I believe that the diversity of my academic interests places me in a unique position at the crossroads of literature, historical linguistics, classical philology, gender studies, religious studies, and political theory. I have never seen my research, teaching, or service as "academic obligations." I do them with great passion and dedication.

I earned my B.A., M.A., and Ph.D. degrees all in Turkish Studies, focusing on Ottoman philology, poetry and cultural history, and Turkish language, literature, and politics. I have complete mastery of the languages pertinent to my field, in addition to several other research languages that I read and use in my research and publications. I have successfully demonstrated the ability to disseminate my knowledge and scholarly productions in both the primary language of my field (Turkish) and in English, writing and publishing in both languages with effectiveness. I have become one of the leaders of my field in the United States and abroad, shaping and, in some cases, redefining significant scholarly issues. And despite the consequences of researching and publishing on such topics as Islamism, Jihadism, or same-sex literature in Muslim societies, I have never compromised my research findings and ideas for the sake of avoiding "controversy" or for creating a safe haven for myself, because I believe that a scholar has the ability, indeed the duty, to create and disseminate alternative approaches and ideas honestly and freely. A significant portion of my research has dealt with issues surrounding Islam, and Islamism. Yet, as a scholar, in my research, teaching, and service, I believe, I have successfully distinguished Islam the religion and civilization from Islamism the political program, and militancy.

The publication of my An Anthology of Turkish Literature in the English language changed the reception and teaching of Turkish literature in the United States, and in other English-speaking countries throughout the world, and to this date its function and significance is unsurpassed by any other publication of its kind. At a time when the perception of "Muslims" and the "Islamic World" is being defined, shaped and controlled in large part by Islamist and fascist ideologies and by neo-medieval holy war militancy, I believe that I have tried to do my part in contributing to the notion that Muslims and their fascinating cultural creations, as in the Ottoman and Turkish case, have played an indispensable role in the formation of the world's civilization.

In my 1994 book entitled Nedim and the Poetics of the Ottoman Court: Medieval Inheritance and the Need for Change (which is being translated into Turkish by Dr. Fatih Ulken of Aegean University, Department of Turkish Language and Literature), I partly argued against contemporary scholarship's failure to adequately address the same-sex discourse in Ottoman court literature, especially in the case of Nedim, one of the most significant poets of the 18th century. As this analysis demonstrated, the same-sex expressions in court poetry of the 18th century became undeniably prevalent through this revolutionary poet's free discourse. I also suggested in that book that there were numerous followers of his discourse within the courtly tradition, and that one of the most important of those was Fazıl-ı Enderuni. In an ongoing book project, On the Book of Handsome Ones: Same-Sex Discourse in Ottoman Court Literature, I treat perhaps the single most important manuscript of 18th-century Ottoman same-sex literature: the Hubanname. The manuscript is based on Fazıl's descriptions of "male beauties" from around the world (Istanbulian, Anatolian, Indian, Iranian, Iraqi, Egyptian, Syrian, Yemeni, Algerian, Tunisian, Armenian, Albanian, etc.) and has a unique multi-cultural and multi-ethnic character. Yet, there exists almost no study on this invaluable source due to, I argue, various ultra-nationalist, moralist, and especially Islamist agendas and preoccupations.

My Ahmedi's History of the Kings of the Ottoman Lineage and Their Holy Raids against the Infidels is the foundational work for the study of the rise of the Ottoman state, and with this authoritative treatment and analysis of the manuscript(s), I have successfully put an end to the "textual obstacles" discussion for the interpretation of the earliest Ottoman history. Virtually every scholarly work dealing with the subject refers to Ahmedi's history. I am not a historian, but the earliest Ottoman history that has come down to us happens to be a versified account--something that the highly advanced and established field of "Ottoman history" did not deal with properly for decades, and all the historical readings, theories, and interpretations of it were based on haphazard readings and erroneous textual cognitions. After nearly 600 years since its composition, I believe, I have provided a thorough philological treatment of it for historians in order to allow them to rethink and rework their interpretations of the earliest Ottoman history.

Bir Halk Yazmasının Anatomisi: Seyyid Ebu'l-vefa Menakıbnamesi Uzerine is one of my most recent book projects. Originally I had planned to publish this significant work in English under the title of Vernacular Hagiography and the Nature of Folk Narrative: A Study on the Menakıb-ı Tacu'l-'arifin. The nearly impossible task (at least for now) of translating the highly complex manuscript portion of this fundamental study, given the unusual amount of localisms and colloquial lexical items in both the Arabic and the Turkish sections, has led me to decide to release it entirely in Turkish. My analysis of this highly unique hagiographic manuscript composed for the founder of the heterodox Vefaiyye order, Tacu'l-'arifin Seyyid Mehemmed Ebu'l-vefa-yı Bagdadi [or Kurdi], not only brings forth for the first time detailed secrets of this rather little known heterodox order, but also attempts to introduce such new approaches to Turkish manuscript studies as the reflection of orality in the written text, local dialectology, codicology, and others.

In addition to the books briefly described above, I have written and published numerous articles and book reviews both in Turkish and English. I have done a significant amount of translation of literary texts (some published, many still in progress), and delivered numerous invited lectures and public speeches throughout the United States and abroad, including in some of the most memorable and prestigious institutions of the world such as the Johannes Gutenberg Universitat--Seminar fur Orientkunde, Turkologie (Mainz, Germany), the Woodrow Wilson International Center for Scholars, Washington, D.C., and the United States Holocaust Memorial Museum's Center for Advanced Holocaust Studies, Washington, D.C. Despite all these activities, I still managed to devote additional time to the editing and publishing of many significant scholarly volumes--mainly books that I have edited as the General Editor of the Turkish Studies Series.

The meticulous process of editing, organizing, and overseeing the publication of Turkish Folklore and Oral Literature (over the course of nearly three years, from 1994 to 1997) has made a huge impact in the circulation of my teacher Professor İlhan Başgoz's invaluable essays and, as reviews suggest, making the volume available has clearly changed the teaching of Turkish oral literature in the United States and in other English-speaking counties. I feel fortunate to have been able to contribute to the positive reception of Professor Başgoz's scholarship.

I can state with confidence that my appointment as the Editor of the Turkish Studies Association Bulletin (subsequently, under my editorship, renamed the Turkish Studies Association Journal) was a turning point in the history of this most important scholarly publication of the Turkish Studies Association of North America. Under my editorship, the journal went through a remarkable transformation. I have worked vigorously in establishing and maintaining the scholarly excellence that the journal desperately needed, and it has become one of the leading resources for the dissemination of high-quality scholarship in the field of Turkish Studies.

In addition to the enormous energies that I devote to my own research, publications, and teaching, I have made great efforts in service to my department, the university community, the field of Turkish Studies, and to the public, as well. I believe that I have made an incredible impact upon my field and its current and future directions, and I have made Turkish Studies at Indiana University a prominent program which is perceived as vitally expanding in its activities and student participation. I have been invited by some of the most significant and prestigious scholarly organizations of my field to serve on prestigious committees (such as the National Endowment for Humanities, the Turkish Studies Association, Institute of Turkish Studies, Albert Hourani Book Award Committee, Omer Lutfu Barkan Article Prize Committee, Mehmed Fuad Koprulu Book Prize Committee, etc.), and I can say with confidence that I have done, and continue to do, an excellent job in fulfilling those duties. I have been appointed to the editorial boards of some of the most prestigious journals of my field. I have become a sought-after expert on many issues regarding Turkey--its language, history, society, and political structure--and have been selected to serve, and I do so with great pleasure and pride, by numerous organizations in Washington, D.C.

As a faculty member at Indiana University, I have served my program in particular (through various significant publications), and my campus in general above and beyond the requirements of my position. I would especially highlight the many significant lectures (49), and conferences (4) that I have organized--most of the time, single-handedly. I have sought to bring the best and brightest minds of my field and Middle Eastern Studies in general to our campus in order to enrich our understanding of the various and highly complex cultures and political clashes of this part of the world.

The following are some paragraphs about my scholarship by some of the leading scholars and intellectuals relating to my field:

"It is hard to write about Kemal with a moderate use of superlatives. To me, he is a first rate scholar, one who knows both Ottoman and Turkish poetic traditions at the highest level possible, and who can help others establish contact with the intrinsic beauty and value they contain. [His] book on Nedim has reestablished the poet's reputation as an innovator in his own time and culture, [he] has prepared an immensely useful and necessary Anthology of Turkish Literature which has already attracted much favorable attention, and has several other projects at various points in the pipeline. His mastery of the Turkish literary tradition is supplemented by his genuine interest in scholarship and teaching."

"Professor Silay has been one of the most productive and talked-about young scholars of our field. He not only deals with the most challenging subjects in medieval and modern Turkish literature but also masterfully combines history with his literary approaches--as a historian I am particularly impressed with this feature. I can attest to the fact that Professor Silay's reputation as a fine scholar is growing in the United States and throughout Turkey and Europe, as well."

"[Professor Silay] is a premier scholarly authority in Turkish Literature both in this country and internationally. The sophistication of Silay's approach, coupled with an excellent grasp of his field, have already served to mark him as by far the best of his generation. His publications are unparalleled."

"I have nothing but the highest regard for [Professor Silay's] scholarship, intellectual capability, knowledge, and motivation. Through his rapidly proliferating publications on Ottoman and Turkish literature, Professor Silay has clearly established himself as one of the young stars in our field. He has been innovative and creative in his work, displaying a firm grasp of the complex historical and cultural contexts of Ottoman and Turkish literature. Professor Silay has been an exceptionally hard-working and productive member of the academic community."

"Through his scholarly research, Dr. Silay has brought Turkish history, culture, and humanity to life--enriching the lives of students, colleagues, and community members and developing in them a thirst for further knowledge about other cultures. He is an innovative leader in academia with a long list of professional accomplishments."

"[Professor Silay] has already accomplished a lifetime's work--and he is likely to produce a huge corpus of major scholarly studies in English and Turkish in the coming decades. I expect he will be the dominant figure in the United States in the field of Turkish literature. His Nedim and the Poetics of the Ottoman Court stands as a major achievement. His Anthology of Turkish Literature, dealing with the entire span and typological spectrum of nearly fifteen centuries of Turkish poetry and prose, is a superb enterprise. His articles (in Turkish and English) on literature and culture have already attracted a great deal of interest and admiration in scholarly circles. I have been told by many of Dr. Silay's colleagues and students that he is a spell-binding teacher. His lectures at many leading American and Turkish universities have been memorable for their eloquence, intellectual depth, and effective delivery. Kemal Silay is a fine gentleman with remarkable versatility. His expertise goes far beyond Turkish literature. He commands a very impressive knowledge of all periods of Turkish culture and has done admirable work in Islamic culture in general. He has already done many important articles relating to comparative literature. He possesses in-depth knowledge of the arts and music of the Middle East: In fact, he performs Turkish music at virtually professional caliber. Any university that acquires Dr. Silay's services is fortunate, because he will render distinguished service to the students, faculty and administration of that university. He will produce scholarship of the highest [degree] and impact."

What is the value of one's own knowledge and expertise, without the ability to share it with others and to inspire in others a thirst for learning and delving further into new subjects? Working in a field such as mine--involving a far-off country, a culture still so foreign and unfamiliar, the "dead" language of its past--I keep these questions constantly in mind. One of my most fundamental beliefs about teaching is that in order to lead someone to learn, he or she must somehow have a love for the subject that comes from within him or her. I do not think that teaching and research are two separate and different tasks. They are directly interrelated. My approach has always been, therefore, to bring the love that I myself have for my subject matter into the classroom. Most often, it becomes infectious and inspires even the reluctant and indifferent students. I believe that teaching is like an oral performance of one's knowledge and expertise and, as such, the dynamic between the performer and the audience often impacts the delivery. I often have the luxury of dealing with students who already have some self-motivated interest in the subjects that I teach. But, I also offered many courses of a more general nature, intended for an undergraduate audience. As in my research endeavors, I have always sought as an instructor to make Turkey and its cultures, past and present, more familiar, more tangible and alive to my students. Ever mindful that my subjects are often unfamiliar to my audience or far-off (through time and space), I strive to integrate various media, visuals, music, the sounds of the literature (through readings), objects and artifacts, and other concrete resources into my teaching. I do not see the audiences of my classes as merely "students" who need a passing grade, but rather as intellectuals and potential future scholars. And I have always borne that responsibility with great respect and humility.

I view language courses as particularly ripe opportunities to teach through culture. I believe that, because of my efforts in all areas, students perceive Turkish Studies at Indiana University to be a vital program with varied and stimulating offerings.

Students who have studied Modern Turkish with me have been awarded prizes for their progress. I have continued to hone my skills in foreign language pedagogy as well, participating in the many DLI/ACTFL workshops for training as a "Language Tester." I am one of the few certified OPI testers for Turkish in the entire United States. I participated as a language pedagogical expert for the LangNet Project at the National Foreign Language Center in College Park, MD. Because of my proven linguistic and translation skills of critical languages together with my established scholarly record, I have become a sought after expert for some significant projects in Washington, D.C. and Springfield, Virginia, as well.

I bring this training, background, and experience back into the classroom not only for my language-related classes, but for the other courses I offer as well. I see my personal and professional interests and expertise in informatics, computer technology, and media as an invaluable tool for bringing the Middle East into the Midwestern classroom. I designed and offered two semesters of a very innovative course for advanced-level students of Turkish, "Media Turkish I" and "Media Turkish II," where I integrated the latest cutting edge technology into my course materials, encoding Middle East satellite broadcasting into H.264 compression and disseminating it in class through an iPod (now an iPad). I may indeed be one of the first professors at Indiana University to employ such an innovative and practical approach in teaching. The teaching of a contemporary language requires authentic and, most importantly, up-to-date access to it, and this can best be done by capitalizing on the resources that technology now allows us. This also enables us to teach that language through its living and constantly changing culture, and this is vitally important for the training of students at high levels of competency. I am convinced that my courses have successfully achieved this goal.

Indeed, for most of my courses, it is necessary for me to develop my own teaching materials, gathering together from disparate locations the necessary reading materials around which my syllabi are centered. This requires expertise and in-depth familiarity with the materials available in my field and, I dare say, it is no easy task.

I am fully confident that I am a dedicated teacher--something that I do, not out of "obligation," but out of love for and devotion to the subjects that I teach and a deep concern for the intellectual development of my students. Students who have studied with me or for whom I have served on dissertation committees--mostly as Chair--have gone on to careers in academia at such fine institutions as the University of Chicago, California State University at Long Beach, the University of Minnesota, the University of Virginia at Charlottesville, Kansas State University, Stanford University, and Columbia University. I have a first-rate teaching record and my students' letters and evaluations attest to this fact. I cite here some of the testimony by the students that points to my excellence as a teacher and mentor:

"I have been most impressed by Dr. Silay as a professor and mentor. He is a consummate professional who commands excellence from himself and from his students. In his teaching he challenges students to critically understand and engage with cultural, historical, and literary facets of the Ottoman Empire as well as the Turkish Republic. Not only was I able to deepen my knowledge in my research field of modern Turkish literature, I was able to broaden my background by gaining insight into the Ottoman past on historic as well as literary terms. Additionally, through his material choices as well as teaching methods, Professor Silay stresses the importance of contextualization--political and historical--enabling the students to gain an extensive and multifaceted perspective. In our analysis of prose or poetry, he also always made an effort to introduce and familiarize us with questions of gender, religion, and ethnicity. I find his enthusiasm for the material taught, as well as his approachability as an instructor unique and this contributes to a balanced and positive classroom atmosphere. Attending his classes as well as working with him individually prepared me for continuing on the academic level and pursuing the Ph.D. His advice and support encouraged me to follow my longtime research interest in Turkish-German minority writing. Throughout the completion of my master's thesis, I benefited from extensive and helpful commentary and discussion of my subject. He has always--even after my graduation--been available for advice regarding my own research and general questions with regards to my academic career. I feel I will be, upon completing my Ph.D., a better professor and a better scholar because of his mentorship. In short, Professor Silay is an outstanding professor who strives to make the Department of Central Eurasian Studies truly excellent. He embodies the type of professor, committed equally to research, teaching and service, I hope one day to become."

"The most salient aspect of Prof. Silay's teaching style is that he is always enthusiastic about teaching his courses. In accordance with this virtue, he is always well prepared for class meetings and tries hard to make the subject interesting to everyone in class. He, moreover, seems very concerned to explain the material clearly, answering questions carefully and completely. He is always clear about what is expected of students in his courses. Regarding his approach to students, I would say that he treats students with great respect. His interest in students is genuine, and he is remarkably fair and impartial when dealing with students. He is, moreover, regularly available for consultation, paying attention to adapting to students abilities, needs, and interests. Overall, I would rate the quality of his teaching as outstanding."

"I studied with Professor Silay while I was in the master's program in the same department, and later while I was in the History doctoral program. He was an outstanding lecturer. His Ottoman and Modern Turkish Literature course was full with graduate students, including those from other departments such as German Language and Literature. He was always well-prepared and excited about his topics. He regularly challenged us with rigorous assignments. The class atmosphere was friendly but competitive, thanks to his skillful handling of discussions. I also studied Ottoman Language with Professor Silay, which was a difficult task to tackle. He made this demanding course approachable and even enjoyable. We were sad to see him leave University of Washington. He, however, kept in touch with many of his former students like me. I have been following his career closely. His work in Indiana University flourished into one of the principal sources in the field. The diversity of his topics makes Professor Silay's work unique in the field Ottoman, Turkic and Middle Eastern literatures. His inventiveness and bravery is most impressive when approaching a new topic such as exploring women writers and poets, gender, and homosexuality in Ottoman and other Middle Eastern literatures. As a gay Middle Easterner, I was grateful that someone as qualified as Professor Silay was exploring the long neglected field of gender and sexuality in this part of the world."

"In the fall of 2004 I took his course, "The Glorification of Jihad." It was my first class in Graduate school, and also at IU, in which the class was entirely based around discussion. We'd read our assigned readings and discuss whether we thought the selected reading was valid or accurate, as well as whether it conflicted or agreed with other readings. At the end of the semester we wrote a graduate paper on anything relating to jihad. Professor Silay was one of two professors I have had at IU that truly seemed to enjoy teaching his subject. It seemed he saw class more as an interest rather than just a paycheck. He was also very good at leveling the playing field for all the students in the class. Three or four of the students were Muslim and had some prior knowledge of the Quran or Arabic, while I and a few others had less of an understanding. Whenever a new phrase was mentioned he quickly stopped the discussion to make sure those of us with a less developed background understood what was being discussed, and if not he quickly brought us up to speed. Unlike other professors, he treated all of us more as colleagues than he did students. Professor Silay's interest in his subjects is sincere and his friendly demeanor in class sets his students at ease. His classes weren't seen as work, they were stimulating. Unlike many professors, I believe Professor Silay doesn't teach for a paycheck. He genuinely loves to teach and discuss with students and even to incorporate a student's personal interests into his field. As I stated, I have had only one other professor in my time at IU that I would equate with Professor Silay."

"Prof. Silay has been a teacher, mentor, and a friend to me and to my friends in Turkish studies. He is an enthusiastic teacher; he always tries to find a way to engage his students in the subject matter. He does a lot of research on his teaching subject and shares his findings with his students, which creates lively classroom discussions. The amount of work he requires from his students is reasonable, and his grading has been fair. Outside the classroom Prof. Silay has been accessible via e-mail and in personal meetings. There have been times when he replied to my e-mails in five minutes at 2:00 am in the morning. Finally, I must say that I am happy to have taken his courses and have benefited from his knowledge of Ottoman-Turkish, Divan Poetry, and Turkish literary history. The things I learned in his classes have helped me and will help me more in the future with my area of study."

"Since my arrival at Indiana University in the Fall Term 2003, Dr. Silay has worked tirelessly to assist me in achieving my personal and professional goals. In addition to opening a vast breadth of knowledge about Turkey, Turkish language and the Turkic world, Dr. Silay quickly worked to help me determine my interest areas so that he could properly direct me to resources and works that would sustain my passion for Turkish Studies. In this aspect of his guidance it is my firm belief that Dr. Silay is extraordinarily gifted. I, and other students with whom Dr. Silay has worked, have benefited vastly from his generosity of attention, materials and resources and, perhaps most important, a directed, warm personal guidance that makes his advisees and students know that he genuinely cares about their intellectual and personal growth. In the classroom setting, Dr. Silay often tackles controversial topics ('fundamentalist' Islam, jihad, and religion/politics) with sensitivity and understanding, and students in his courses feel a comfort level that is nearly unheard of when responding to his queries and his solicitations for response. Again, this is a rare and special attribute that is not to be found with many professors, and I feel that this attribute makes Dr. Silay stand apart from many of his colleagues here and in the world at large. In speaking of Dr. Silay's worth as a professor, I have but to cite an example from my own interactions with him as a student in Ottoman Turkish. During my second semester of Ottoman Turkish I began to feel quite behind, and my perceived inadequacy was very personally worrisome for me. When I spoke to Dr. Silay about this, his immediate concern was for my feelings--a rare consideration in many academic fields. Once I was assured that I'd been performing to his expectations in the course, he re-worked the material to accommodate my needs so that I could learn best. It has been more than a year since I took this course, but I have managed to retain more from this course--and this experience of directed, kind guidance--than most all of the courses I have taken before or since. In short, Dr. Silay has exemplified and personified many of the best attributes I associate with academic professionalism. His warmth and generosity, both academically and personally, have allowed him to earn the respect of his students and advisees. And, perhaps most importantly, Dr. Silay is an honor to the discipline by being a font of knowledge, a pillar of his academic community, and a generous, approachable and sensitive professor."

"His presence in the department was the reason I chose to apply to CEUS rather than to some other department at Indiana University. His interests paralleled my own and his reputation preceded him. When I contacted him for more information, he was supportive and welcoming. As an advisor, he has been helpful and encouraging, offering deft, insightful criticism on my research and writing. His books and articles have shaped my understanding of Turkish literature and history and, in my opinion, have the potential to reshape the field of Turkish studies. I was once able to sit in on a meeting with an advanced student in which Dr. Silay critiqued the student's translations. Dr. Silay's grasp of the subtleties of the Turkish text came as no surprise, but I was not expecting such a poetic sensibility in dealing with the English translations. Dr. Silay has a broad range of knowledge in Turkish history and literature and in Arabic, Persian, and Ottoman philology, as well as in Islamic thought, Western literary theory, and world politics, and he has a remarkable ability to share that knowledge and help others make sense of it."

"I have known Prof. Silay as a mentor and a colleague for the last ten years. He served diligently on my dissertation committee back in 2000, his careful reading and insightful suggestions greatly enhanced the quality of my manuscript. Prof. Silay's dedication to my project did not stop at the academic level, oftentimes his advice addressed the personal challenges that went along the writing process. After my graduation from IU, Prof. Silay's support did not waver as he continued to be an invaluable source of information and support for all matters related to Middle East Studies and the profession in general. I continued to benefit from his advice and expertise on issues related to the academia during my tenure both overseas and in the US. Prof. Silay's mentorship has meant a lot to me over the years. I am certain that he dedicates the same kind of devotion to his advisees as he does with his academic work. His commitment to the profession in general, and to Middle East and Ottoman Studies, in particular, is clearly evident in his numerous publications on these subjects. However, it is his willingness to go the extra mile as a mentor in order to promote the intellectual advancement of his colleagues is truly what distinguishes him from the rest."

"I have known Professor Kemal Silay for two years. I took CEUS U-554 Introductory Ottoman Turkish I with him in Fall semester of 2004. The class was well structured and instructive. The materials for the class were carefully selected and appealing. Professor Silay made the class very enjoyable with his clarity in teaching and his well preparedness for the classes. He is very informative during his lectures. Professor Silay is accessible not only during office hours but almost all the time. He is very willing to help his students, and this shows that he cares about his students."

"[Prof. Silay] specializes in Ottoman Language and Literature, and is extremely proficient in reading and deciphering old medieval manuscripts, a rare skill amongst scholars of modern Turkish Literature. Moreover, he takes novel approaches towards these texts by combining his philological background with modern literary theories. My interest in him stems from his eagerness to support modern Turkish literature as well. I would like to specialize in the modern/postmodern Turkish novel, and as one might guess, especially the postmodern novel draws heavily on Ottoman literature. Also the alphabet and language reforms that took place in late 1920 make it extremely difficult, if not impossible, for a modern scholar to access the original texts of the novels written prior to this era. Conducting research on the origins of the novel in Turkish Literature requires a proficiency in reading old manuscripts. I believe that the major flaw of scholars of modern Turkish literature is that most of them are highly knowledgeable in literary theories but are reluctant to put in the time and the effort to learn Ottoman to access the original manuscripts. Or, they have an excellent philological training but lack the necessary theoretical background. Although Prof. Silay is a medievalist at heart, he creates a balance between these two sides. This is why I work with him and this is why he is the perfect candidate for Comparative Literature. In addition to this, he supports his students and tries to help them out as best as he can."

"I have taken two graduate seminars from Professor Silay, and he also served as the chair for my thesis committee. My experience with Professor Silay has been very positive. I benefited tremendously from the guidance I received from Professor Silay when writing my Master's thesis. One of the most daunting tasks I struggled with was narrowing my topic and clarifying my outline. Professor Silay's input was invaluable. He has an approachable, engaging manner that put me immediately at ease. He was patient and respectful, and interested in my ideas. He encouraged me to believe in my own abilities, and offered very practical advice about how to organize the lengthy research and writing process. In addition, he was able to recommend numerous texts and articles that proved to be extremely helpful. Kemal Silay's knowledge in his field of study is undeniable, but what is most notable about him as a professor is his ability to interact with students. He is witty, respectful, enthusiastic and always receptive to students' ideas. In short, what distinguishes him is his ability to teach and motivate students. I count my experience with Professor Silay as one of the most positive in my time as a graduate student at Indiana."

"I have known Prof. Silay since his tenure at the University of Washington, where he served as Assistant Professor of Turkish, while I was a graduate student in Turkic and Central Asian Studies there. I had the opportunity to take an Ottoman Readings class from Professor Silay at the time, and was his graduate student assistant in that class. I also taught two levels of Turkish language in the Turkish Language and Literature program supervised by Prof. Silay. Finally, Prof. Silay was also one of five scholars on my dissertation committee, and provided me with valuable guidance at that time in completing my thesis. I have the greatest respect for Prof. Silay as my senior scholar. His publications and teaching record attest to his level of accomplishment. Also, as a person and senior colleague, I have always found him to be very supportive, helpful, reliable, approachable and sincere, and very generous with his time."

"I was a student of Professor Silay's during the Fall Semester of 2001 during the second 8 week session. The class I took was 'Literature of the Ottoman Court in Translation', and I was enrolled at the graduate level. I have since taken time off of school to start a family, but plan on returning in a year. I have taken two years of graduate school so far, and I feel I have a unique perspective on education, as I did it through Continuing Studies. I took classes in Anthropology, Folklore, Near Eastern Studies, and Central Eurasian Studies, as well as electives in other departments. I found that most professors focus their academic attention upon their own field of work, but do not put much effort into the method of teaching they employ. The result is that we have professors who do not know how to teach the material they love so well. I do believe it is a pity for students, as I believe a requirement in some kind of Education discipline should be made of graduate students wanting to become professors. However, Professor Silay is a shining exception, and it was obvious to me that he had taken the time to think about how to present his material to students. My experience with Professor Silay was perhaps one of the best at IU, because not only did he obviously know his field extremely well, but he also had a wonderful method for teaching. He put a lot of time and attention into listening to his students, and real concern over if they understood the material or not. He kept the class at an appropriate pace, and we had discussion over our material at every meeting; this was not always the case with other professors, who preferred to talk at instead of listen to their students. He also made our material very accessible by putting many rare excerpts into a binder, and making it available at a local copier. I cannot say enough good things about him; I looked forward to every class, because I really felt 1 was learning. I could see his enthusiasm about his work, which inspired me to delve further into the subject. You should consider yourself lucky to have a faculty member in your department like Professor Silay. He is like gold."

"I was a student in Professor Silay's Media Turkish class (listed as U520) during the fall semester of 2005, and I write this in full support of his promotion. In addition to his solid and diverse knowledge, Kemal brought a clear love for his subject to this class, and an enthusiasm for teaching and learning. He was approachable, he kept the class on track (always in a good-natured fashion), and he fostered the desire to explore areas of interest both new and old. [Professor Silay] is an outstanding professor."

"Professor Kemal Silay has demonstrated professionalism, subject matter expertise and concern for me as a student from my initial contact with him, through three classes. Before I applied to Indiana University, I came to Bloomington and met with Professor Silay who encouraged me to pursue a Masters Degree in Turkish Studies. His encouragement helped me to overcome reservations I had concerning returning to university as a "senior" citizen and a retiree. As my senior professor, he seemed to relish the challenge of helping me make the transition from a government career to an academic environment. In the classroom, Professor Silay demonstrated extensive knowledge of Turkish literary, linguistic, historical, cultural and political topics. He helped me to examine issues critically, to seek new approaches to scholarship, and to update my learning skills, especially through the use of technology. He also gave me very good advice as I researched various topics for his courses and he patiently guided me through very difficult translation work. Because Professor Silay has been an excellent teacher and mentor, I will take more of his courses in the future."

"I worked with Professor Kemal Silay from the first semester of my graduate studies at CEUS in 2002 under his direct supervision at Indiana University for a period of 4 years. During that period, I had the great pleasure of benefiting from his professional research and teaching experiences. He was very encouraging to me in my studies and guiding me in my prospective studies over the four years of study. As a result of his guidance and assistance I am now in a faculty position here at the University of Minnesota. He was always well-prepared for his classes; he always shared his immense knowledge with his students. His passion for teaching and his field is exemplary. On the interpersonal side, Professor Kemal Silay has superior communication skills with his students. He gets along extremely well with his students and his assistants under his supervision, as well as colleagues at his own level. He is highly respected, as both a person and a professional, by colleagues, employees alike. I should also mention that in his classes and during the many public events organized by him and I have attended, he treated the students and the audience with utmost respect and paid great attention to the issues of diversity, cultural, religious and political differences. His sensitivity to these issues is simply amazing and every young student and scholar should follow his footsteps. He should be congratulated for his respect and understanding of differences."

FROM STUDENT EVALUATIONS

CEUS U520 Media Turkish II, Spring 2006:

What did you like most about the course and/or the instructor?

"Excellent, stimulating discussion."

"We covered a wide range of topics and learned language for a variety of subjects."

Add any comments that you feel did not fit under the previous questions.

"The professor met with each student individually once every week in addition to course time. I couldn't ask for any more."

CEUS U 352 Introductory Turkish II, Spring 2006:

What did you like most about the course and/or the instructor?

"Very enthusiastic about sharing his knowledge."

"His enthusiasm! It is a great experience to take a class from a professor who clearly loves his subject and teaching. He is also so helpful and supportive to us and really encourages us to succeed."

"Very patient and open person. He created an environment which was comfortable and allowed me to want to learn more. I really appreciated how much we worked on pronunciation."

CEUS U520 Media Turkish I, Fall 2005:

What did you like most about the course and/or the instructor?

"This course opened and illuminated Turkey for me. Even though I had lived there previously, I realized how much I have to learn about Turkey. I loved this class."

"This course motivated me to learn in a painful way (smiley face) which is the best way for me."

"I loved the material. It really inspired me to learn and practice more Turkish."

"This class was a lot of fun, thanks largely to the instructor. Readings could be difficult, but were often very interesting, topical, useful."

Add any comments

"I truly enjoyed this class. Best class I've had at IU."

CEUS U320/U520 "Cultural History of the Ottoman Empire and Modern Turkey," Fall 2005:

 I. What did you like most about the course and/or the instructor?

"Much of the material was new for me. The instructor presented a lot of information in a way that made me want to follow up with additional research."

"The instructor is open to questions and change. If the class went in a certain direction, he would follow it rather than strictly follow the syllabus."

"I liked how small the class was because it was easy to shape what we talked about around what we are interested in."

"Learning about the politics and history of Turkey."

"I love his enthusiasm for literature and love having him read aloud."

 II. Was there anything you felt needs improvement?

"Every topic presented in this course deserves at least a semester of attention. This is an excellent survey course. Now I would like to see additional courses on each of the topics we discussed."

NELC 225, Spring 2000:

Additional comments:

"Kemal is the best professor I have had here at IU. I would take any class that he teaches. His enthusiasm makes me excited about the subject."

"One of the best instructors I have ever had!"

"I didn't know what to think when I initially signed up for this course, but I'm very glad that I've taken it. The professor has definitely made this class interesting and one of my favorite classes."

NELC 300, Fall 1999:

"I really respect how much the Prof. knows and teaches. I feel very privileged to have him as an instructor."

"This class was fascinating and Professor Silay did an excellent job organizing and teaching the course w/ great enthusiasm! I am very glad I took this course."

"Professor Silay relayed much within the relatively short amount of time of eight weeks. Taking this course has been very enriching to me."

NELC 325, Fall 1999:

"I learned a lot from this instructor and class. I feel that my professor was well prepared, had speakers come into class, and holds a great skill and passion for teaching."

"Mr. Silay is very intelligent + knowledgeable about course topics. I really enjoyed the multi-media presentations. They were very helpful. I would have liked more emphasis on the cultural history + less on literature (culturally--what is/was Turkey like?) Overall I would rate Mr. Silay's teaching as excellent. He really cares about the students."

University of Washington

NE 442, Spring 1997:

Was this class intellectually stimulating? Did it stretch your thinking?

"Survey classes are excellent for presenting broad understanding of genres + literary schools. Prof. Silay provided this background as well as giving valuable close readings which included related theoretical debates. Not something easily done."

NE 454, Autumn 1996:

What aspects of this class contributed most to your learning?

"Translating in class was really useful, both for the grammar and the literary vocabulary. Professor Silay's corrections + suggestions on the homework were also great. Also really good were the discussions on the etymology of words. Also the learning environment in this course was very supportive."

 Was this class intellectually stimulating? Did it stretch your thinking?

"texts were challenging + rich enough to stimulate discussion, extra work"

What aspects of this class contributed most to your learning?"

"texts themselves, instructor's input for translation, instructor's enthusiasm, background"

What aspects of this class contributed most to your learning?

"The professor was both flexible and demanding in equal parts--he gave immense assignments and still was responsive enough to squeeze productive labor for you out of them."

NE 596, Spring 1996:

Do you find this class to be intellectually challenging?

"Yes. The subject matter is extremely challenging."

What aspects of this class contributed most to your learning?

"Professor Silay's engaging personality and expert knowledge of the subject was invaluable."

"Do you find this class to be intellectually challenging?

"Yes. Ottoman is nigh unto impossible. Also we jumped right into reading real texts, which is difficult (but I liked it)."

What aspects of this class contributed most to your learning?

"The professor's extensive knowledge + endless patience."

NE 210, Autumn 1995:

"Do you find this class to be intellectually challenging?

"Yes. I absolutely loved the course. All of the information was relevant to me, since I am considering a career in international studies. I also have a minor in Near Eastern Studies."

What aspects of this class contributed most to your learning?

"The format was terrific."

What aspects of this class contributed most to your learning?

"I liked the non-traditional approach of his class; i.e. a wide range of lecture topics and lecturers. This definitely makes an introductory course like this more interesting and intellectually stimulating. Most of the lectures were good, many were excellent."

Do you find this class to be intellectually challenging?

"Yes. covered a lot of different topics by different teachers. Helped see different perspectives."

What aspects of this class contributed most to your learning?

"The teacher's style of teaching + the things he brought to aid us in understanding the material--showing videos, transparencies helped."

What suggestions do you have for improving the class?

"It's great the way it is!"

What aspects of this class contributed most to your learning?

"It's really wonderful to find a professor who is willing to read poems to his class for the whole hour, to find someone willing to turn his students on to new things they might actually enjoy, care about, and learn from. This is the least depressing class I've ever taken."

What suggestions do you have for improving the class?

"Don't have guest speakers--you (Dr. Silay) were excellent by yourself--you were the best of them all--the other professors' styles were inconsistent + some difficult to follow."

Do you find this class to be intellectually challenging?

"Yes, we covered so much material, I really felt like I got an extensive overview of Middle Eastern history and culture (Although there is still so much to learn!)"

What aspects of this class contributed most to your learning?

"Everything from the lectures to the reading assignments."

Do you find this class to be intellectually challenging?

"Yes. This class was extremely interesting. I felt it was intellectually challenging because I did not know anything about the Middle East when I signed up for the class, and now, I know a lot about the Middle East--it was interesting."

What aspects of this class contributed most to your learning?

"The guest speakers that came into the class was the thing that mostly contributed to my learning. I found the visual aids that Prof. Silay used were excellent."

What suggestions do you have for improving the class?

"I suggest to have more speakers about the country development and poetry! Overall I really enjoyed this class! I am glad I took it."

 What suggestions do you have for improving the class?

"I think it is one of the best classes I have had."

 Do you find this class to be intellectually challenging?

"Yes. Because much of the material presented was new to me. It was truly an educational experience. I really got a lot out of attending --Thanks--."

Do you find this class to be intellectually challenging?

"Yes. It was very, very interesting. Prof. Silay succeeded in his objective to portray the Middle East in a broader perspective than simply military."

What aspects of this class contributed most to your learning?

"Every day was something new. Prof. Silay was always excited about what he was teaching. He always had visual and audio aids."

What aspects of this class detracted from your learning?

"A few of the guest speakers were incredibly boring. Never Prof. Silay, but 2 or 3 of the guest speakers."

What suggestions do you have for improving the class?

"More lectures done by Prof. Silay."

NE 471, Autumn 1995:

What aspects of this class contributed most to your learning?

"Kemal's in-depth knowledge of not only modern Turkish but also its Ottoman, Persian and Arabic roots. His enthusiasm for teaching, availability to students, and friendly demeanor. Also his flexibility with assignments and willingness to go over challenging topics more than once in class."

NE 596, Spring 1995:

Did you find this class to be intellectually challenging?

"Yes. Ottoman is 'the' most challenging class (language) I have ever taken."

What aspects of this class contributed most to your learning?

"His hand outs and explanations."

Did you find this class to be intellectually challenging?

"Yes. I loved it!"

What aspects of this class contributed most to your learning?

"Kemal's ability to understand and interpret Ottoman was amazing--his tracing back of the words to Arabic, Persian + Turkish was phenomenal."

What suggestions do you have for improving the class?

"The handout with endings was great. A textbook would be nice, but that probably won't happen any time soon. All in all, it was a great course."