Course Development Grant Awards
WIN 2013. COM 563/490, 5 CR. Instructor: Ralina Joseph (Communication) pilots a project-based version of her undergraduate "Black Cultural Studies" course in collaboration with CPS fellows Maurice Dolberry (Education), Melanie Hernandez (English), and the Northwest African American Museum, with the intention of creating a sustained partnership between the museum and the graduate and undergraduate versions of the annual course. Read more here: https://depts.washington.edu/uwch/news/2012/10/partnership-course-re-envisioned-northwest-african-american-museum
SPR 2013. HUM 595A, 1 CR (C/NC). Instructors: Anu Taranath (English and Comparative History of Ideas) with Bhargavi S. Rao and K. R. Mallesh (Environment Support Group, Bangalore, India). “Who Knows What and Why that Matters: The Politics of Grassroots, Civic and Academic Knowledge in the Global South” will work to deepen, broaden, and analyze a set of transnational institutional connections and collaborations oriented towards social change and development.
WIN 2014. 3 CR. Instructors: Theresa Ronquillo (Center for Teaching and Learning) and Tikka Sears (Memory War Theater). “Acting Up: Amplifying Voices through Storytelling and Interactive Theater” will explore issues of power and privilege by building skills in dialogue, facilitation, interviewing, storytelling, and practice of Interactive Theater techniques.Working with the Seattle-based organization Memory War Theater, students will explore connections and differences among shared personal stories to create collaboratively a culminating Forum Theater performance and community dialogue event.
The Certificate in Public Scholarship Course Development Grants are intended to promote graduate courses (and credit-bearing opportunities) allied with the objectives and goals of the Certificate in Public Scholarship. Funds can be used to develop or redevelop a course in collaboration with community partners and/or faculty members/staff members/graduate students; to pilot a new HUM 595 micro-seminar; or to run and supervise a collaborative directed research project for which graduate students receive independent study credit, among other options.
Proposals for course development grants should further opportunities for CPS faculty and students to engage in cross-sectoral, co-curricular collaborations with each other and with partner organizations, or otherwise actualize curricular engagements with multiple audiences.Funds can be used for community partner/collaborator stipends, faculty stipends, graduate student stipends, or course/project expenses (e.g. curricular materials, site rental, transportation costs).
CPS advisors, steering committee members, and affiliated faculty have priority in consideration for funding. The next deadline, for courses taught AY13-14, is June 1, 2013. The CPS steering committee reviews applications in its bi-annual meetings.
To request the CFP or consult on a proposal, please contact Miriam Bartha, CPS Co-Director, at firstname.lastname@example.org.
The Certificate in Public Scholarship has completed its first Program Assessment, and generated the following recommendations:
- Make visible to students Directed Research/Independent Study course options via web and quarterly meetings.
- Suggest Directed Research/Independent Study and Academic Internships as models whereby fellows may earn credit in pursuit of new and ongoing service and engagement activities.
- Incentivize the development and integration of public scholarship coursework opportunities through course development grants to CPS faculty.
Community Development and Organizing
- Institute quarterly fellows’ meetings. These are to be coordinated with the Fall and Spring steering committee meetings. (Schedule is now set as the first Mondays of Finals Week, with Steering Committee meetings the Friday of Finals Week in Fall and Spring.) Graduate representatives have the responsibility of organizing the agenda for quarterly meetings with the fellows and the program directors, and of reporting out of meetings to the steering committee.
- Suggest that from this basic communication and organization structure, fellows have options and resources for self-organized activities and structures, such as study groups, capstone development groups, etc. These include Simpson Center space scheduling privileges, a communication network, and graduate interest group (GIG) funding, if pursued.
- In recruitment, make plain the self-directed nature of the program. Fellows participating in the information sessions did so this year.
- Surface the results of the survey to fellows and advisors, to norm expectations around what is already happening in the program: advising meetings two-three times per year. Clarify that fellows are responsible for initiating meetings or exchanges with their advisors; advisors for responding to requests.
- Use the quarterly meetings to remind fellows to (1) update their portfolio workspaces, and (2) check in with portfolio advisors.
- Continue to hold yearly portfolio advisor meetings and portfolio presentations to develop program-wide understandings of advising that move through the portfolio-building practices of documenting and representing relevant work.
Read the full report and survey results at: https://sites.google.com/a/uw.edu/csp-hum-594-central-resouce-site/home/hum-594-resources-and-archive.