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Arizona State University is one of three partner institutions, including Georgetown University and the University of California Humanities Research Institute, in the United States to have been awarded a grant from the Modern Language Association and Andrew W. Mellon Foundation: Connected Academics: Preparing Doctoral Students of Language and Literature for a Variety of Careers.
ASU’s plan for the project is an ambitious set of innovations to traditional graduate training in languages and literature. ASU will augment curricula, expand para-curricular programming (including internship opportunities), and sharpen the process of mentoring.
The overall goal is to accelerate and enrich the experience of earning a doctoral degree in languages and literature. Connected Academics is not meant to impose impossible deadlines, nor to skimp on depth and quality of training, but rather to reimagine the range of possible skills that can be meaningfully incorporated into humanities graduate training and then to facilitate a broader array of outcomes suggested by that training.
Professional Fridays is a series of monthly workshops and talks in which we introduce participants to PhDs in 'alternative' careers, knowledge mobilization, and tools to build a symphonic professional and academic persona, and more.
Connected Academics Internship Program helps doctoral students consider expanding their career options. By taking part in an internship, students have the chance to develop transferrable skills in different career areas, and learn and understand how to optimize, and increase their horizons inside and outside of academia.
Third year and beyond doctoral students are encouraged to take part in an internship to reimagine their career opportunities and at the same time enjoy the enrichment of mentorship. Connected Academics works with students to find a position that best fits their needs, but also encourages students to create their own internships.
Some examples of internships include working with nonprofits, government agencies, community colleges, university administrators, grant research teams, the San Diego Padres, and humanities labs.
To learn more about some current internship opportunities, please click here.
We propose to provide a high quality of mentoring for students, which begins with admission to the English, Spanish, and Chinese PhD programs when students are matched with advisors. From acceptance through enrollment, advisors are encouraged to structure correspondence with incoming students. When students arrive, the assigned advisor will help the student with course selection. Both advisor an advisee will sign a mentor agreement.
Other components of mentoring:
Our Champions program recognizes and compensates a small number of faculty mentors who serve as ‘go to’ faculty for graduate students who need advice about research, careers, or the structure of academic life. Students will know they can approach these faculty members for advice that either lies outside of their advisor’s area of expertise or that requires a special sensitivity. Standing outside of both the advisor/advisee relationship and the official governance of departments and their doctoral programs, these Champions will be forceful advocates for students and their futures and will provide mentoring and safe haven for students in need.
Champions are individuals known for the quality of their mentoring and their understanding of the big picture when it comes to the role of the humanities in its social and cultural applications. They are nominated for the role by their chairs and deans.
Time-to-Degree Digital Portfolio
2017-2018 Connected Academics Research Fellow:
Tyler Feezell is 3rd-year PhD student in the Chinese PhD program of the School of International Languages and Cultures at Arizona State. A year-long intensive language program in Taiwan after his undergrad compelled Tyler to return there, where he spent another five years studying Mandarin and teaching English. In 2015, he completed an MA in the Graduate Institute of Religious Studies at National Chengchi University with a thesis that focused on Daoist ritual manuscripts. He currently serves as the MLA/Mellon Connected Academics Research Fellow at ASU, but has recently taught Chinese language courses and Daoism as a graduate associate. Tyler is completing course requirements and is in the initial stages of planning his dissertation research that will explore aspects of Daoist ritual and popular literature. Tyler also serves as a translator and English editor for two journals published in Taiwan and is translating a book manuscript related to Daoist manuscript culture.
2016-2017 Connected Academics Research Fellow: José Gómez
José is a PhD student in Spanish letters and cultures at ASU. In a form of a dissertation project, José is researching spatial in/justices in Chicano/a drama. His particular interests are topics of space and place, contact zones, intersectionality, and cultural negotiation through spatial practices within Spanish letters and cultures. José holds a BA in Chicana/o Studies (minor in Spanish) and an MA in Spanish language and literature from California State University, Northridge. In addition to a solid academic and research experience, José complements the Connected Academics team with a unique critical perspective and well-rounded professionalism.
José will work as part of a team that includes partners in the Graduate College, the Department of English and the School of International Letters and Cultures, at times taking leadership over a range of activities related to the MLA/Mellon Connected Academics grant. Above all, he will be assisting fellow graduate students to find meaningful and appropriate internships across a range of academic institutions, non-profit organizations, and businesses outside of the academy.
2015-2016 Connected Academics Research Fellow: Shannon Lujan
Shannon is a PhD Candidate in English at ASU. She studies contemporary multi-ethnic American literature and is particularly interested in the connection between walking, storytelling, place, and memory. Her research focuses largely on acts of walking as social, political, and personal agents of change and identity markers. She holds a BS in English Literature (minor in History) and an MA with an emphasis in migration from Eastern New Mexico University; Shannon also brings an unusually high level of professional and research experience to the position.