Folger Institute Consortium
In 2014 UConn became a Consortium member of the prestigious Folger Institute, a center for advanced study and collections-focused research in the humanities. Through its multi-disciplinary cross-cultural programs and residential research fellowships, the Folger Institute gathers knowledge communities and establishes fresh research and teaching agendas for early modern humanities. The Institute fosters targeted investigations of the world-class Folger collection and is based out of the Folger Shakespeare Library. The Consortium acts as an advisory body to the Institute, with members meeting bi-annually in D.C. to work with Folger staff on program development and scholarly outreach, among other things. By virtue of UConn's membership—generously supported by the UConn Humanities Institute and the College of Liberal Arts and Sciences—our students, staff, and faculty have access to the Institute’s tremendous range of research, educational and artistic offerings.
- Q&A with Dr. Kaveh YazdaniToday’s Post is a Q&A with a new member of the EMSWG. Dr. Kaveh Yazdani is an Assistant Professor at the Department of History. Can you tell us a bit about your background (academic and otherwise)? Where are you from? Where else have you taught, researched, etc? I was born in Tehran (Iran) and raised […]
- Q&A with Dr. Santiago Muñoz-ArbeláezToday’s Post is a Q&A with a new member of the EMSWG. Dr. Santiago Muñoz-Arbeláez is an Assistant Professor at the Department of History and the Department of Literatures, Cultures and Languages. 1. Can you tell us a bit about your background (academic and otherwise)? Where are you from? Where else have you taught, researched, […]
- Works in Progress Writing Group: Réme BohlinRéme Bohlin 01/28/2021 Last semester, in the fall of 2020, I had the opportunity to share an early draft of my dissertation chapter with the Works in Progress Writing Group. The chapter, “The Rhetoric of Ownership in Shakespeare Pedagogy,” is the second chapter in my dissertation which focuses on approaches to teaching Shakespeare. In “The Rhetoric of […]