Each calendar year, the Haas Center supports a small group of Faculty Fellows who partner with the Community Engaged Learning and Research team on projects of mutual interest. Our goal is to recruit new faculty to develop community engaged learning courses while also supporting experienced faculty to deepen their own practice and connect with others engaged in similar work.
In naming the Faculty Fellows, we provide a cohort experience while contributing to campus conversations about community engagement. Our Faculty Fellows commit to:
To nominate a Faculty Fellow, please fill out this form. Nominations are accepted on a rolling basis, and you may nominate yourself.
For more information about the Faculty Fellows Program, please contact Luke Terra.
Arnetha Ball is a professor of education in curriculum studies, teacher education, and educational linguistics. She is past president of the American Educational Research Association and co-director of the Center for Race, Ethnicity, and Language. Her research interests focus on language and literacy studies of culturally and linguistically diverse populations in the United States and South Africa and the preparation of teachers to work with diverse student populations. She uses sociocultural, sociolinguistic, and ethnographic approaches to investigate ways in which semiotic systems in general, and oral and written language in particular, serve as mediating tools in teaching and learning in multicultural and multilingual settings and in the processes of teacher change and development. Her course, Community-based Research as a Tool for Social Action: The Discourse of Liberation and Equity in Schools and Society, is a model for co-curricular learning and building of sustainable relationships with communities.
Alice “Ali” Miano has been a lecturer in Spanish since 1991. She is also coordinator of the Spanish Language Program and received the University's Gores Award for excellence in teaching in 1997. She currently serves as president-elect of the Northern California Chapter of the American Association of Teachers of Spanish and Portuguese as well as the co-secretary of the Critical and Social Justice Approaches Special Interest Group of the American Council on the Teaching of Foreign Language (ACTFL). On behalf of ACTFL and the U.S. Peace Corps, Dr. Miano works with language instructors throughout the United States and the world as a certified trainer in oral and writing proficiency assessment. Her research interests include Spanish native language literacy in the United States, adult literacy, bilingualism, biliteracy, and second language teaching and learning, especially in combination with community-engaged learning (CEL). With her Stanford CEL colleagues, she recently published an article to appear in an edited volume by the American Association of University Supervisors and Coordinators. Miano and her second-year students of Spanish collaborate each quarter on a joint art project with a local chapter of the Boys & Girls Club of the Peninsula. Each winter, some of her third-year students embark upon a digital storytelling project with Stanford workers. Most recently, she volunteered with the CARA Family Detention Project in Dilley, TX, helping women and children detained at the U.S. border to begin to seek asylum.
Jonathan Rosa is assistant professor in the Graduate School of Education, Center for Comparative Studies in Race and Ethnicity, and, by courtesy, Departments of Anthropology and Linguistics. His research analyzes the interplay between racial marginalization, linguistic stigmatization, and educational inequity. Dr. Rosa is author of the forthcoming book Looking like a Language, Sounding like a Race: Raciolinguistic Ideologies and the Learning of Latinidad. His work has appeared in scholarly journals such as the Harvard Educational Review, American Ethnologist, American Anthropologist, and Language in Society, as well as media outlets such as MSNBC, NPR, CNN, and Univision. In conjunction with the Haas Center, Rosa’s course, Introduction to Latinx Studies, seeks to realize the transformative vision of ethnic studies by anchoring learning opportunities in community contexts.
Anna Schultz is associate professor of music. Her first book, Singing a Hindu Nation, was published by Oxford University Press (OUP) in 2013, and her second book, Songs of Translation: Bene Israel Gender and Textual Orality, is also under contract with OUP. Dr. Schultz’s research has been supported by fellowships from Fulbright-Hays, the American Council of Learned Societies, the American Association of University Women, the Hellman Foundation, the Hadassah-Brandeis Institute, the University of Illinois, and Stanford University. Through her course, Listening to the Local: Music Ethnography of the Bay Area, Schultz is working with students, the Haas Center, and community partners to map and share stories of Bay Area music making.