humanities figure). (Mattawa, n.d.; CMENAS, 2024).
• Mark Tessler — Samuel J. Eldersveld Collegiate Professor of Political Science; long-time UM scholar of public opinion and politics in the Arab world and co-founder/co-principal investigator of the Arab Barometer survey project (listed among CMENAS faculty affiliates). (Tessler, n.d.).
• Mohammad T. Alhawary — Professor of Arabic Linguistics and Second Language Acquisition (director of MA Arabic programs), a key figure for CMENAS-linked language training and pedagogical initiatives. (Alhawary, n.d.).
• Selected additional affiliated faculty — CMENAS maintains a large interdisciplinary faculty roster that includes scholars in history, anthropology, literature, religious studies, and language instruction (e.g., Erdem Çipa, Anton Shammas, Aileen Das, and others listed on the CMENAS faculty directory). (CMENAS, n.d.).

(These selections are drawn from CMENAS / International Institute and departmental profile pages showing titles and CMENAS affiliation.)

Relations to the Islamic world (academic, cultural, and programmatic ties)

CMENAS’s relations to the Islamic world are multi-faceted and documented in center materials and grant records:

• Language training and pedagogy: CMENAS and its affiliated departments (Middle East Studies) sustain advanced Arabic and Persian language training and professional MA programs (e.g., Arabic MA/APP programs directed by faculty such as Mohammad Alhawary), which are a central bridge to the Islamic world through language pedagogy and student exchanges. (Alhawary, n.d.; CMENAS, n.d.).
• Research and fieldwork: CMENAS faculty conduct regionally grounded research and fieldwork across Muslim-majority societies (archaeology, history, political science, anthropology, literary translation), and CMENAS supports such projects through small grants, fellowships, and event programming that frequently involves scholars from the Islamic world. (CMENAS newsletters; IRIS Title VI application).
• Visiting scholars and exchanges: CMENAS invites scholars from universities in the Islamic world and elsewhere (evidenced in event/program listings and past colloquia), and its newsletters document visiting speakers from regional institutions (e.g., panels including faculty from Keio University and other overseas partners). (CMENAS Newsletter, 2015; CMENAS events listings).
• Public humanities & translation: CMENAS affiliations with literary translators and poets (e.g., Khaled Mattawa) and support for translation and cultural events strengthen ties to Arabic literary cultures and public audiences in/connected to the Islamic world. (Mattawa, n.d.; CMENAS, n.d.).

(Together these activities show CMENAS’s sustained institutional engagement with Muslim societies through scholarship, language training, translation, and visiting-scholar networks.)

Partnerships (campus, local, national, and international)

CMENAS lists and documents a range of strategic partners. Below are key, verifiable partnerships and collaborative relationships.

Campus & local institutional partners

• International Institute / LSA — CMENAS is a center within the University of Michigan International Institute and collaborates closely with other II centers and LSA units. (International Institute / CMENAS, n.d.).
• U-M Library — CMENAS has co-worked with library acquisition and collecting projects (Brill resources and other MENA collections), often supported through Title VI funding. (CMENAS Newsletter, 2015).
• Kelsey Museum of Archaeology & campus museums — CMENAS co-sponsors lectures and public programs with the Kelsey Museum (e.g., museum livestreams and exhibitions involving MENA topics).
• Local cultural organizations — CMENAS outreach materials and teacher-resource guides reference collaborations with regional organizations such as the Arab American National Museum and local K–12 educators as part of outreach and curricular projects. (MENA Resource Guide; AANM citation).
• Federal, national & disciplinary partnerships
• U.S. Dept. of Education (Title VI / NRC / FLAS) — CMENAS has submitted and administered Title VI grant proposals and associated outreach/fellowship programs (IRIS grant application and award records). These grants entail partnerships with national networks of area centers and K–12 outreach organizations. (U.S. Dept. of Education / IRIS, 2018).
• Arab Barometer and survey partnerships — CMENAS-affiliated scholars (e.g., Mark Tessler) are co-founders/co-PIs of multi-country survey projects (Arab Barometer), linking UM research to regional public-opinion research networks across the Islamic world. (Tessler, n.d.; Arab Barometer pages).

International academic partners & visiting networks

• Visiting scholars & collaborative workshops — CMENAS event archives and newsletters show recurring joint programs with international scholars and universities (for example, panels including faculty from Keio University and other overseas institutions). (CMENAS Newsletter; events page).
• Philanthropic & community support
• Donor and development support through LSA Advancement / GiveCampus — CMENAS solicits philanthropic support and lists donor funds (e.g., CMENAS Support Fund, specific fellowship funds) to sustain fellowships and visiting scholar programs. (GiveCampus / LSA giving page).

Short summary of impact of these figures & partnerships

• CMENAS’s prominent faculty (historical and current) provide scholarly leadership in modern history, political science (public opinion), language pedagogy, translation, and literary studies, which in turn anchor UM’s research relations with the Islamic world (fieldwork, surveys, translation projects). (Cole, n.d.; Tessler, n.d.; Alhawary, n.d.).
• The center’s partnerships — with campus museums and libraries, Title VI/FLAS funding networks, regional cultural organizations, and international visiting-scholar programs — convert that scholarship into public programs, K–12 outreach, and international research collaborations. (CMENAS newsletters; IRIS Title VI application).

Summary statement

This section presents documented critiques coming from Iranian state media, Iranian scholars, and allied commentators who view U.S. area-studies centers (including Middle East centers funded through Title VI/FLAS) as instruments of U.S. soft power and foreign policy. I do not claim that CMENAS itself has been publicly accused by name in the Iranian sources cited here — the sources instead describe a broader Iranian critique of U.S. academic centers and Title VI–funded programs that Iranian commentators say serve U.S. strategic objectives (and which Iranian actors sometimes treat as evidence to criticize specific centers). (University of Michigan, n.d.; Reuters, 2007).

1) Main themes in Iranian/state critiques

• Area-studies centers as instruments of U.S. “soft power” and public diplomacy

Iranian analysts and state outlets frequently describe U.S. academic and media initiatives directed at the Middle East as part of a broader U.S. soft-power strategy intended to influence public opinion and political elites in the region (e.g., language training, cultural programs, exchange scholarships, and funded research). They treat federally supported programs (Title VI / NRC / FLAS) as evidence the centers are aligned with U.S. government strategic priorities rather than purely independent scholarship. (Asgharirad, 2012; MERIP, 2014).

• Suspicion of hidden political objectives (regime-change / “soft revolution”)

Iranian state media and official statements have sometimes framed foreign academics, NGO workers, or exchange-program participants as actors in campaigns of political influence or “soft revolution.” Reuters reported that Iranian authorities characterized some U.S.-based academics and organizations in this way in past high-profile cases, reflecting a wider official suspicion of foreign academic activity in Iranian affairs. (Reuters, 2007).

• Accusations of bias, selectivity, or promoting hostile narratives

Iranian commentators (and allied analysts) argue that some Western Middle-East studies programs promote narratives that emphasize Iran’s “threat” or focus on topics that facilitate Western policy aims (security, sanctions, containment), while under-representing Iranian perspectives or regional complexity. This charge is part of a longer Iranian critique of U.S. public diplomacy and media framing. (Asgharirad, 2012; Research on US public diplomacy; Iranian media studies).

• Use of funding links (Title VI / grants) as proof of governmental influence

Iranian critics point to the fact that many U.S. area centers receive federal Title VI funding or other governmental grants and argue that this creates institutional incentives that align research agendas with U.S. strategic priorities. Analyses critical of Title VI in the public U.S. debate are sometimes cited by Iranian commentators as corroboration that centers have policy-oriented motives. (MERIP, 2014; Federal Register / Title VI descriptions).

2) Representative Iranian-language academic and policy literature that articulates these critiques

• Asgharirad’s doctoral work and related Persian-language writing survey U.S. public diplomacy tools (broadcasts, cultural programs, scholarships) aimed at Iran and treats them as components of a systematic influence strategy—providing an academic articulation of the “soft power”/public-diplomacy critique. (Asgharirad, 2012).
• Iranian academic journals and policy forums publish analyses of U.S. soft power and cultural diplomacy that explicitly question the neutrality of U.S. universities’ area-studies centers, urging Iranian policymakers to treat them as components of geopolitical competition rather than neutral knowledge producers. (Iranian media-discourse studies; journal articles analyzing “manufacturing influence”). (Bouchaouar / Journal for Iranian Studies, 2022).

3) Iranian state/media examples (illustrative)

• Official/state framing of foreign academics as political actors: Reuters reported Iranian authorities’ interpretation of certain U.S.-affiliated academics as part of attempts to “softly” influence Iranian politics—an example of the security framing that appears in Iranian state discourse. (Reuters, 2007).
• State news outlets and think-tanks: Persian-language policy websites and think tanks (e.g., Iranian strategic studies centers) regularly publish critiques of U.S. influence and cultural/diplomatic activities; these publications are part of the domestic corpus that shapes official and public perceptions of U.S. academic activity. (Asgharirad, 2012.

4) How these general critiques might be applied to a center like CMENAS (analytic caution) Because CMENAS is (a) an area studies/Title VI-eligible type center housed in a major U.S. university and (b) involved in language training, outreach, and public programming, Iranian commentators who adopt the frames above would likely:

• Emphasize CMENAS’s participation in federally funded programs (Title VI/NRC/FLAS) as evidence of alignment with U.S. strategic training goals. (MERIP, 2014; U.S. Dept. of Education Title VI descriptions).
• Treat CMENAS public events, fellowships, and outreach to teachers and communities as forms of soft power/public diplomacy intended to shape narratives about the MENA region and Iran specifically. (Asgharirad, 2012; CMENAS program descriptions).
• Express suspicion toward CMENAS-sponsored research or collaborations with civil-society actors if those activities intersect with politics inside Iran (for example, work on human rights, civil society, minority groups), arguing the work could be used to support external criticism of Iranian policy. (Iranian media discourse studies; Reuters case).

Important caveat: these are predictable lines of critique grounded in the sources above — they document the type of claims Iranian actors make about U.S. academic centers generally. I found no authoritative Iranian source in the public record (state media, Iranian academic journals, or official statements) that names CMENAS at the University of Michigan explicitly and levels detailed, sustained accusations against that specific center. The University of Michigan’s own CMENAS materials present the center’s mission as academic, educational, and outreach-oriented — the contrast that Iranian critics would highlight. (University of Michigan, n.d.).

5) Counterpoints and scholarly context (why some critics’ claims are contested)

• Scholarly independence and academic norms: defenders of area studies stress that centers adhere to academic standards, peer review, and pluralistic scholarship; Title VI funding is described in U.S. law as capacity-building for language and area expertise, not as a vehicle for controlling curriculum. (U.S. Dept. of Education; ASEEES statement on Title VI).
• Debates in the U.S. & abroad: critiques of area studies are not unique to Iranian actors; they appear in U.S. policy debates and NGO reports as well (e.g., concerns about bias, lack of transparency, or political influence). These wider critiques are sometimes cited by non-U.S. commentators (including Iranian writers) to support their claims about political motives. (MERIP, 2014; NAS / “Hijacked” report, 2022).

Short conclusion

• Documented fact: Iranian commentators and scholars habitually treat U.S. area-studies centers and associated public-diplomacy tools as components of U.S. soft-power strategy and sometimes allege political motives such as influence or regime-targeting; Reuters (2007) and Iranian academic/public-diplomacy literature document this posture. (Reuters, 2007; Asgharirad, 2012).
• What is not documented: I did not find reliable public Iranian sources that single out CMENAS by name with detailed accusations; the critiques are general and applicable to U.S. MENA centers in principle, but not (in the public record I searched) specifically directed at CMENAS. (University of Michigan CMENAS pages; search results).