Interdisciplinary collaborative projects in the Humanities call for proposals
CFP (September 2016): Proposals should be submitted by two faculty members from different disciplines and outline a plan to work with students to develop critical approaches to a common or interconnected theme that will (a) be systematically addressed in new or existing courses in different areas of the curriculum, (b) draw from or support research and/or produce a public Humanities event, such as a panel, and (c) incorporate outside scholars to give talks to the College community and meet with classes.
Interdisciplinary collaborations, Spring 2017
Pavitra Sundar (Literature and Creative Writing) and Celeste Day Moore (History) will be convening a faculty seminar in Spring 2017 that will explore the interdisciplinary field of Sound Studies. Through shared readings, field trips, and guest speakers, faculty across the curriculum will come together to consider the cultural, aesthetic, and technological dimensions of aurality. Building on this seminar, we look forward to coordinating a public symposium on the global dimensions of sound and co-teaching an interdisciplinary course on Sound Histories. With its interdisciplinary approach and global emphasis, this Humanities seminar will not only bring together faculty, staff, and students who engage with sound from diverse perspectives, it will also dovetail with conversations happening across campus on structural and institutional hierarchies.
Tracy Cosgriff (Art History) and Andrew Rippeon (Literature and Creative Writing) will organize a series of interdisciplinary practica in the Spring of 2017 aimed at faculty and staff across the curriculum who are either already teaching with, through, or about “the book,” or who are interested in developing research and pedagogy relevant to “the book.” The series will encourage faculty from an array of disciplines to consider how they may develop book-studies methodologies in their existing or proposed courses, and at the same time will ask faculty to consider how these methodologies drive faculty, staff, students, and even institutions to more broadly reconsider the very nature of “liberal arts.”