Emphasizing critical perspective and imaginative response, the humanities...foster creativity, appreciation of our commonalities and our differences, and knowledge of all kinds.

-- American Academy of Arts and Sciences, The Heart of the Matter



Michele Brewster

Part of my own “public” sphere

The public I will address are those whom I can predict such as K-12 instructors and visitors to the Laguna Art Museum. The public I work with also includes those whom I cannot predict or know about at this time. I hope that my future work will do that which Walter Lippman describes as “an [Read More]

05.05.2016    
Emma Silverman

Amongst the Redwoods: Digital History for Multiple Publics

At Armstrong Redwoods State Park in Guerneville California, tourists crowd a well-marked interpretive nature trail, eagerly marveling at the aged, massive trees. Most are unaware that on the steep hill above them stands a small complex of weathered, wood-paneled buildings. This is Pond Farm, and though it is not as immediately awe-inspiring as the towering [Read More]

05.05.2016    
Jennifer Sedell

Bending Cal Ag Toward Justice: Audiences, Publics, and Community

“So who is your audience?” asks the newest addition to the advisory committee, a free-lance historian with over twenty years of experience. A small group of us are gathered around farmer’s market nectarines and cherries in a bright dining room in Walnut Creek, discussing the projects for Cal Ag Roots, a program of the California [Read More]

05.05.2016    
Chelsea Escalante

International volunteerism and the exchange of psuedoenvironments

During the past two decades, there has been an unprecedented expansion of international volunteering and service, both in numbers of volunteers and sponsoring organizations1. Despite the popularity and growth of international volunteerism, scholarship on the long-term impacts of such service has been scarce. Proponents of such service suggest volunteer opportunities inspire ordinary people to get [Read More]

05.05.2016    
Kendra Dority

Situating a Public of Humanities Educators

The primary “public” that my project—a collaboration between the non-profit performing arts organization Santa Cruz Shakespeare and the UC Santa Cruz research center Shakespeare Workshop—addresses is middle and high school educators. Secondary school educators have the great task of navigating not only their own goals for teaching and their students’ goals for learning, but also [Read More]

05.04.2016    
Maggie Bell

Finding My Experts in Isla Vista

Across the readings that we have been doing over the last five weeks for the Public Scholars seminar, my marginal notes have been full of questions, which, I believe, indicates that these texts and our resulting discussions have offered fertile ground for the development of my project. My questions are different from those that I encounter [Read More]

05.04.2016    
Loren Michael Mortimer

Alliance and the Academy

During a research trip to Akwesasne Mohawk Territory in the autumn of 2014, I visited the Akwesasne Cultural Center. The facility is home to both the Akwesasne Museum and Library and serves as a hub for daily community life. On a typical weekday in September, the library pulses with human activity—the laughter and muted gossip from [Read More]

05.04.2016    
Bridget Clark

Engaging the pseudoenvironment of Energy Efficiency

My project, in partnership with the R&D “silo” of the California Energy Commission (CEC), is an examination of how we can conceive of and create measure of energy efficiency/consumption that can more fully capture how energy is actually being used among consumers, and identifying how these new measures, along with other institutional barriers that exist, [Read More]

05.03.2016    
Audrey Harris

Three Intended Publics for this Project

The readings we have done for this course provide several ways to think about ‘publics’ and how academics can engage them as part of our work. The closest description I came across in our readings to my project appears in the description of one of the types of projects offered by the NEH’s Humanities in the [Read More]

05.01.2016    
Yessica Garcia

I am here for the “Creative Geniuses” of LB

I am here because I believe that girls and women  are agents of social transformation, producers of knowledge, and what hip-hop scholar Ruth Brown calls “creative genius” (Brown 2013, 2014). As a working-class, first generation college student, I strongly believe in the need to center the voices of working class girls of color in knowledge production [Read More]

04.28.2016    
Jared Katz

Why I Am Here: Making Archaeology Accessible

Since I was young, I intended to go into academics. Several members of my family were involved in academia, and I found the idea of perusing knowledge in order to educate a wide audience to be a very compelling career path. I was surprised, however, to find that the more involved with my research in [Read More]

04.25.2016    
Emma Silverman

Why I’m Here: Ethics and Ponds

I’m here because I want a place to think about what it means to do publicly engaged scholarship. Because in the competitive, individualist context of academia the Public Scholars program creates a community of peers with whom to think deeply and collaboratively about these issues. Because I want to stay in the university and I’m [Read More]

04.21.2016    
Jennifer Sedell

Why I Am Here: Bugs, Public Scholarship, and Histories in California’s Ag Land

I originally went to graduate school to study rural economic development through the arts and humanities. The plan, however, was immediately derailed by bugs. Or rather, a study on the controversies around killing bugs. Six years later, I somehow seem to be bending the two back toward each other: learning how to tell the histories [Read More]

04.21.2016    
Maggie Bell

Why Am I Here: Off-Campus Art History

In 2009, I entered graduate school in the Department of the History of Art and Architecture at UC Santa Barbara, seemingly when the budget crisis was at its worst. The departmental mood was grim, due largely to financial anxiety, but also to the perception that the world had forgotten about us. My colleagues and I [Read More]

04.21.2016    
Michele Brewster

To learn from others, and to teach

After completing my master’s degree, I taught World History at a community college in southern California. I was dismayed that I could say very little about how California history fit into larger world history paradigms and global trade networks of the nineteenth-century. I felt I should be able to do better, especially given that most [Read More]

04.21.2016    
Simon Abramowitsch

Why I Am Here: 3 Institutional Motivations for Public Scholarship

Berkeley High School – When I graduated from Berkeley High School in the 1990s, it—like the other Berkeley public schools I attended—was still very much under the influence of 1960s and 70s activism around a whole host of issues, from ethnic and gender equity in curricula to environmental conservation. My education in ethnic studies classes in Black [Read More]

04.21.2016    
Audrey Harris

Why am I Here

This summer I plan to facilitate a women’s creative writing workshop at the CERESO (Centro de Reinserción Social) de Mérida, in the Mexican Yucatán Peninsula. My project is entitled, “Stories from a Mexican Women’s Prison.” I write, and teach writing, because a story is a place where we can write our truths, and where no one can say [Read More]

04.21.2016    
Bridget Clark

“Rapunzel, Rapunzel let down your hair!”

I am here because I want my research to speak to a larger audience. As a doctoral candidate in sociology, I work on tax incentives and local economic development. Economists have argued for 40-plus years that more often than not tax incentives for business do more harm than good, and yet local practitioners and politicians [Read More]

04.21.2016    
Chelsea Escalante

Why I am here: Engaging with an international public

As graduate students, we are deeply committed to our individual research projects, but often our topics are very specific inquiries and those without a background in our area have difficulty understanding the implications of our studies. We spend countless hours inside labs, libraries, and specialty archives, but do our findings make it past academic journals [Read More]

04.21.2016    
Jonathan Favero

Why Am I Here?: The Age-old Question

Why am I here? It’s the ever-present, utterly perplexing question, and it underlies many of the decisions I make, whether they’re day-to-day, or big-picture. I’ve been asking myself this question for years, and am forever hopeful that, overall, life has at least some sort of meaning, and that mine in particular has a purpose. I [Read More]

04.21.2016    
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