Course Design Microgrants for Graduate Instructors
Eleven faculty teaching graduate courses in the humanities and humanities adjacent areas (i.e. arts, education, urban planning and social work) have been awarded a $1000 stipend to continue the work of the Liberating Structures immersion series. These recipients will have support from Fisher Qua and Anna Jackson, and the HPG team to redesign their graduate courses to foster a more equitable, inclusive and student-centered pedagogy. Generously funded by the Mellon Foundation, these awards have been granted to eleven faculty across ten departments and three colleges – Liberal Arts & Sciences, Education and the Graduate College.
Fall 2020 Microgrant Recipients:
Anny-Dominique Curtius, Department of French and Italian
Course title: Slavery, Museums, Memorials, and Statues: The US, Europe, and the Global South
Roxanna Curto, Departments of Spanish and Portuguese; French and Italian
Course title: Introduction to Graduate Study in French
Naomi Greyser, Departments of American Studies; English; Gender, Women’s, and Sexuality Studies
Course title: Interdisciplinary Research in American Studies
Michaela Hoenicke Moore, Department of History
Course title: Research in Transnational US History
Jennifer Kayle, Department of Dance
Course title: Graduate Improvisation II
Julia Kleinschmit and Yolanda Spears, School of Social Work
Course title: Discrimination, Oppression, and Diversity
Travis Kraus, School of Planning and Public Affairs
Course title: Community Development in the Upper Midwest
Leslie Locke, College of Education; Program in Educational Policy and Leadership Studies
Course title: Policy and Politics of Leadership
Lina-Maria Murillo, Departments of History; Gender, Women’s, and Sexuality Studies
Course title: Foundations for Feminist Inquiry
Ana Rodríguez-Rodríguez, Departments of Spanish and Portuguese; French and Italian
Course title: Professional Training and Development
Goals of the (re)design microgrant:
1) To create a class and/or assignments in which you invite students to connect your disciplinary methods and content with challenges students are facing — from dealing with COVID to addressing racism to addressing environmental or social or cultural issues.
2) To design a course or assignments to prepare students for careers outside the academy (given the scarcity of academic positions).
3) To explore creative ways to co-teach in the graduate classroom, collaborate across departmental lines, and propose publicly engaged scholarship opportunities for students.
Awardees will meet as a group (virtually) to share plans, set goals throughout the fall 2020 semester. The cohort will reconvene before Thanksgiving break to discuss each other’s courses, the learning process of course redesign, and share their course content with HPG to connect students across degree programs and interests.