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The CAH Fellows Program supports research and creative work in the arts and humanities by faculty and students. Each year a cohort of faculty and student fellows pursue projects funded by the CAH, develop collaborative programming based on those projects, and join each other in community-building both on and off campus.


Call for Fellows 2022-23 



We are pleased to announce our call for fellows for 2022-23.

The Center for the Arts & Humanities awards several fellowships annually–for faculty and for students–working in the arts and/or humanities on scholarly, creative projects. The term for these fellowships is Fall through Spring quarters. 

We encourage proposals aligned with our 2022-23 theme of Memory and Movement/s, although such alignment is not necessary. Applications are due via this Google form for faculty, or this Google form for students, both by April 14, 2022. Criteria for evaluation are listed on the Google form. 

Faculty Fellows

We are pleased to announce our 2021-2022 cohort of CAH Faculty Fellows.

Chris Bacon (Environmental Studies and Sciences), “Framing Food Justice: Diverse Perspectives towards Building Back Post-COVID Food Systems with Equity and Resilience.” 

This project engages narrative to address the role of regional food production and expanding food justice networking to scale up urban agriculture. During the fellowship period, the plan is to conduct and analyze interviews with diverse participants in a food justice collaborative that aims to use agroecology, action-research, and strategic planning to expand resilient and equitable food systems in Santa Clara County. To learn more about Professor Bacon and his fellow's project, read the Q&A with him at his profile.

Sonia Gomez (History), “A Gendered Diaspora: Intimacy and Empire in the Making of Japanese America, 1908-1952.” 

This book project explores the complicated and changing race and gender logics that alternately excluded and included Japanese women in the United States. It demonstrates how intimacy (marriage) and empire (immigration policies) intersect in the making of Japanese America in the Twentieth Century, and discusses how marriage -- as a contested mode of immigrant incorporation -- shaped the process of immigration and settlement for women and their families. To learn more about Professor Gomez and her fellow's project, read the Q&A with her at her profile.

Margarita Levantovskaya

Maggie Levantovskaya (English), “Writing Illness and Disability.” 

This project creates and examines narratives about people who are living with chronic illness and disabilities, but who are under-funded, under-researched and under-represented in mainstream media. It focuses on the ethical, social, and aesthetic issues of representing these voices, focusing in particular on lupus patients but also situating their stories in a broader discussion about women and nonbinary individuals and chronic illness, disability activism, and the field of Disability Studies. To learn more about Professor Levantovskaya and her fellow's project, read the Q&A with her at her profile.

Juan Velasco (English), “A Film Treatment/Screenplay Based on Salaria Kea’s Biography.” 

This project will tell the story of Salaria Kea, an African American woman -- and the only African American nurse -- who served in the fight against fascism during the Spanish Civil War (1936-1939). Kea joined the Abraham Lincoln Brigade, the first truly integrated American fighting force in military history, composed of volunteer anti-fascist soldiers, technicians, medical personnel, and others. This screenplay about Salaria Kea will allow for a recounting of not only her story but also the contributions of other women and African-American men who risked their lives to serve in Spain. By sharing the screenplay with national and international scholars and organizations, the hope is that the screenplay will attract the interest of funders, film producers, and filmmakers. To learn more about Professor Velasco and his fellow's project, read the Q&A with him at his profile.

An exciting part of these projects is how they will engage with student, faculty, and community partners. Stay tuned for more details about these collaborations.

Student Fellows

We are pleased to announce our 2021-2022 cohort of CAH Student Fellows.

Frances Bertotti-Metoyer ’22 (Music, History, and Ethnic Studies) and Sophia Flores ’22 (Music, Physics, and Ethnic Studies) for “Songs of Conservation” (advised by Bruno Ruviaro, Music)

Frances Bertotti-Metoyer and Sophia Flores are working together to compose six vocal and piano arrangements inspired by sounds of nature in the Bay Area. Their compositions aim to raise awareness of how colonization has affected the natural resources of the Bay Area, and how redistributing land back to Indigenous communities might help counteract the impact of climate change. Using on-location sound research at a variety of Bay area open spaces, their project asks: what practices have been lost through colonization that would benefit our community today? how do Indigenous communities continue to be silenced by the government in issues related to climate change? and how can non-Native folks learn to be better stewards to our environment outside of the constructs of white supremacy?


Teresa Contino ’24 (English and Psychology), DH student fellow, for “Composing Collaborative Feminist Recovery Projects with Scalar” (advised by Amy Lueck, English)

Teresa Contino is the inaugural Digital Humanities undergraduate student fellow in the CAH. She is researching and writing a digital article inspired by an English course that recovered works of women’s writing from SCU Library’s archives and presented them in an anthology using Scalar, a digital storytelling tool. Teresa’s article examines how our own interpretive analyses and reflections can widen understanding of women’s writing--both within the historical context of the writers and our own context as readers and students. Her project contributes to conversations buzzing in the Digital Humanities field, including circulation, reception, preservation, and intersectionality. Her project  reflects a commitment to public audiences in the context of the pandemic and raises questions about the flexibility of Scalar’s non-linear, networked connections. To learn more about Teresa Contino and her fellow's project, read the Q&A with her at her profile.


Natalie Henriquez ’22 (History and Philosophy) for “Frankenstein and Artificial Intelligence Technology Today” (advised by Naomi Andrews, History)

Natalie Henriquez is exploring the ethical ramifications of emerging Artificial Intelligence Technology through a close analysis of Mary Shelley’s novel, Frankenstein. The intellectual history surrounding Frankenstein is ripe with metaphors and archetypes surrounding the ethics of science and technology, as well as questions about the nature of life itself. Her project will explore parallels between Dr. Frankenstein and AI programmers, and similarly, between Dr. Frankenstein’s unnamed monster and AI programs to analyze the relationship between humanity and scientific and/or technological innovation, and what is ethically salient about human innovation as manifest in AI. To learn more about Natalie Henriquez and her fellow's project, read the Q&A with her at her profile.

Emma Kuli ’22 (English) for “Cultivating Creative Storytelling” (advised by Kirk Glaser, English/Creative Writing)

Emma Kuli is working on an educational and writing project, “Cultivating Creative Storytelling.” Her goal is to develop a creative writing curriculum for underserved elementary school students that uplifts diverse narrative imaginaries and is actively anti-racist in its structure, which would then be implemented in the spring quarter. Her plan is for SCU undergraduates to work one-on-one with 15-20 elementary school students over a period of 6 sessions to foster their voices and passion for storytelling, and ultimately, to help them produce their own digital books. These young authors would then be celebrated by publishing their books online in both a Book Creator library, accessible to them and their families, and as a section on the Santa Clara Review website. To learn more about Emma Kuli and her fellow's project, read the Q&A with her at her profile.

Sophie Wink ’22 (History) for “Women and Eugenics at the Maine School for the Feeble Minded” (advised by Amy Randall, History)

Sophie Wink is researching the topic of women and eugenics at the Maine School For the Feeble Minded. Her project will provide an in-depth investigation of the eugenics practices carried out at the school, specifically the sterilization and segregation of the "feeble minded," the vast majority of whom were women, to discourage them from reproducing. Using state archival materials and newspapers, Sophie will write a senior honors history thesis that will illuminate this largely ignored chapter of Maine’s history as well as the importance of gender and eugenics in the national history of the United States. To learn more about Sophie Wink and her fellow's project, read the Q&A with her at her profile.