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The document summarizes the Carnegie Fellowship Research Program, which provides scholarships for scholars from certain countries to conduct independent research projects at universities in the United States. Eligible scholars must be advanced in their careers, conduct research on approved themes, and have sufficient English proficiency. Fellows receive funding for travel, a stipend, and access to university facilities. They are placed at prestigious universities across the U.S. and participate in academic discussions. The application requires biographical information, research proposal, letters of recommendation, and materials demonstrating qualifications.
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The CLACS Virtual Open House provided an overview of the MA program in Latin American and Caribbean Studies at NYU, including opportunities for joint degrees, course offerings across multiple disciplines, funding and fellowship options for research abroad, internship placements, and resources for career development; students pursue individually customized degrees while gaining access to renowned faculty and New York City as a resource.
Debbie's resume
Deborah Nelson is currently the Deputy Provost for Graduate Education at the University of Chicago. She received her PhD in English from the CUNY Graduate Center and has held several leadership roles focused on graduate education and gender studies at the University of Chicago, including directing the Center for Gender Studies. Her research examines 20th century literature and privacy in the Cold War era. She has authored several publications and has received honors such as an American Educational Studies Association Choice Award.
Debbie's resume
Deborah Nelson is currently the Deputy Provost for Graduate Education at the University of Chicago. She received her PhD in English from the CUNY Graduate Center and has held several leadership roles focused on graduate education and gender studies at the University of Chicago, including directing the Center for Gender Studies. Her research examines 20th century literature and privacy in the Cold War era. She has authored and edited several publications and received honors such as an American Educational Studies Association Choice Award.
Call for candidates 2017 SUSIs for scholars
The document announces six 2017 Study of the United States Institutes (SUSI) for university faculty and scholars from Mexico. The SUSI programs are 6-week academic residencies that aim to enhance understanding of U.S. society, culture, and institutions. The institutes will be hosted at various U.S. universities and focus on topics like literature, journalism, religion, culture, foreign policy, and politics. The document provides details on candidate qualifications, the application process, and program benefits.
CLACS Virtual Open House
It is definitely possible to continue your studies at NYU or other schools in New York after completing
the CLACS MA program. Many of our alumni have gone on to PhD programs at NYU in departments like History,
Anthropology, Spanish and Portuguese Studies. It is also possible to apply to PhD programs at other top schools in
New York like Columbia while being a CLACS student. The application process would be the same as applying from
anywhere else. Your CLACS training and research would make you a very competitive applicant. I'd recommend
speaking with individual PhD program directors at NYU and other schools about requirements and fit. CLACS
faculty are also happy to provide recommendation letters to support strong students continuing their studies.
African-American Literature And Literary Theory
This course focuses on African American literature and literary theory. It will explore classic and contemporary African American works, develop an African American theory of reading literature, and articulate a pedagogy for teaching African American literature and literary theory. The course meets on Tuesdays from 5-6:50 pm and is taught by Professor Ernest Morrell. Students will read and discuss various African American novels, poems, essays and more from the 19th century to contemporary works. Assignments include anchoring class discussions, writing annotated bibliographies, and completing a final project of 15+ pages related to the course themes.
2010 Dean's Conference CUR Dialogue Highlights
This document summarizes a conference focused on providing research opportunities for undergraduate students and faculty. It discusses defining research and sharing experiences conducting undergraduate research. It also outlines various grant opportunities from the National Science Foundation, National Endowment for Humanities, and other organizations to fund educational innovations and undergraduate research projects. Eligibility requirements and examples of funded projects in areas like STEM education, disability studies, and the humanities are provided.
Is Western Europe Even Relevant Anymore?”
Is western Europe still relevant as a destination for research, study, and internships, or have American institutions turned their global focus elsewhere? This session will feature participants from three very different institutions: A large, private research university; a small, undergraduate liberal arts college; and a small satellite campus in Europe of a large, public research university. We'll present academic research and statistics from the field in general, and three case studies showcasing how western Europe is currently "faring" in institutional global strategies. Attendees will be invited to share their strategies and engagement with the region as well.
CfA for the 2nd Iran Graduate Student Workshop (IGSW), University of Pennsylv...
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To build bridges across Persian and Iranian Studies programs, scholars from New York University’s Middle Eastern and Islamic Studies Department and the Gallatin School (ISI-NYU), Princeton University’s Center for Iran and Persian Gulf Studies, and the University of Pennsylvania’s Middle East Center announce the Iran Graduate Student Workshop (IGSW). The workshop will provide a valuable venue for academic exchange and production, giving distinguished young scholars of the field an unrivalled opportunity to present and promote their research.
On May 4-5, 2018, the University of Pennsylvania will host the second gathering of this joint workshop, to be followed by similar meetings at the other campuses every two years. This second workshop in 2018 will consist of PhD students that are near ABD status and preparing their dissertation proposals (i.e., typically in their 2nd or 3rd year of graduate work). In addition, the first cohort will participate again, as discussants, in the 2018 workshop, as they approach the end of their graduate work.
Applicants for the second round, in 2018, must focus on modern Iran (roughly 18th-20th centuries), other countries of the Persianate world, or diasporas, or conduct relational histories and comparative work; and will be drawn from disciplines and programs in the humanities and social sciences, including anthropology, art history, economics, history, literature, politics, sociology, and related fields.Finding Awards for Summer 2017 (and beyond)
The document provides information on finding funding opportunities for summer 2017 and beyond. It highlights several summer internship, research, study abroad and language programs with deadlines in January-February 2017. It also discusses resources for finding awards, including the REU program, databases like Pivot and Grant Forward, as well as campus support offices. It demonstrates how to conduct a practice search on the Pivot database for epidemiology funding for undergraduates.
Black Politics Syllabus - Spring 2009.doc- Williams College
This document provides an overview and syllabus for a course on Black Politics taught at Williams College in the spring of 2009. The course will examine the participation of African Americans in the US political system and the evolution of black political ideologies. It will explore the historical development of socioeconomic conditions and aim to develop concepts of black politics. The syllabus outlines the course requirements including seminar participation, 3 short papers on course readings, and a 20-25 page research paper. It provides the reading list and schedule, which covers topics like historical political development, institutions, and continuing issues in black politics.
One Year After the Sit-In Asian American Students Identiti.docx
One Year After the Sit-In: Asian American Students'
Identities and Their Support for Asian American Studies
Okiyoshi Takeda
Journal of Asian American Studies, Volume 4, Number 2, June 2001, pp. 147-164
(Article)
Published by Johns Hopkins University Press
DOI:
For additional information about this article
Access provided by University of California , Santa Barbara (24 May 2018 16:06 GMT)
https://doi.org/10.1353/jaas.2001.0017
https://muse.jhu.edu/article/14627
https://doi.org/10.1353/jaas.2001.0017
https://muse.jhu.edu/article/14627
147ONE YEAR AFTER THE SIT-IN • TAKEDA •
ONE YEAR AFTER THE SIT-IN:
Asian American Students’ Identities and
Their Support for Asian American Studies
okiyoshi takeda*
JAAS JUNE 2001 • 147–164
© THE JOHNS HOPKINS UNIVERSITY PRESS
ON APRIL 20, 1995, seventeen undergraduate students at PrincetonUniversity staged a sit-in at Nassau Hall, a historic building that
once lodged the Continental Congress in the eighteenth century and now
houses the university president’s office. Frustrated by what they saw as
the school administration’s delay and inaction in institutionalizing Asian
American and Latino studies, the students stormed the university’s central
administrative building and vowed to remain there until the university
made a firm commitment in those fields. Outside the building, student
supporters held a rally, a rare sight on campus where demonstrations were
seldom seen. The sit-in ended thirty-six hours later when the university
offered to publish in a campus newspaper its promise of faculty hire.
The 1990s saw the second wave1 of student movement for Asian
American studies (hereafter AAS) that took place mainly at college cam-
puses in the “East of California” region. At these colleges, courses in AAS
had hardly existed before but demand for AAS courses had risen signifi-
cantly because of intellectual reasons as well as increasing Asian Ameri-
can student enrollments.2 Some universities, such as the University of
Pennsylvania, established an AAS program peacefully, owing to the col-
laborative efforts of an active group of faculty and students and the school
administration. At many universities, however, advocates for AAS met
various obstacles, ranging from bureaucratic inaction to ideological op-
position from faculty. It is no coincidence that similar protests for AAS
148 • JAAS • 4:2
broke out about the same time that the Princeton students staged a sit-in.
In April 1995, students at Northwestern University went on a hunger strike
to demand permanent AAS courses, and in April 1996, a multi-racial coa-
lition of students at Columbia University held a hunger strike and took
over university buildings to demand an ethnic studies department.
As practitioners of AAS, we know all too well why we need to institu-
tionalize AAS programs in colleges across the nation, and why students
who strive for this goal sometimes have to re ...
Study Abroad After Graduation: The Rise of the Global Master’s Degree
Institutions outside the United States – in the United Kingdom and Israel, for example – have developed one-year master’s degree programs designed to attract American students. New global partnerships have led to joint programs that require residence in two countries. These trends and meeting the needs of students with many different career goals create new challenges for advisors. We'll describe and assess these emerging programs and discuss ways to prepare students to benefit from such cross-cultural and academic opportunities.
Syllabus contemporay art
This document provides a syllabus and schedule for an art history course on contemporary art taught at Florida Atlantic University in Spring 2011. It outlines the course details including meeting times, assignments, grading criteria, and expectations. The course will cover developments in art from 1950 to 2000 using different interpretive models. Students will complete readings, presentations, quizzes, and an 8-10 page research paper in stages. The purpose is to provide an overview of contemporary art history and develop writing and analytical skills. Graduate students have additional reading assignments.
Palmore cv june 2013
Kim J. Palmore has extensive experience in teaching and administration in higher education. She holds a Ph.D. in English from UC Riverside and has taught courses in composition, literature, and creative writing at De Anza College and California State University, Long Beach. Her administrative experience includes directing a professional development program for graduate students at UC Riverside. Her research focuses on gender and identity expression in literature.
African Politics
This document outlines the course information and policies for POLS 4330 African Politics at Valdosta State University. The course will be taught by Dr. Zachary Karazsia and will introduce students to contemporary African politics and the challenges faced by post-colonial African governments. Topics will include the legacies of colonialism, state capacity, economic growth, and political violence. Students will learn about African political systems and develop positions through writing and discussion. The primary assignment is a research-based capstone project that can take the form of a research paper, country case study, or compendium of essays. Class participation, a midterm exam, and the capstone project will determine students' grades.
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CRF
- 1. Carnegie Fellowship Research Program Since 2001
- 5. Fellowships by Each CASE as of January 2009
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- 17. Good Luck!!!