Now in its third year, The HistoryMakers Faculty Innovations in Pedagogy and Teaching Fellowship is designed to foster classroom innovation and teaching, and to diversity curricula while furthering student learning and research skills during the upcoming academic year. Award recipients will receive a $7,500 award and the opportunity to demonstrate how faculty can creatively incorporate The HistoryMakers Digital Archive into a semester course and syllabus.
Rutgers Business School
Project Description: Bailey’s course, “Managing Growing Ventures,” will use The HistoryMakers Digital Archive to explore the various challenges faced by managers of new ventures during their early growth states and will introduce students to a set of tools and concepts that managers of young firms may successfully employ in growing their business and enhancing survival.
Senior Lecturer, Department of English
University of Illinois at Chicago
Project Description: Christian’s course, “Say It Loud, I’m Black and I’m Proud! Writing About African Americans in the Media,” will use The HistoryMakers Digital Archive to explore the role of the Black media in political, social and cultural coverage with regards to representation, dissemination, innovation and education. Students will evaluate misconceptions and misrepresentations about African Americans, uncover strategies utilized in contributing to more inclusivity, and identify diverse narratives to understand why who controls the narrative matters in the media.
Lecturer, Department of Africana Studies
Project Description: Fitzpatrick’s course, “Africans of the Diaspora,” will use The HistoryMakers Digital Archive to explore the emergence and global contributions of the African Diaspora and its constituents. Principally, the course is designed to amplify and right the misrepresented stories of African peoples through employing Afrocentric pedagogical approaches predicated on oral tradition and the primary use of The HistoryMakers Digital Archive.
Professor, Biological Sciences
Clark Atlanta University
Project Description: Gray-Singh’s course, “Human Physiology,” will use The HistoryMakers Digital Archive to discuss health disparities in healthcare and breakthrough discoveries made by African American physicians, researchers, and activists who sought to ameliorate the conditions that plague us. Weekly discussions will introduce real-case scenarios introduced by HistoryMakers to explain maternal health disparities and stress-induced diseases.
Assistant Professor, Sociology, Social Work and Anthropology
Christopher Newport University
Project Description: Keener’s course, “Incarceration and Punishment,” will use The HistoryMakers Digital Archive to critically analyze the origins of incarceration and its role in modern society. Students will examine how social power influences carceral policies and practices as well as how incarceration influences structural inequalities. Students will identify problems with the current correctional systems and assess potential reforms.
Howard University School of Law
Project Description: Ndulue’s course, “Capital Punishment,” will use The HistoryMakers Digital Archive to help students learn about the fundamental building blocks of the U.S. death penalty. Students will develop a background understanding of the history and the modern social and legal context that have created the modern death penalty. As future “social engineers,” the students will be encouraged to actively engage with the material by understanding the decision-making process of litigators, jurists, and policymakers.
Assistant Professor, Education
Project Description: Richardson’s courses, “Multicultural Education,” “African Diaspora and the World,” and “Child Psychology,” will use The HistoryMakers Digital Archive to help equip future educators and counselors with the fundamental knowledge of understanding culture and teaching/working with children from diverse backgrounds; to examine the major themes associated with the African Diaspora within a global context and from interdisciplinary and gender-informed perspectives; and to learn about optimal child development from conception to adulthood in physical, cognitive, social, and emotional domains through discussing cultural ways of knowing in concert with traditional theories of child development.