Humanities Perspectives
THE ORIGINAL AUTHORITY ON QUESTIONING AUTHORITY
Special Spring Awards Issue
University of California, Santa Cruz
Spring 2015
Letter from The Dean Dear Colleagues, It is a great pleasure and privilege to return to the Humanities Division some fourteen years after I left UC Santa Cruz. A lot has changed: my office is in a building that didn’t exist fourteen years ago, and there are new units like Critical Race and Ethnic Studies (CRES) and the Department of Languages and Applied Linguistics (LAAL). But one thing that hasn’t changed is the sense of energy and excitement that has always characterized the Humanities at UC Santa Cruz. In terms of both research, pedagogy, and the many intersections between the two, our students and faculty continue to explore the many dimensions of what it means to be human past and present. I started my position at the beginning of April, and have quickly become reacquainted with the maelstrom that is spring quarter. The Humanities Division has had another good year: our departments have made several offers to outstanding new faculty, and all have been accepted. The Institute for Humanities Research is exploring a challenge grant from the National Endowment for the Humanities whose new Chairman, William “Bro” Adams, holds a PhD from History of Consciousness. We’ve also been able to celebrate the election of Professor Gail Hershatter from History to the American Academy of Arts and Sciences. I hope you will all be able to join us for the annual “Celebrating the Humanities” event on Thursday, June 4, from 4:30 to 6:00 at the Cowell Provost House. There I will have the pleasure of presenting the Dizikes Faculty Teaching Award to Professor Kate Jones from History. Finally, I want to thank everyone for welcoming me so warmly back to UC Santa Cruz. The staff in the Humanities Dean’s Office have gone out of their way to make me feel at home. In particular, I am indebted to my predecessor, Bill Ladusaw, who has worked so hard to make a seamless transition. The Humanities Division owes him a great deal, and we all have and will continue to benefit from his wisdom and hard work over the years. I look forward to getting to know you as we head into the end of the academic year.
Tyler Stovall Dean of Humanities
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Letter from The Assistant Dean A Warm Welcome It was an incredibly successful recruitment season, with a bumper crop of new faculty hires. Please welcome: • • • • • •
Benjamin Breen, History, Early Modern Iberian Muriam Davis, History, Modern France, French Empire Renee Fox, Literature, 19th Century English Literature Alma Heckman, History, Jewish Studies Kristina Lyons, Feminist Studies, Feminist Science Studies Nick Mitchell, Feminist Studies, Critical Race and Ethnic Studies • Madhavi Murty, Feminist Studies, South Asian Cultural Theory and Media Studies
Also, please welcome new staff hires that occurred this past year: Robin Rebecca Rhodes and Kimberly Hwe, Academic Services; Mary Elizabeth Allen and Heidi Flores, Literature; and Lisa Supple, Interdisciplinary Studies (Feminist Studies, History of Consciousness, Critical Race and Ethnic Studies). A Fond Farewell We bid adieu to the following faculty who have announced their retirement: • Murray Baumgarten, Literature, English and Comparative Literature, Jewish Studies and Dickens Project • Mary Kay Gamel, Literature, Classical Studies, Theater Arts • Norma Klahn, Literature, Latin American and Latino Studies, Critical Race and Ethnic Studies • Jerry Neu, Humanities, History of Consciousness, Legal Studies, Philosophy Best wishes to Philosophy department assistant Donna Davis, who also plans to retire. And finally, to our former Dean Bill Ladusaw, best wishes for a safe and productive sabbatical – we all will miss you; and to new Dean Tyler Stovall, welcome (back) to Humanities!! Sincerely,
David Symonik Assistant Dean of Humanities 3
Eye on the IHR: 50 for 50 Service Challenge About the Institute for Humanities Research (IHR) Established in 1999, the IHR has grown dramatically since its inception and now serves as an umbrella for a multitude of research centers, research clusters, and multi-campus research projects. With these and other initiatives, the IHR serves as an incubator for new ideas and provides crucial support to faculty and students at every stage of the research process. One of its key functions is to identify promising graduate students and to help them become productive researchers through mentorship programs, fellowships, and internship opportunities. As the designated University of California, Santa Cruz Humanities Center, the IHR is part of the University of California system-wide Humanities Network and is able to leverage the human and intellectual resources of the finest public university system in the world. In honor of the 50th anniversary of UC Santa Cruz, students, staff, faculty, and alumni were invited to donate 50 hours of service to the community. The Institute for Humanities Research, no stranger to the joy of giving, enthusiastically accepted the challenge as a team effort and has logged well over 50 hours of service, to date. In this issue, we feature an interview with IHR Program Manager Courtney Mahaney, who describes her experience as a “50 for 50” champion. For more information, visit 50for50.ucsc.edu.
Pause for Paws Courtney Mahaney’s therapy dog Millie. 4
Save Our Shores (L to R): Courtney Mahaney, Irena Polic, and Evin Guy
Courtney Mahaney, Program Manager, IHR What motivated you to participate in the 50 for 50 challenge? Community service has always been a large part of my life. I grew up in a small town in Vermont where generosity and service were taught at a very early age. Over the years, I came to realize that a community didn’t feel like home to me until I was actively involved in giving back. When I first heard of the 50 for 50 Service Challenge, I did not hesitate to sign up. Why did you select Court Appointed Special Advocates (CASA)? When I first arrived in Santa Cruz, I tried out a number of volunteer programs, but none made my heart sing. The more I explored the city and county, the more I felt as though there was a greater community need that just wasn’t being met, and I didn’t know where to begin. In reflecting upon the service that brought me the greatest joy in the past, I was brought back to 2001. Weeks after the tragedies of 9/11, I joined AmeriCorps to serve at the Vermont Center for Independent Living. It was in my role as a volunteer coordinator for the Home Access Program, that I befriended a remarkable woman. I brought a group of volunteers to her home to paint an entrance ramp, and I just couldn’t stay away. Over the months she taught me a number of lifehacks, shared recipes, regaled me with stories of working for the State of Vermont, and recounted her experiences as a guardian ad litem. She spoke passionately about making a difference in the lives of children, and being there as an advocate when they needed someone the most. I hadn’t thought about our conversations for nearly 15 years, but suddenly I had direction. I signed up for the next advocate training with CASA of Santa Cruz County, and was sworn in as a Court Appointed Special Advocate (CASA) for foster youth last December. In what capacity are you working with CASA? Children whose families enter the dependency system due to parental abuse or neglect can receive referrals from the judge for an advocate. CASA then helps to pair advocates with children. The CASA website states it best: the volunteer “also works with attorneys and social workers. They review records, research information, and talk to anyone involved with the child, including parents, extended family members, doctors and teachers. From information gathered, a volunteer presents his or her best recommendations to the judge, for the safety and welfare of his or her CASA child.” Describe your experience, so far. Any challenges or surprises that you didn’t anticipate? I had hoped to work with a teenage girl, but instead quite by surprise, chose to work with a 6-year-old boy. His file was difficult to read. In fact it was so heartbreaking that it took me two separate occasions to get through it. The descriptions of his behavior made me very nervous to meet him. I was afraid that I didn’t have the experience to best support him. In the weeks before our first visit, I called all of my friends and family who had parented sons to quiz them on age-appropriate activities, discipline, and everything in between. Once we finally met, all of my worries and apprehension melted away. It was immediately clear that he is a resilient boy first and foremost, and he defies all the descriptions and reports in his case file. He just happens to have has experienced more trauma in his short life than anyone should endure over a lifetime. I had anticipated the very worst, but was surprised by his grace and good humor. Through our growing relationship, I think I have learned as much about myself as I have about him. I feel very blessed to have such a delightful child in my life. 5
Department Stories Humanities Division Departments and Programs:
History............................7 Interdisciplinary Studies.............8-11 Languages and Applied Linguistic......12-13 Linguistics ...................14 Literature .....................15 Philosophy .............16-17 Writing Program.....18-19
The Humanities Division at UC Santa Cruz: People, Programs, and Collaborations Humanities are the cornerstone of higher education. They underpin all the academic disciplines by shedding light on the underlying assumptions of social policy, technological development, economic planning, and public and private values. Study of the humanities provides students with historical perspective and cultural awareness, the ability to express themselves clearly and accurately and to evaluate critically both ideas and actions, and courage to make choices based upon shared values and priorities. UC Santa Cruz humanities programs are nationally recognized for their quality and for the prominence and dedication of their faculty. Students in the humanities have the opportunity to work closely with faculty mentors on research projects that earn award-winning results. Academic programs in the humanities emphasize critical thinking, close reading, and clear and effective writing. As you read through the following pages, you’ll learn about the constellation of people, programs, and collaborations that demonstrate outstanding work in the Humanities Division at UC Santa Cruz. Visit humanities.ucsc.edu for more information.
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History
Tales as Tall as the Redwoods: Reflections on UCSC's Founding Years Thank you Linda Peterson, Peter Kenez, David Thomas, and Gregg Herken for sharing your stories about UCSC’s early years at Alumni Weekend!
Miss the panel? Watch it on YouTube: youtube.com/ ucschistory THE ORIGINAL AUTHORITY ON QUESTIONING AUTHORITY
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Interdisciplinary Studies Feminist Studies The Feminist Studies department is pleased to welcome three new professors: Kristina Lyons Assistant Professor Kristina Lyons graduated with a PhD in Anthropology from UC Davis in 2013 and is currently a UC President’s Postdoctoral Fellow at UC Santa Cruz in the Anthropology Department and with the Science and Justice Research Center. Kristina has conducted research in Colombia since 2004. She has published articles in the Journal for Latin American and Caribbean Anthropology, with the Center for Imaginative Ethnography, and in the journal Legal Thought, and is currently completing a documentary film and popular education project with farmers in the department of Putumayo. Kristina has been awarded the Roy A. Rapport Prize from the Anthropology and Environment Section of the American Anthropological Association, and the first place ethnographic poetry prize from the Society for Humanistic Anthropology. Her current book project moves across laboratories, greenhouses, forests, and farms to explore the ways state soil scientists and small farmers attempt to build alternatives to illicit coca crops and the military-led, growth-oriented development paradigms intended to substitute them under the U.S.-Colombia War on Drugs.
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Interdisciplinary Studies Nick Mitchell Nick Mitchell returns to Santa Cruz as an Assistant Professor. Nick received his PhD in History of Consciousness and Feminist Studies from UC Santa Cruz in 2011. While at UC Santa Cruz, he served as a founding coordinator of the Black Cultural Studies Research Cluster and the Critical Race and Ethnic Studies Graduate Collective. He is currently an Assistant Professor in the Department of Ethnic Studies at the University of California, Riverside. Nick’s coursework will include classes in Feminist Studies and the growing Critical Race and Ethnic Studies program. His focus of study includes Black feminist thought and praxis; critical theory; critical university studies; epistemology and discipline formation; feminist theory, and intellectual history. Nick is completing a book manuscript entitled “Disciplinary Matters: Black Studies, Women’s Studies, and the Neoliberal University,” examining the entangled institutional histories of black studies and women’s studies since their emergence as university sanctioned entities in the late 1960s and early 70s. His work also has been published in SIGNS – Journal of Women in Culture and Society and Feminist Formations. Madhavi Murty Assistant Professor Madhavi Murty joins us from Virginia Tech, where she was an Assistant Professor in the Department of Religion and Culture. Madhavi works in the fields of feminist media studies, gender and globalization, nationalism and South Asian cultural studies. Her professional experience as a journalist in Mumbai, India in the first few years of the new millennium informs the questions that define her research agenda. She is currently working on a book manuscript titled Myths of the Real: Political Economy and the Spectacle of the Ordinary in Post Reform India. Previously, Madhavi was a lecturer at Yale University’s Women’s, Gender and Sexuality Studies department and the South Asia Studies Council. She also has taught at the University of Washington, Bothell as a fellow in the Project for Interdisciplinary Pedagogy and was a Research Fellow at UW’s Simpson Center for the Humanities. Madhavi’s work has been published in peer-reviewed journals such as SIGNS – Journal of Women in Culture and Society, thirdspace – Journal of Feminist Theory and Culture, and Popular Communication. 9
Interdisciplinary Studies History of Consciousness Jeramy Decristo awarded UC President’s Postdoctoral Fellowship History of Consciousness graduate student Jeramy Decristo has received a UC President’s Postdoctoral Fellowship for his project, “Black Sounds and Their Fugitive Lives in Capture.” He will be working with Professor Dennis R. Childs in the Literature Department at UC San Diego. Jeramy is currently completing his dissertation, “Blackness and the Writing of Sound in Modernity” (committee: David Marriott, chair; Eric Porter, Gina Dent). He is teaching a course for the department in Spring quarter 2015 - Sound & Difference - a departure from classical media theory that uses books, articles and contemporary and archival recordings to explore how sonic technologies in the 19th and 20th centuries stimulated anxieties about otherness, racial and gender difference and (in) humanity. Alumna Løchlann Jain wins 2015 Fleck Prize History of Consciousness PhD (1999) Løchlann Jain has won the 2015 Ludwik Fleck Prize for Malignant: How Cancer Becomes Us (University of California Press, 2013). The Fleck Prize recognizes the “best book in the area of science and technology studies (STS).” S. Løchlann Jain is Associate Professor of Anthropology at Stanford University. Professor Jain writes, “I am deeply honored to receive the Fleck prize for scholarship in STS. In particular, I have to thank my PhD advisor Donna Haraway, who took the time and energy – sometimes forcibly but always gently – to focus my curiosity and reign in my wildly undisciplined approach to interdisciplinary scholarship. Without her mentorship; her example of courage, creativity, and intellectual generosity; and her commitment to building STS, I could never have been a scholar.”
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Interdisciplinary Studies
Christopher Chitty: In Memoriam The History of Consciousness department and the Divisions of Humanities and Graduate Studies mourn the loss of graduate student Christopher Chitty (1983-2015). We offer our condolences to family, friends, and the students, faculty and staff who shared his life. Hailing from Alpharetta, Georgia, Chris joined the History of Consciousness doctoral program in 2008. At the time of his death, he was working on his dissertation. Chris was also a dedicated and rigorous teacher, deeply committed to his students. 11
Languages and Applied Linguistics Grant from the Italian Ministry of Foreign Affairs Tonia Prencipe, Lecturer in Italian Tonia Prencipe received a grant from the Italian Ministry of Foreign Affairs to partially sponsor a new course for Italian at UC Santa Cruz. This new course, Italian 100, is designed to provide intensive practice in oral and written Italian. Structure review will be contextualized to support the principal focus of the course, which is vocabulary building and increased oral and written expression. Active class participation in all aspects of the course, class discussions, oral presentations, written reports, responses and essays, with different genres of writing, including, but not limited to, diaries, epistles (formal and informal), blogs, text messaging, dialogues, short stories, memoirs, interviews, podcasts and media language are essential and constitute a significant portion of the course. Tonia will be teaching the new course in fall 2015. Bilingualism Research Lab (Humanities 1 building, Room 115E) Mark Amengual, Assistant Professor, Spanish Linguistics The UC Santa Cruz Bilingualism Research Laboratory facilitates research focused on the linguistic, social, and cognitive consequences of knowing more than one language. The lab pursues ways in which the bilingual language experience, language learning history, language dominance, proficiency levels, and cognitive factors affect the production, perception, and processing of both languages of the bilingual/multilingual individual. The lab also provides research opportunities to faculty, undergraduate, and graduate students interested in exploring patterns of cross-language interaction in early simultaneous bilinguals, early sequential bilinguals, and second language learners at different levels of proficiency. Contact Mark at amengual@ucsc.edu if you are interested in getting involved in the lab.
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Languages and Applied Linguistics Retirement Angela Elsey, Lecturer in French Since arriving at UC Santa Cruz in 1988, Angela Elsey has combined teaching with enriching the cultural life of the university outside the classroom. In addition to French language, she taught courses on 19th century history and civilization, French cinema, Francophonie and French-based creoles. She served as Coordinator of the French Language Program and mentored Graduate Student Instructors. Angela has been an active member of the Cowell College community, teaching the Core course and organizing many French and Francophone-themed College nights over the years. She created the Maison Francophone, a residential/academic program housed at Cowell and served as its director for 10 years. UC Santa Cruz students of French living in the Maison with exchange students from France studied a different Francophone region each quarter and presented a variety of cultural events and exhibits at Cowell. She also served as Dance Mistress for the Dickens Universe, introducing the participants to dances of the 19th century. Angela has presented talks at conferences and received numerous grants to support her research and programming. Most recently she was awarded the Licker Chairship that funded research trips to Francophone Africa and a related course.
Angela Elsey and friends during a 2013 research trip to Senegal. 13
Linguistics National Science Foundation grant In April 2015, the National Science Foundation (NSF) awarded a grant of $375,644 for a Linguistics Department project titled, The Implicit Content of Sluicing (Award No. 1451819). The Santa Cruz Ellipsis Consortium, a research group associated with the Linguistics department, developed the project. Coordinated by Associate Professor Pranav Anand and Professor Jim McCloskey, the group includes faculty members, graduate students, and undergraduate students in the Linguistics department. The NSF award starts on June 1, 2015 and ends on November 30, 2018. The project is to create and make available a large, richly annotated, and freely accessible database centered on the ellipsis-type known as `sluicing’.
Jim McCloskey
In planning their linguistic expressions, speakers and writers are often able to leave out informationally redundant grammatical material, such as when the verb “call” is omitted in “Fred called, but Sheila didn’t”. This process, known as ellipsis, is widespread across the languages of the world, and is particularly common in informal language and dialogue. Among the many varieties of ellipsis is sluicing, where what is omitted is not a verb but an entire sentence. For example, a speaker may choose to leave out the understood sentence “he called” after “why” in a sentence like: “He called, but I don’t know why”. Ellipsis poses challenging scientific and engineering problems. Research over the past 50 or 60 years has demonstrated that the principles permitting ellipsis involve many different kinds of information (grammatical structure, the dynamics of the discourse context, and real-world knowledge), but the precise character of these principles and their interaction is still an open question. Progress has been hampered by the lack of a crucial resource type: databases of felicitous uses of ellipsis that are large enough to validate theories against, and rich enough to form the basis for machine learning.
Pranav Anand
The first goal of this project is to build such a database for sluicing and to make it freely available to language scientists and engineers. This resource will be a large, curated corpus of naturally occurring ellipses, annotated at a level of sophistication that will allow a range of analytic questions to be probed quantitatively. As the curation and annotation proceed, patterns that emerge from the data will be used to investigate the interplay between grammar and context that makes ellipsis possible. Since ellipsis is a pervasive feature of human language, to better understand how it works is to better understand the nature of human linguistic behavior itself. This project should also stimulate technological innovation in an area of urgent need: in designing more sophisticated systems for interfacing with natural human conversation, which is replete with ellipses of every kind.
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Literature The 2014-15 academic year was no ordinary year for Assistant Professor of Literature, Camilo Gómez-Rivas. In the fall, his book, Law and the Islamization of Morocco under the Almoravids: The Fatwās of Ibn Rushd al-Jadd to the Far Maghrib, was published (Brill Academic Publishers, November 21, 2014). Gómez-Rivas’s book analyzes a group of legal consultative texts between Cordoba and the Far Maghrib (what is today Morocco) and argues that legal institutions developed in the latter in response to the social needs of growing urban spaces and the administrative needs of the first Berber-Islamic empire. Also in 2014-15, Gómez-Rivas received a Special Research Fellowship from the Alexander von Humboldt Foundation. The Alexander von Humboldt Foundation promotes academic cooperation between scientists and scholars from abroad and from Germany. Researchers come to Germany to work on projects that they have chosen themselves together with a host and collaborative partner. The Foundation grants approximately 500 Humboldt Research Fellowships for postdoctoral researchers and experienced researchers annually. Gómez-Rivas applied for the Humboldt (18 months of research while in residence in Marburg, Germany, taken over two 9-month stretches) based on a proposal for his second book-length project. The project is to write a history of the settlement of populations displaced across the Muslim-Christian frontier in the medieval and early modern western Mediterranean. GómezRivas is interested in the most important changes in the social response to receiving displaced groups over a long 400-500 year period (the reconquista). He is also interested in the strategies for social and cultural survival adopted by refugees in their new home. While the study will be centered in the Maghrib (North Africa), Gómez-Rivas will examine how the history of the settlement of religious refugees fits into the broader phenomenon of religious refugees in Europe, the Mediterranean, and West Africa. “The Humboldt is definitely one of the most generous fellowships offered,” said Gómez-Rivas. “Together with UC Santa Cruz’s support, it best sets me up to work on an ambitious project like this at the right time in my academic career.” About Camilo Gómez-Rivas Prof. Gómez-Rivas specializes in the cultures, history, and literatures of the medieval and early modern western Mediterranean. He also translates modern Arabic literature and has written on modern topics including legal reform in Morocco and Egypt. Gomez-Rivas received his PhD in Medieval Studies from Yale in 2009. After a two-year dissertation writing fellowship at Willamette University in, Salem, Oregon, he spent five years teaching in the Department of Arab and Islamic Civilizations at the American University in Cairo. 15
Philosophy Thanks to Philosophy major Breeann MacDonald’s leadership, Santa Cruz Mayor Don Lane proclaimed May 12 “...Spirit of the Ethics Bowl Day” in Santa Cruz. Three years ago, Philosophy doctoral candidate Kyle Robertson started a Bay Area regional High School Ethics Bowl (HSEB) competition—the same year that the National HSEB organization was created. UC Santa Cruz and the Philosophy Department host the annual regional event, with teams of high school students competing from around the Bay Area. The winning team then competes in the national competition. Some of the local high school teams are trained and coached by qualified members of UC Santa Cruz’s undergraduate ethics bowl team, such as Breeann MacDonald. This year, Georgiana Bruce Kirby High School went to the nationals in April. They made it to the quarterfinal round and won the Bob Ladenson Spirit of the Ethics Bowl award, a distinction bestowed upon the team judged to best represent the values and spirit of Ethics Bowl. Breeann has been Kirby’s primary coach for two years now, including at the nationals. After the Kirby team returned to Santa Cruz, Mayor Don Lane enthusiastically issued the proclamation, which was then presented to Breeann and the Kirby team at the Santa Cruz City Council meeting on May 13.
“Breeann has been so successful in part because she combines compassion and open-mindedness with rigor and high expectations, for both her students and her interlocutors,” said Kyle Robertson. “She was the anchor of UC Santa Cruz’s most recent undergraduate team to go to the collegiate nationals, and this year she coached Kirby’s high school team to a top-8 in the nation finish. To my knowledge, no other undergraduate coach in the nation has reached this level of achievement.” 16
Philosophy
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Writing Program
The Writing Program launches online Writing 2 course By Lené Whitley-Putz, Lecturer, Writing Program Many people wonder there has been so much interest in distance education, or why you would want to put a course online. As a teacher who prides herself on her rapport with students, one of my first hesitations about teaching online was the loss of teacher-student connection. When I took my first online course, however, I soon learned there are differences between a traditional course and an online course, but these differences are not inherently ‘distancing’. In fact, the title of “distance education” may be a misnomer. There are many advantages to a technologically-mediated writing class. For instance, students have the ability to review video lectures, and with captioning, the lectures are not only visual and auditory, but also written, which is a benefit to all students, but particularly multi-lingual students. In addition, online interaction—both student-teacher and student-student—privileges written work, so the students practice writing in a variety of different rhetorical situations, including informal and ungraded writing (via emails or messages), formative peer feedback (through drafts and discussions), and more formal/academic writing (essay, projects, and portfolios). In essence, the modality of the class directly aligns with the learning objectives, helping to create a rich learning environment. In my experiences teaching online, one of the great benefits of the type of interaction supported by online activities is greater teacher-student interaction. While quiet students in a face-to-face class may skate through with very little active participation, in an online class, all students are required to participate. This is especially beneficial to students who may not think well on their feet. The asynchronous nature of online discussions allows these students to think through and edit their contribution, and the discussion is not bounded by the time constraints of a face-to-face class. Ultimately, online courses may not be for every student or every teacher, but technology is making an indelible impact (as it has since the invention of the printing press!) on our classrooms—both the physical and virtual spaces. Developing an online class broadens the delivery modalities available to the Writing Program, and it also offers valuable opportunities for exploring the myriad ways technology tools can be used to augment and enhance our face-to-face courses. And the facts are clear, as technology continues to revolutionize the ways we interact with one another, the writing is on the wall. And that wall? Well, it’s digital. 18
Writing Program About Lené Whitley-Putz Lené Whitley-Putz received her PhD in Rhetoric and Communication from Rensselaer Polytechnic Institute, where she studied the ways grassroots movements used a variety of rhetorical genres, including zines, discussion lists, and protests, to further their causes. Her work with marginalized groups led her to early interest in how the internet could be used by groups to create coalitions, foster community, and disperse information. At Rensselaer, she worked with a research group designing a ‘wired’ classroom, and taught technical writing courses in this revolutionary classroom. Researching the impact of technology on learning created a natural path for exploring the use of course management systems, like eCommons and Canvas, in writing classes. In 2011, she completed a certification program sponsored by the California Community College Chancellor’s Office in online teaching and learning. In addition to teaching writing, she leads professional development workshops for CCC faculty interested in integrating technology in their classrooms.
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Recognition, Distinctions and Honors Thank you for joining us in congratulating the Humanities Division’s 2014-15 award recipients. The annual “Celebrating the Humanities” event is an important opportunity to acknowledge those who have achieved special recognition, distinctions and honors over the course of this last year. The categories for acknowledgement are: • • • • •
Faculty Awards and Honors Research Grants and Fellowships Teaching Awards and Instructional Innovation Major Publications Undergraduate Awards and Honors: • HUGRA – supports and encourages undergraduate research in the Humanities • Dean’s and Chancellor’s – granted to undergraduates who have completed an out standing senior thesis or project during the current academic year We also acknowledge our resident turkey, whose penchant for curiosity reminds us of the bold, fearless inquiry that characterizes outstanding achievement in the humanities.
Photos courtesy of Lisa Oman, Finance Director, Humanities Division.
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Gram Scholarship Recipient:
Mikeala Axton Mikeala Axton, a junior Literature major in the Creative Writing concentration, is the 2015 Kenneth Andrew Gram Memorial Scholarship recipient. The award—based on financial need for a student “showing a quest for knowledge and curiosity” who is accepted in the Creative Writing Program and recommended by a faculty member—is presented annually by UC Santa Cruz’s Literature Department. The scholarship is awarded in memory of Kenneth Andrew Gram, a gifted write and graduate of UC Santa Cruz’s Creative Writing Program, who passed away in 2009. His parents, John and Dawn Gram, established The Kenneth Andrew Gram Memorial Scholarship Endowment in 2013. The nominating committee, Literature Professors Rob Wilson, Micah Perks and Ronaldo Wilson, describe Ms. Axton as a poet of deep intuition, rigorous form, keen wit, broad conceptual range, and psychic insight. She is a singular presence in creative writing workshops—very smart, a very good poet, and an ardent reader of her colleagues’ poems. She often came to see creative writing instructor Gary Young outside of class, and proved to be extremely motivated to read and learn more, and to become a better writer. Ms. Axton is a talented, outspoken, curious student who is passionate about reading and writing. She experiments with genre and writes both poetry and fiction. In the words of Professor Rob Wilson, “Mikeala has come through some hard times, but it is all coming together for her and nothing can stop her vitality, her will to written form; she is funny, bright and sardonic in a way we love here at UC Santa Cruz.” When asked to describe her background and quest as a writer, Ms. Axton offered the following: “I come from a [Stockton] family on welfare, raised well beneath the poverty line, with not-fond memories of waiting in line at the Emergency Food Bank, me and my siblings lying to the workers there about when our birthdays were so as to get more food. There were substance abuse issues in my household, among other issues, that made growing up a difficult time. School was something I always got through with the support from teachers who took an interest in me ...college has been a struggle due to mental health issues. However, mental illness has also lent a certain sense of purpose to my work insofar as I have a certain hope of reaching into the void with my writing and tapping whoever may be sitting in there on the shoulder, hoping to remind them that they can be seen.”
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Dizikes Faculty Teaching Award Recipient The Dizikes Faculty Teaching Award celebrates the Humanities faculty’s commitment to excellence in teaching and its transformative impact for undergraduate students. The award is named in honor of Professor Emeritus of American Studies John Dizikes, a member of the founding faculty whose powerful ability to inspire and engage generations of students exemplifies our aspirations as teachers.
Kate Jones, History In my experience, teaching is most satisfying and most successful when it converges with learning for everyone in the room, including those standing at the front of it. Over the course of almost eight years of teaching at UCSC, students and colleagues have helped me learn that rather than fearing those moments where the best laid lesson plans fall away in the face of unexpected questions I should welcome the opportunity to pursue the kind of open inquiry that a collaborative classroom makes possible. Fundamentally I see teaching as a wide-ranging, sometimes ragged, sometimes ecstatic process that depends on collaboration and experimentation. Before I ever walk into a classroom I get to collaborate with hundreds of people: poring over the work of other scholars, searching for images or rich passages for shared investigation, and buttonholing colleagues to ask about how they approach challenges in their teaching. The next stage of collaboration, the one that ensures that teaching can never be rote or dull, comes in the classroom itself. Because teaching is always relational, understanding who is in the room and the questions and concerns they bring to the enterprise, strikes me as essential, if sometimes hard to achieve. There are many contexts in which meaningful teaching and learning can take place, but to my experience, there remains something uniquely powerful about being physically together in the space of a classroom with the luxury to focus on building an understanding not only of a particular intellectual problem but of the ways in which the act of communication changes our understanding of the world. I believe the classroom should be a place where students and teachers can experiment with ways of knowing and ways of learning. Sometimes this means a day of classroom transcendence, when you can feel the energy of engagement and genuine exchange of ideas suffusing the space. Other times it means modeling both the willingness to experiment and the willingness to fail, as when a new assignment refuses to cohere in the way one imagined. For me, learning and teaching begins from a posture of humility that acknowledges the limits of an individual’s ability to know all one might hope and a deep sense of optimism about what we can learn together if we are willing to venture sharing our ideas and questions in a spirit of inquiry. Teaching feels like doing a high-wire act on a windy day: the conditions change rapidly, techniques that worked last time might not this time, but you move forward in confidence that there is a net beneath you, strongly knit out of a sense of common cause, and the knowledge that everyone wants you to get back up there even if you do fall off.
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Catherine A. Jones Student Scholarship Recipient Since 2002, the Dizikes Faculty Teaching Award has celebrated the work of outstanding teachers and their students. The award honors the work of faculty and supports students who aspire to learning and critical thinking. Faculty recipients of the award receive a grant and designate a student from a Humanities program to receive a scholarship that recognizes academic accomplishment.
Jacob Perez, History Reflecting back to my first year as a student at UC Santa Cruz, I remember the same question being asked by friends and families: “What are you going to major in at UC Santa Cruz?” I would always proudly reply with the same answer: “Well I’m going to be a history major.” After my answer, the person who had asked me that question would almost always pause and then respond with, “Why history? There are so many better subjects that you can focus your studies on.” As a first year student, it was very discouraging to hear this reply from so many people, but because I have had such a deep interest and fascination with history as child, I kept pushing on with my pursuit of studying history at the college level. It is funny to see how my definition of history has changed in my years studying here at UC Santa Cruz. As a freshman, like most people in the world I thought of history as memorizing facts and dates about past events. After taking my first couple of history classes here at UC Santa Cruz, I slowly began to realize that history was much more than just facts about events that had happened in the past. The idea of a dichotomy in history – one true narrative and false narrative to explain any given event – was very quickly dispelled. The various history professors at UC Santa Cruz quickly revealed to me different viewpoints that caused me to question the simplicity of history. I realized that nothing in the world is so black and white, and that every story told, every narrative shared, should not quickly be accepted as fact but looked at through a critical lens. In my four years of taking various history classes ranging from the Civil War to modern East Asia, my ability to think critically and my aspiration to learn more about any type of history that disrupted my assumption of what I knew about that era in history grew. I now know that history is more than being able to reiterate facts about what year a war started. History is being able to critically think and question if the historical narratives being told are correct, or is there an agenda that is giving misinformation about the event. It is this gift of critical thinking that I am grateful to have obtained here at UC Santa Cruz. As I aspire to be a high school history teacher, I hope to inspire my future students to want to learn more about history and to dismiss this notion that history is just fact and dates. I want to teach my students to be critical thinkers and to constantly question if what they are being told is true.
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Humanities Don Rothman Writing Award Don Rothman founded the Don Rothman Endowed Award in First-Year Writing, to honor the achievements of one or more first-year students in the genre of nonfiction, academic, analytic writing, and to recognize excellence in writing pedagogy. A team of Writing Program Faculty determine the winning submissions, including honorable mentions. Tanner Rose “The Hidden Minority” When I sit down to write a paper, I imagine that I don’t go about it like a typical college student. I don’t like to make an outline, or even come up with a structure for my paper until I’m finished. What seems to work for me is to just sit down and type. Sometimes the first thing I get down ends up as my conclusion, or maybe as the middle of my essay, but when I write I like to focus on my content rather than my organization. I guess the fact that I have the privilege to stand up here today is a testament to the fact that somewhere in my writing career, I picked up the necessary tools to succeed. I can definitely say that I wouldn’t have won this award if I hadn’t had the opportunity to be in Professor Lindsay Knisely’s class fall quarter last year. Her feedback in writing group and the novels of text she wrote on my essays were invaluable to me as I worked to become a better writer. There were times when I felt like Knisely had more to say about my essay than I had to say in my essay. Knisely’s ability to allow open discussion and debate about important issues of race, gender and equality made core class a place where I heard everybody’s opinion, allowing me to have a much broader perspective on these issues. So thank you, Professor Knisely, for everything you taught me last year. I learned not only how to improve my rhetoric, voice, and grammar, but I think even more importantly, I had my eyes opened to the institutionalized racism and sexism that pervades our country. It was through this new lens of understanding that I wanted to write about my story, a story of a how a white male can feel like a minority his entire life. In my paper, “The Hidden Minority,” I wrote about my experience growing up in a highly bigoted environment where I was made to believe that homosexuality is a choice and that all gay people are destined to burn in hell.
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In Their Own Words: Statements from the Award Recipients Maxwell Sutton “Critique of ‘Voting Democracy Off the Island’: An Argument That Won’t Hold Water” Challenge can complicate everything. If there is one thing I learned from Erica Halk’s Writing 2 course, it is the importance of examining, questioning, dissecting and then reexamining everything no matter how simple it seems. Erica’s course focused on reality TV, an element of culture that is seemingly as simple as they come. I’m a film major so engaging in a complex discourse about the craft and implications of visual media is a large chunk of my academic life. That being said, I was wholly unprepared for the kind of lessons I would learn about media analysis, literary critique, and effective writing strategies in a class that required me to deeply engage with and analyze TLC’s Here Comes Honey Boo Boo. I entered the class with a false sense of confidence about my understanding of media critique and exited with a more critical eye and invaluable writing skills that I’ll forever take with me in the industry that I love and in my future as a writer. I want to thank Erica Halk for her guidance and incredibly impressive hands-on approach as an educator. I think her entire class would agree. I’d also like to thank the entire Don Rothman Committee. I am honored and humbled to be receiving this award. Danielle Williams “Identity Thief ” At the beginning of college, I expected a new start and a sudden burst of knowledge to be laid upon me. However, sooner rather than later, I discovered that college expanded my mind with profound analytical thinking. My focus entering the University was Business Management. It still is my intended major but I have discovered the art of writing and it has also discovered me. Professor Hurdis’s Oakes Core Course petrified me when I first read the syllabus. The overwhelming amount of coursework and the expectations of critical thinking about the society around me took me by surprise. Oakes Core opened my eyes to not only a new world, but a new reality, by inviting me to engage in social and cultural topics involving issues of race, class, and gender. The experience of typing “Identity Thief ” was as if another person was taking over my being and finally claiming a voice. It was a voice that I never used, and it felt amazing. It became about the fact that the University only has 3.7% black undergraduate students and the attempt of assimilation happened carelessly. My essay became about how a joke was not so simple and ultimately how my identity was at stake. This helped me realize and appreciate who I really am as an individual, which is a textured, driven, and passionate black woman. Being black is a great part of my identity, and it is more than some pigment of color: it is embedded in every part of my surface and I embrace it wholly. It is only my second year here at UC Santa Cruz and I am still learning aspects of myself and the society in which I am becoming an adult. I would like to thank Jessica Neasbitt and the Westside Writing Center for the very helpful critiques and improvement of my writing skills. Lastly and foremost, I would like to thank the Don Rothman Endowed Award Committee for granting me with this honorable award and Rebecca Hurdis for recognizing my work and listening to what I had to say. This is a great honor and thank you all very much. 25
Faculty Research Grants and Fellowships Pranav Anand Linguistics National Science Foundation Grant “Collaborative Research: RI: Processing Opinion Sharing Dialogue in Social Media” With Jean Fox Tree, Craig Martell, Marilyn Walker and Steve Whittaker 2013-2016
Camilo Gómez-Rivas Literature Special Research Fellowship of the Alexander von Humboldt Foundation Philipps-Universität, Marburg, Germany “Refugees of the Reconquista: The Reception of Populations Displaced in al-Andalus and the Maghrib, 1085-1650.”
Pranav Anand and Jim McCloskey Linguistics National Science Foundation Grant With Daniel Hardt “The Implicit Content of Sluicing” 2015-2018
Christine Hong Literature 2014-15 Engaging Humanities Public Humanities Grant, UC Humanities Research Institute Project Organizer, “Legacies of the Korean War”
Amy Rose Deal Linguistics SIAS Summer Institute Fellowship National Humanities Center and Wissenschaftkolleg zu Berlin 2015 Amy Rose Deal and Maziar Toosarvandani Linguistics UC Humanities Research Institute Grant “Texts in Transition: Languages and Linguistics of the Native West” 2015-16 Jennifer Derr History 2015 Hellman Fellows Program Award Recipient “The Making of an Epidemic: hepatitis C in Egypt” Jimmy Fazzino Writing Program 2014 Non-Senate Faculty Professional Development Grant Travel funds to attend The Burroughs Century Symposium at Indiana University and deliver the paper “The Latin American Origins of Naked Lunch” 26
2015-16 American Council of Learned Societies (ACLS) Fellowship Blurring the Color Line: Racial Fictions, Militarized Humanity, and the Pax Americana in the Cold War Pacific Rim John O. Jordan Literature (emeritus) UCHRI conference award “The Long, Wide Nineteenth Century” Sharon Kinoshita and Brian Catlos Literature 2015 NEH Summer Institute for College and University Teachers “Negotiating Identities in the Christian-JewishMuslim Mediterranean” Kimberly Lau Literature UC Humanities Research Institute Fall 2015 Residential Research Group “History of Mortality”
Faculty Research Grants and Fellowships Amy Lonetree History History Bard Graduate Center Research Fellowship, New York, NY, Summer 2015 Visualizing Native American Survivance: A Photographic History of the Ho-Chunk Nation, 18791960
Juned Shaikh History 2015 Hellman Fellows Program Award Recipient Spatializing Caste and Class: the Entanglements of Social Hierarchies in Bombay, 1896-1982
Jaye Padgett and Grant McGuire Linguistics National Science Foundation Research Grant “Collaborative Research: An Ultrasound Investigation of Irish Palatalization” 2014-2017
Heather Shearer Writing Program Disciplinary Communication Grant Writing support for graduate students teaching Disciplinary Communication (DC) classes
Maya Peterson History Institute for Humanities Research Faculty Fellowship, 2015-16 “Pipe Dreams: Water, Technology, and the Remaking of Central Asia in the Russian Empire and Soviet Union” Roxi Power Writing Program Non-Senate Faculty Professional Development Grant Panel accepted at Associated Writers and Writing Program Conference, Minneapolis: “Essaying as Event.” Performed Neo-Benshi (Live Film Narration of original script) at “Mixed Messages,” an AWP performance event. Tonia Prencipe Languages and Applied Linguistics The Italian Ministry of Foreign Affairs To support additional sections of Italian Language and/or Culture
Elaine Sullivan History Digital Humanities Start-Up Grant, National Endowment for the Humanities (NEH) “3D Saqqara: Reconstructing Landscape and Meaning at an Ancient Egyptian site” Maziar Toosarvandani Linguistics Hellman Fellowship 2015-16 Amy Weaver Writing Program 2014 Unit 18 Professional Development Grant Presentation at March 2014, Conference on College Composition and Communication; Indianapolis, Indiana “Second Language Writing Transitions and Pedagogies” Lené Whitley-Putz Writing Program UC Online Course Development Grant Online Writing 2 Course
Tonya Ritola Writing Program Disciplinary Communication Grant Writing support for graduate students teaching Disciplinary Communication (DC) classes 27
Faculty Awards and Honors Karen Barad Feminist Studies Distinguished Visiting Professor, Johns Hopkins University; Invited Distinguished Speaker (Ashby Lecturer), University of North Carolina; Lecturer, UC Irvine Donka Farkas Linguistics Visiting Professor, Royal Dutch Society for Arts and Sciences University of Amsterdam 2015-16 Charles Hedrick and Jennifer Lynn History UC Office of the President, Online Education Course Funding “The Vocabulary of Science” Catherine A. Jones History 2015 Dizikes Faculty Teaching Award Sean Keilen Literature 2014 Arts Advocate, Arts Division CB McKenzie Writing Program Bad Country: A Novel Winner of The Spur Award for Best Contemporary Western, from Western Writers of America Winner of the Tony Hillerman Prize, for Best New Novel set in Southwest, from St. Martin’s Press
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Marcia Ochoa Feminist Studies Michael Lynch Service Award, GL/Q Caucus of the Modern Languages Association Nominated for a Lambda Literary Award for Queen for a Day: Transformistas, Beauty Queens and the Performance of Femininity in Venezuela (Duke University Press, 2014) Co-editor, GLQ: A Journal of Lesbian and Gay Studies Micah Perks Literature New Guard Machigonne Fiction Prize “Ghost Deer,” short story Karen Tei Yamashita Literature I Hotel appears as number 6 on Reader’s Digest list of 23 Contemporary Writers You Should Have Read By Now Gary Young (lecturer) Literature Pavel Machotka Chair in Creative Studies at Porter College
Major Publications Kimberly Adilia Helmer Writing Program Peer-reviewed journal article “It’s Not Real, It’s Just A Story to Just Learn Spanish”: Understanding Heritage Language Learner Resistance in a Southwest Charter High School Heritage Language Journal
“Dickens and the Jews/ the Jews and Dickens: The Instability of Identity” Dickens, Modernism, Modernity, eds. Christine Huguet and Nathalie Vanfasse. Paris: Editions du Sagittaire, 171 – 190.
Mark Amengual Languages and Applied Linguistics “The perception and production of languagespecific mid-vowel contrasts: shifting the focus to the bilingual individual in early language input conditions” International Journal of Bilingualism (2014)
Mariko Bohn Languages and Applied Linguistics “Pedagogical Perspectives on Gendered Speech Styles in the Teaching and Learning of Japanese as a Foreign Language” Applied Language Learning 25/(1&2) (2015)
“The status of s in Dominican Spanish” Lingua, 143, 20-35. (2014) Co-Authors: Barbara Bullock, Almeida Jacqueline Toribio, and Mark Amengual
Meiji and Taisho Young Japanese Women’s Linguistic and Social Behaviors: Early 20th Century Young Japanese Women’s Linguistic and Social Behaviors with Implications for Language Pedagogy Saarbrücken, Germany: LAP Lambert Academic Publishing. (2015)
“Fine-grained and probabilistic cross-linguistic influence in the pronunciation of cognates: Evidence from corpus-based spontaneous conversation and experimentally elicited data” Studies in Hispanic and Lusophone Linguistics (2015) Co-Authors: Esther L. Brown and Mark Amengual
Bryan Donaldson Languages and Applied Linguistics “Socio-stylistic reflexes of syntactic change in Old French”. Journal of French Language Studies, 24(3), 319345. (2014)
Karen Barad Feminist Studies Verschränkungen (English translation: Entanglement) Merve Verlag, Berlin, 2015 Translator: Jennifer Sophia Theodor
Carla Freccero (Literature), Matthew Senior, David L. Clark (editors) Yale French Studies 127, Special Issue: Animots: Postanimality in French Thought 2015
Murray Baumgarten Literature “The Other Woman: Eliza Davis and Charles Dickens” Dickens Quarterly, vol 32, No 1, March 2015, pp 44 – 70
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Major Publications Carla Freccero Literature “Chercher la chatte: Derrida’s Queer Feminine Animality,” French Thinking About Animals, ed. Louisa Mackenzie and Stephanie Posthumus. East Lansing: Michigan State University Press, 2015, 105-120. Camilo Gómez-Rivas Literature Law and the Islamization of Morocco under the Almoravids: The Fatwās of Ibn Rushd al-Jadd to the Far Maghrib Brill, 2014 Jared Harvey (under the pseudonym Jared Joseph) (Literature) and Sara Peck here you are Horse Less Press, March 2015 Catherine A. Jones History Intimate Reconstructions: Children in Postemancipation Virginia University of Virginia Press, February 2015 Norma Klahn (Literature), Sonia E. Alvarez, Claudia de Lima Costa, Verónica Feliu, Rebecca J. Hester and Millie Thayer (editors) Translocalities / Translocalidades: Feminist Politics of Translation in the Latin/a Americas Duke University Press, 2014 Kimberly Lau Literature Erotic Infidelities: Love and Enchantment in Angela Carter’s The Bloody Chamber Wayne State University Press, December 2014
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Marc Matera History Black London: The Imperial Metropolis and Decolonization in the Twentieth Century University of California Press, May 2015 Grant McGuire Linguistics “Perceptual Fluency and Judgments of Vocal Aesthetics and Stereotypicality”. Co-authored with Molly Babel Cognitive Science 39 (2) 2014 CB McKenzie Writing Program Bad Country: A Novel Thomas Dunne Books, Minotaur/St. Martin’s Press, Macmillan LLC publication Greg O’Malley History Final Passages: The Intercolonial Slave Trade of British American, 1619-1807 University of North Carolina Press, August 2014 Eve Zyzik Languages and Applied Linguistics “Causative verbs in the grammar of Spanish heritage speakers” Linguistic Approaches to Bilingualism, 4(1),1-33. (2014)
Graduate Awards and Honors Isaac Blacksin History of Consciousness Silas Palmer Research Fellowship, Hoover Institution Library & Archives, Stanford University Amena Coronado Philosophy “The Value of Pessimism” Best Submission; LSU Graduate Philosophy Conference Jeramy Decristo History of Consciousness UC President’s Postdoctoral Fellowship “Black Sounds and Their Fugitive Lives in Capture” Kendra Dority Literature Honorable mention for the 2014 Horst Frenz Prize of the American Comparative Literature Association “Grammatos | Agrammatos: Illiterate Readers and the Value of Comparative Reading in Athenaeus’ Deipnosophistae” Erin Gray History of Consciousness “When the Streets Run Red: For a 21st-Century Anti-Lynching Movement,” Mute, January 2015 “Necrophagy at the Lynching Block,” GLQ: A Journal of Lesbian and Gay Studies, Winter 2015 Natalia Koulinka History of Consciousness (co-author: Natalia Fedotova) Vremia nesbyvshikhsia nadezhd: 17 interviu s Belorusskimi zhurnalistami o 1990-x (in Russian. A Time of Hopes that Never Came True: 17 interviews with Belarusian Journalists about the 1990-s) Minsk Lohvinau September 2014
Kelsey Kraus Linguistics National Science Foundation Graduate Research Fellowship 2015-2018 Sophia Magnone Literature “Bien Manger, Bien Mangé: Edible Reciprocity in Jean de Léry’s Histoire d’un voyage faict en la terre du Brésil” Journal for Early Modern Cultural Studies 14.3 (June 2014): 107-135. 2015-16 Chancellor’s Dissertation Year Fellow Adviser: Carla Freccero Erin McElroy Feminist Studies Multi-Campus Graduate Working Group Erin is part of a UC graduate collective, “The ‘Oakland School’ of Urban Studies,” selected by the University of California Humanities Research Institute Advisory Committee to be funded next academic year Joanna Meadvin Literature 2014-15 Dissertation Fellowship Institute for Humanities Research “Makhn Amerike / Haciendo la América / Making America”: Jewish Immigrants Write the Jewish Americas (1890-1970)” Heidi Morse Literature 2015 RSA Dissertation Award Rhetoric Society of America “Minding ‘Our Cicero’: Nineteenth Century African American Women’s Rhetoric and the Classical Tradition”
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Graduate Awards and Honors Jessica Neasbitt History of Consciousness Division of Graduate Studies Dean’s Award “Silver Sutures, Speculums, and Lasers: What the Birth of U.S. Gynecology can Teach Us about the Growing Popularity of Female Genital Cosmetic Surgery” Lauren Shufran Literature 2014-15 Chancellor’s Graduate Teaching Fellow “The British Canon: The English Sonnet Sequence” SA Smythe History of Consciousness Guest edited March 2015 volume of The Johannesburg Salon 2015-16 President’s Dissertation Year Fellow Adviser: Carla Freccero Shawna Vesco Literature “Collective Disindividuation and/or Barbarism: Technics and Proletarianization” Boundary2, Vol. 42, no. 2. May 2015 “The Task of the Beloved Translator: Agha Shahid Ali as Poet and Witness” Interim Magazine. 2015 Tara Thomas Literature Anne and Jim Bay Fellowship in Victorian Studies
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Undergraduate Awards and Honors Patrick Aguilar History History Department Linda Peterson Award in Asian and the Islamic World History “Virtue and Society in Early-Modern East Asia” Manual Avalos Breeann Macdonald Matthew Waldron Philosophy International Genetically Engineered Machine (iGEM) Biofuel Ethics Team Mentor: Sandra Dreisbach
Logan Cooper Languages and Applied Linguistics Achim Perner Memorial Fund Kathleen (Katie) Deckelmann Literature 2015 Best Senior Essay Prize “And Say the Literature Student Responded Back? Meditations on the Meeting of Species in Herman Melville’s Moby-Dick” written for LTEL 190F, Studies in U. S. Literature: Moby-Dick and Its Avatars
Mikeala Axton Literature 2015 Kenneth Andrew Gram Memorial Scholarship
Francisco Delgado Linguistics Humanities Undergraduate Research Award “Chamorro Loanword Morphology” Mentor: Sandra Chung
Sanjana Barr History Fanny Carruthers History Scholarship
Lina Li Languages and Applied Linguistics Peter Rushton Memorial Scholarship
Noah Barrera-Stanford Jewish Studies/History History Department Undergraduate Education Committee Award “Jewish Folk Medicine from the Baal Shem Tov to An-sky and Beyond”
Marley Lix-Jones History History Department Linda Peterson Award in the Americas and African History History Department Hitchcock Award for best overall project “Reluctant Solidarity: The Positioning of Free Blacks During the Baptist War”
Camille Charette Philosophy Humanities Undergraduate Research Award “Humanitarian Intervention: A Feminist Perspective” Mentor: Neda Atanasoski Camille Charette Literature 2015 Best Undergraduate Essay Prize “Twelfth-Century Sexual Politics and the Nascent Romanz,” written for LTWL 109, Topics in Cultural Studies: Courtly Love and Feudal Society
Christina Maerz History History Department Linda Peterson Award in European History “The Renaissance of Italian Opera: the Politics and Culture of Risorgimento Opera in Rome” Yessenia Moreno History History Department Linda Peterson Award in Pre1800 A.D. History “The Legend of the Amazons in the Americas” 33
Undergraduate Awards and Honors Ashanique Nelson Feminist Studies Sabrina Greenfield Scholarship Eileen O’Neill Linguistics Humanities Undergraduate Research Award “Phonetic and Phonological Change and the Influence of English on Modern Irish” Mentor: Jaye Padgett Abigail Resenbeck History History Department Linda Peterson Award in Trans-Regional History “Legal Limbo: How the Bracero Program Gave Rise to Illegal Immigration and the Unintended Consequences that Followed” Tanner Rose Writing Program 2013-14 Don Rothman Endowed Award in FirstYear Writing “The Hidden Minority” Instructor: Lindsay Knisely Franchesca Santiago Philosophy Department Ryan Kieffe Memorial Scholarship Maxwell Sutton Writing Program 2013-14 Don Rothman Endowed Award in FirstYear Writing “Critique of ‘Voting Democracy Off the Island’: An Argument That Won’t Hold Water” Instructor: Erica Halk Valery Vanegas Linguistics Humanities Undergraduate Research Award “A Study in Voice Quality Using Accelerometers” Mentor: Grant McGuire
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Jake Vincent Linguistics Humanities Undergraduate Research Award, Bertha N Melkonian Prize “Chamorro Head-Internal Relative Clauses and the Linker” Mentor: Sandra Chung Nicholas Watter History History Department Linda Peterson Award in the Americas and African History “Against the Monster: The League of Revolutionary Black Workers, Radical Detroit and the African American Struggle for Democracy in the Workplace” Danielle Williams Writing Program 2013-14 Don Rothman Endowed Award in FirstYear Writing “Identity Thief ” Instructor: Rebecca Hurdis
Undergraduate Awards and Honors Dean’s Award Magally Alejandra Miranda Alcazar Feminist Studies The “Gente-ficatio” of Boyle Heights Faculty Sponsor: Felicity Schaeffer Noah Christian Barrera-Stanford History נַא וצ ֿבוט םש לעב םעד ןוֿפ ןיצידעמסקלָאֿפ עשידִיי-רעבירַא ןוא יקס/ Jewish Folk Medicine from the Baal Shem Tov to Ansky and Beyond Faculty Sponsor: Nathaniel Deutsch Sophia Gabrielle Blaauw Apt Literature The Sadeian Fairy Tale Pornography: An Exploration Into A New Feminist Language Faculty Sponsor: Kimberly Lau Michael Joseph Moreno Literature A Call for Older, Holier States: Blood as Ink and the Count’s Electric Telegraphy in Bram Stoker’s Dracula Faculty Sponsor: Jessica Kuskey Marley Lix-Jones History Reluctant Solidarity: The Positioning of Free Blacks During the Baptist War Faculty Sponsor: Gregory E. O’Malley Samantha Pineda Feminist Studies and Latin American and Latino Studies Tracing Contributions: Salvadoran Women in the Diaspora and the 2014 Farabundo Martí National Liberation Front (FMLN) Presidential Campaign Faculty Sponsor: Felicity Schaeffer Jake Wayne Vincent Linguistics Rhyme in the Chamorro language poetry of Joaquin Flores Borja (And what it tells us about poetry and language) Faculty Sponsor: Sandra Chung
Nicholas Claymore Watter History Against the Monster: The League of Revolutionary Black Workers, Radical Detroit and the African American Struggle for Democracy in the Workplace Faculty Sponsor: David Brundage Paige Hamilton Welsh Literature Contemplations of the Whale Faculty Sponsor: Kirsten Gruesz Chantale Yunt Linguistics Tu comprends tu? - Questions of Quebecois Faculty Sponsor: James McCloskey, Donka Farkas
Chancellor’s Award Samantha Pineda Feminist Studies and Latin American and Latino Studies Tracing Contributions: Salvadoran Women in the Diaspora and the 2014 Farabundo Martí National Liberation Front (FMLN) Presidential Campaign Faculty Sponsor: Felicity Schaeffer Jake Wayne Vincent Linguistics Rhyme in the Chamorro language poetry of Joaquin Flores Borja (And what it tells us about poetry and language) Faculty Sponsor: Sandra Chung Paige Hamilton Welsh Literature Contemplations of the Whale Faculty Sponsor: Kirsten Gruesz
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Cheers to many more years
Division of Humanities University of California, Santa Cruz 1156 High St., Santa Cruz, CA 95064 humanities.ucsc.edu humanities@ucsc.edu