A former Mellon Mays Fellow and participant in the Mellon Transfer Student Research Program, Vázquez Sanabria built a strong record of interdisciplinary research, cultural scholarship, and community engagement during his time at ���ճԹ�. The selection for this highly competitive fellowship reflects both Vázquez Sanabria’s scholarly accomplishments and the impact of the mentorship and research opportunities that were received.

At the University of Wisconsin-Madison, Vázquez Sanabria will continue advancing research in Puerto Rican studies, contributing to critical conversations on history, culture, identity, and social justice.

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This fall’s series will spotlight the work of Distinguished Professor of English Ben Lerner, Associate Professor of English Matthew Burgess, Philosophy Associate Professor Anna Gotlib, Political Science Professor Anna O. Law, and Puerto Rican and Latinx Studies Assistant Professor Carla España. Through a series of conversations and presentations, faculty authors will discuss their newest publications, share insights into their research and creative processes, and engage with students, colleagues, and community members.

The series highlights the breadth of scholarship, creativity, and public engagement taking place across ���ճԹ�’s humanities and social sciences departments. Participants will have the opportunity to learn more about the featured books and the ideas shaping contemporary conversations in literature, philosophy, politics, education, and culture.

All members of the campus community are encouraged to attend. Event details, dates, and registration information are available on the ���ճԹ� calendar.

More information about the authors and the books is available .

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Her entry focuses on the United Puerto Rican Organization of Sunset Park (UPROSE), the oldest Latinx community-based organization in ���ճԹ�. Founded in 1966, UPROSE has spent six decades advocating for environmental justice, equitable development, community empowerment, and educational opportunities in Sunset Park and beyond.

Pérez y González successfully nominated UPROSE for inclusion in Notable New York, helping bring broader recognition to the organization’s enduring impact on ���ճԹ�’s Puerto Rican and Latinx communities. The selection places UPROSE among a distinguished group of institutions and individuals whose stories are being highlighted as part of the nation’s semiquincentennial celebration.

The recognition extends beyond the publication itself. UPROSE was also chosen as one of only 11 honorees to receive a distinguished cultural medallion installed throughout New York City in August by HLPC. The medallion commemorates the organization’s contributions to New York State while recognizing the lasting influence of Puerto Rican communities on the city’s social, cultural, and civic life.

The honor is accompanied by an interview in the America at 250 video series, which documents the stories behind the medallion recipients and explores their significance within the broader American experience.

Learn more about the Cultural Medallions Program and the America at 250 project .

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Co-authored with Luz Yadira Herrera of California State University, Dominguez Hills, the book is España’s first publication in Spanish for K–6 educators. Drawing on her experience as a former New York City public school bilingual teacher, España said the book is in gratitude to the storytellers, educators, and students who inspired this work.

The book’s foreword is written by Meg Medina, the 2023–2024 National Ambassador for Young People’s Literature and Newbery Medal–winning author. Learn more about the book .

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Pérez y González was one of only three honorees, recognized for her lifelong dedication as a scholar, educator, and former chair of the Department of Puerto Rican and Latinx Studies. The award was presented by Deputy Mayor Ana J. Almanzar at the mayor’s Hispanic Heritage Month Celebration on October 9 during a ceremony led by the Community Affairs Unit. The event highlighted leaders whose work has shaped the cultural and intellectual landscape of Latino communities in New York and beyond.

For more than 33 years, Pérez y González has been a guiding force in higher education, mentoring students from all backgrounds, advancing the field of Puerto Rican and Latinx studies, and amplifying the voices and histories of Latino communities across the United States. Her most recent work is (Centro Press, 2021), which she co-edited with Professor Emerita and prominent U.S. historian Virginia Sánchez Korrol.

Deputy Mayor Ana J. Almanzar (left) presents María E. Pérez y González with the Citation of Honor on October 9 at the Mayor’s Hispanic Heritage Month Celebration.

As the co-director of the María E. Sánchez Center for Latinx Studies, Pérez y González has coordinated lecture series and workshops, implemented undergraduate research assistantships, and partnered with campus entities to bring forth academic and cultural campus-wide programming focused on Latino communities. The center is named in honor of María E. Sánchez, who served as the chair of the nascent Department of Puerto Rican Studies from 1974 to 1989 during the economic recession and its aftermath, in which she successfully led the four-year-long struggle for departmental self-determination, co-founded the widely acclaimed Bilingual Teacher Education Training Program, and ensured Puerto Rican studies would be part of what became the nationally recognized Core Curriculum.

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A child of a family of Dominican poets, writers, and educators, Luisa Sherezada (Chiqui) Vicioso ’79 enrolled in ���ճԹ� and immediately began connecting with the community of Latino and Black Caribbean students. After graduating with a Sociology and Latin American History Studies degree, Vicioso earned a master’s degree in educational program design from Columbia University and did post-graduate studies in cultural administration at Fundação Getulio Vargas in Brazil. She has worked for over 20 years at the United Nations specializing in women’s issues and education.��A promoter of Dominican women poets, Vicioso has supported their work throughout her career. She was appointed as the ambassador for women’s, children’s, and youth affairs for the Foreign Relations Ministry in her native country. In 2012, she was the vice presidential candidate for the Alianza País party. The author of numerous publications, including plays, volumes of poetry, essays, short stories and novels, today, Vicioso is working on a English publication of her novel Sireno (2020) and has begun her next, titled Nuyol, about the first Dominican immigrants to arrive in 1896 New York.

Can you tell us about your background?

I was born into a family of artists. My grandfather was a journalist and poet in charge of the social chronicles of the leading newspaper on the island: The Listin Diario. My father, Tony Vicioso, revolutionized poetry and music on the island. He and my mother Maria Luisa Sanchez led a cultural group that questioned the rigid cannons we had inherited from Spain. My father was also a musician. He played seven instruments, and after he traveled to the U.S. on a scholarship for winning a painting prize, he traveled to the South. He revolutionized Spanish boleros with blues and other southern rhythms.

What decided you on ���ճԹ�?

In 1965, President [Lyndon B.] Johnson enacted a law requiring all universities that received federal funding to enroll minorities. ���ճԹ� reached out to the Hispanic community, and eight other Dominicans and I were enrolled, with the generous help of Puerto Rican students. We subsequently met with Black students and students from other parts of the Caribbean, which provided us with new knowledge about the region since we thought the Caribbean was only “The Greater Antilles,” which includes Puerto Rico, Cuba, and the Dominican Republic. We formed the Third World Peoples Alliance, and that is also how I learned about the great thinkers of Jamaica, like Marcus Garvey, Martinique’s Frantz Fanon, Eugenio Maria de Hostos, and leaders like Martin Luther King, Jr., Malcolm X, Angela Davis, among many others. My Caribbean vision expanded.

Did you enter college knowing what career you wanted?��

When I enrolled, I ignored what career to choose. Six months enrolled and I was ready to abandon college for what I felt was the lack of intellectual challenges and debates. At the time, everyone seemed in a hurry to finish their career and get a job. I was bored. But then I met several professors essential for my intellectual development and human values. Of those, Prof. Hobart Spalding taught me to always look for the other side of the story and history. Everything I learned about my own history as a Dominican and Latino woman I owe to him. I consider Professor Huebner the best philosopher I have ever met. He taught me to love the discipline and is only surpassed by Herbert Marcuse and Eric Fromm, whom I met through him. To this day, Eros and Civilization and One Dimensional Man are books that I always recommend. I owe my professors and the university my intellectual development and sense of identity.

There was a time when women’s voices were less prominent in Dominican literature. Could you speak about that?

When I returned to the Dominican Republic all the female poets complained about not being taken��seriously and not being able��to publish, so I created��The Circle for Women Poets so we could promote our own work and that��of previous poets ignored or dismissed by the literary establishment. We also highlighted the work of peasant women who had a very particular��way of expressing themselves poetically.��I wrote the first book of feminist��literary��criticism influenced by the work of Elaine Showalter called Algo que decir, Something to Declare. The kind of aggression��against us from the patriarchy that��we received was enormous.��So I introduced what I call “Cultural Guerilla Warfare,” which means that��when they��closed��the door to us as poets, we wrote essays; when they closed��that��door,��we wrote theater. I earned the National Prize in Theater Cristobal de Llerena��for my first play Wish-ky Sour. It was the first time it was awarded to a woman in the Dominican Republic; that only won me more backlash. But I also learned��resilience��in the United States, so no small island was going to defeat me or any of the Dominican women poets and writers.

You have been involved in non-governmental organizations such as the United Nations and ran for vice president in the Dominican Republic in 2012.

I worked 22 years at the United Nations and UN.-related��NGOs on women issues and education. I also ran for the vice presidency with presidential candidate Guillermo Moreno of the Alianza Pais Party, while working for the Ministry of Foreign Relations as an ambassador for women, children, and adolescent issues. It was quite an experience.

What are you are doing/working on today?

I am working��now on launching my novel Sireno and its translation into Portuguese in Brazil.��I already launched it in Lisbon, Portugal, at the Jose Saramago Foundation.��Hopefully,��in July, I will start��writing my next novel, Nuyol, about 1896 New York, when the first Dominican immigrants��arrived in the��U.S.

What advice would you give to today’s students?

I would advise students to be curious, read, and research.��Do not take any knowledge��or viewpoint for granted.��University education��will then be exciting and challenging.��Not doing so can only contribute to your homogenization and that��is a waste of your uniqueness��and intelligence.

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Lisette Nieves ’92

Lisette Nieves ’92 understood from an early age what helping others could look like. While growing up in ���ճԹ�, she witnessed her hardworking parents give friends a place to stay when they had nowhere else to go or help neighbors who were struggling financially to get back on their feet. While still in high school, she joined the City Volunteer Corps, working in one of the first AIDS wards in New York City in the early years of the disease. She went on to ���ճԹ�, earning a Bachelor of Arts degree in political science. Nieves was the first Puerto Rican woman and the first ���ճԹ� graduate to become a Rhodes scholar. She went on to earn advanced degrees from Oxford, Princeton, and the University of Pennsylvania.

Nieves’ illustrious career includes becoming a public sector leader, social entrepreneur, and an adviser to President Obama. In 2005, she founded Year Up NY, an innovative workforce development program. Today, she is the president of the Fund for the City of New York, overseeing programs that support excellence in government and nonprofit organizations with a focus on underserved communities. Here Nieves talks about the importance of service and activism, how the experiences of ���ճԹ� students today mirror her own, and what she learned on a recent return to campus.

Could you tell us about your experience as a Rhodes scholar?

���ճԹ� was—and still is—a campus full of first-gen students from around the world. When I went to Oxford, there were levels of entrenched privilege. Students came from four and five generations of college education. I was only one of two of the 32 Rhodes scholars whose parents did not have a college degree. (Mind you, my parents were super bright!) At Oxford, I met a radical group of Irish working-class, first-generation students, and I became much more aware of what was happening in the world outside of the United States. A dear friend of mine from South Africa was going home to vote for the first time ever. And I’m thinking, “Oh my God, will he come back?” There was a realization of what I could do—like vote—that others couldn’t.

You are the founding executive director of a program for young adults called Year Up New York. How did that come to be?

��So many young people have to hustle to get an education, particularly one that will get them a decent-paying job after graduation. I founded Year Up to create a path to social mobility and give talented young adults access to skill-based training without the financial burden. I have had the pleasure of identifying talented young people, first convincing them that they can succeed in whatever they choose to do, and then colleagues at Year Up, that they belong in the program. I’m grateful that I get to be a part of that, helping to set folks on the path to success. It’s something so much bigger than myself.

You’ve also had the incredible opportunity to work with the White House. What was that like?

After Oxford, I was recruited for AmeriCorps, a program of national service and volunteerism created by President Bill Clinton in 1993. I was first a program officer for the northeast United States, then a senior program officer. My job was to work with and support AmeriCorps’ state commissions. We were so young and worked tirelessly to expand the program.

In 2011, I was appointed a commissioner to President Obama’s Advisory Commission on Educational Excellence for Hispanics. I co-chaired the higher education subcommittee on the advisory commission with Dr. Luis Fraga from the University of Notre Dame. We worked with educators, policymakers, researchers, and scholars across the United States to understand what was happening around the outcomes for Hispanic students at all levels. There is a gap in access and achievement for Latino P-12 and higher ed students. So much of the data was about the persistence of the gap, access, and transition to employment. Working on the commission inspired me to do my Ph.D. in higher education and management.

Can you talk about the Fund for the City of New York?

The Fund for the City of New York works as an intermediary between government agencies, nonprofits, and foundations to enhance the function of government agencies and nonprofit organizations. Public services keep our city running and its employees deserve our support.

Our Partnership Program provides back-office operations and resources to 90 organizations across the city, and we are one of the biggest lenders through our Cash Flow Loan Program. The fund has been a provider for the American LGTBQ+ Museum in Manhattan and the ���ճԹ� Cultural Museum of African Art in Bedford-Stuyvesant. So we also work to make the city a richer place culturally. And then there are programs that we support such as the NYC Employment and Training Coalition that fortifies our city’s workforce. The coalition gives marginalized and disenfranchised individuals greater access to resources, therefore a greater chance at career success. Another program we fund, The Power of Two, focuses on helping families, often single women with children, in the early stages of parenting.

What brought you back to campus recently?

I was the keynote speaker for the Encuentro event last December cohosted by the Puerto Rican and Latin Studies Department (PRLS). When I got to ���ճԹ� my freshman year and was exposed to Puerto Rican history, it was transformative. The faculty were my champions. When we learned I had won the Rhodes scholarship my senior year, PRLS celebrated first. They are like family to me. I believe we have a responsibility to give back, and I’m always happy to do so. In my Encuentro address, I spoke about my experience and research related to the theme of the Possible Dream: Latinx Arts, Communities and Leadership, Unity & Liberation. No one is free until everyone is free.

When looking out at an audience full of students at an event like Encuentro, what do you see?

I see incredible diversity. I see students who benefit from the fact that we, as a school, have been navigating across differences for many years, so everybody can be in the same class together, and work together. There is a similarity among students, wherever they are from, when it comes to their origin stories and what propelled them here. And there is a hustle culture that is universally respected. For me, Encuentro is the idea of truly understanding the new generation and dismantling some myths. We see young people, for example, discussing how they think about work, what their values are surrounding their careers, and work-life balance. We see more young people voting than ever before. For me I see engagement, and that’s something we need to harness.

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Tell us a bit about your background.

I was born and raised in Puerto Rico, did all of my schooling there, and earned my degrees, including my Ph.D., at the University of Puerto Rico, Río Piedras. My mother was an educator. She didn’t work as an educator in schools until later in life, but she was an educator at home from the beginning. She was very religious—our family was conservative—but my mother was shaped by liberation theology. That has been very much a part of my life since very early on: liberation theology and a socialist perspective. We all deserve access to benefits from the effort we put in as part of a larger society. My mother and father were avid readers and encouraged me to challenge the status quo. And I’m very grateful for that background. That allowed me to grasp everything I received in my university studies.

Your field, school counseling, and the need for more counselors in schools, particularly post-pandemic, have been widely reported in the media in recent years.

The profession has moved from the concept of “guidance” and addressing mostly the things that students need to excel academically, to one that addresses schools and students in a more systemic and holistic way. Today’s counselors look at a student’s sense of belonging and emotional well-being. We train our school counselors to be agents of change with the recognition that we are living in a system that is still oppressive to people from marginalized communities, in terms of race, ethnicity, sexual orientation, gender identity, and special needs.

Regarding special needs, ���ճԹ� has a new undergraduate program.

Yes, it’s a dual certification degree, a B.S. in childhood education teacher (1–6) and special education (all grades). When students in the program graduate, they will be recommended for two certifications: childhood education (1-6) and special education (all grades). This is something that our faculty has been working on for a while. Special education in the United States remains an understaffed area—there are not enough qualified teachers to deliver services in the schools. Hopefully, this will make an impact in the community. Many of our teacher candidates are from ���ճԹ� and, after graduation, remain in ���ճԹ� to teach. And because our student body looks more like the New York City pre-kindergarten through grade 12 student population than current NYC DOE teachers, children, and their families will see teachers who look like them.

Inclusivity has long been a top priority at ���ճԹ�.

It is an area that has always been part of the conversation at the School of Education. Our school is guided by four themes: collaboration, critical self-reflection, social justice, and diversity. We have a long-standing bilingual program that resulted from student activism. When the Puerto Rican and Latino Studies Department was formed, there was also a need for bilingual teachers, and students demanded the creation of a bilingual education program. As a faculty member and scholar, I have been committed to advocacy at the intersections, not only in terms of race, ethnicity, and language, but also in terms of sexual orientation and gender identity. There are committed faculty and staff who strive to make ���ճԹ� and the School of Education a welcoming place to underrepresented and marginalized populations, including LGBTQ+ people, and I have seen that grow since I’ve been here.

What does it mean to have a liberatory approach to education?

A liberatory approach requires us to understand where we were, where we are, and the systems we still need to dismantle. We do this as part of our training of educators, counselors, and psychologists. We look at the areas in which we experience oppression as well as the areas in which we benefit from privilege. We look at our identity and who we are, not as one-sided, but multidimensional and intersectional. That mix creates our realities. We need to be aware of how systems of privilege and oppression show up in our institutions, in our lives, and the lives of people who are marginalized. This work can be uncomfortable. Some vocal groups across this country say that this discomfort is a good reason not to engage in this type of education. These groups claim that that students who become aware of their privilege feel uncomfortable, and they should not have to feel this way.

There is a contentious debate about what should and should not be taught and why.

Discomfort is necessary for growth. Interestingly, some groups talk about this type of instruction being divisive, yet, time and time again, I saw it bring connection to my classroom. Students connected with each other, yes, and they also were able to better connect to themselves. This is what choosing connection in the classroom truly is. To fight for this freedom to teach in this way is to fight for our ability to grow and connect in ways that inspire our solidarity across differences. Part of the beauty of this transformative learning is that once you acknowledge your privilege you have the power to be a voice and to use your privilege for change. Our faculty works to make sure that our students have access to the content and resources they need to succeed as educators and as leaders in the schools. This is important. They provide the content and resources to their students so that we can end educational and academic disparities and close gaps. In addition, our faculty also supports our students to develop the skills to engage in the difficult conversations needed to dismantle the systems that fuel those same disparities. And that’s how we want to engage with our students. That’s what brings all of our programs and faculty in the School of Education together.

Do you think we, as a nation, have made progress?

We are always progressing, even if we don’t progress at the rate we would like. We had a burst of advancements in some areas regarding how we were addressing conversations around race and violence in a way that brought visibility to the violence endured by many marginalized communities. And visibility is so important. We also have advanced in relation to LGBTQ rights and affirming diversity along gender and sexual orientation. But the pendulum has swung back, and we are seeing a lot of anti-trans bills in legislatures across the United States and books being banned in schools that are mostly around issues of, again, race, sexuality, and gender identity. It is so important that those of us in positions of privilege or power be more visible for those whose safety is impacted. When you have been involved in advocacy, keeping a perspective of hope is essential. It is a romantic mandate in a sense, but it is a mandate. Whoever is committed to doing this work, one of their primary mandates needs to be that of replenishing hope.

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Author and Activist Barbara Smith Served as ���ճԹ�’s 2022–23 Hess Scholar-in-Residence

Ortiz is a professor of history at the University of Florida (UF) and will serve as ���ճԹ�’s Robert L. Hess Scholar in Residence for 2024. He was president of the faculty union at UF and has been critical of political attacks on the humanities and higher education.

Ortiz serves as the director of the Samuel Proctor Oral History Program at UF. He is the author of several books, including An African American and Latinx History of the United States (2018) and Emancipation Betrayed: The Hidden History of Black Organizing and White Violence in Florida from Reconstruction to the Bloody Election of 1920 (2005). He is co-editor of People Power: History, Organizing, and Larry Goodwyn’s Democratic Vision in the Twenty-First Century (2021) and Remembering Jim Crow: African Americans Tell ���ճԹ� Life in the Segregated South (2014). Ortiz also has published essays in The American Historical Review, Latino Studies, Cultural Dynamics, The Oral History Review, Kalfou, Florida Historical Quarterly, and many other journals.

In 2013, Ortiz received the César E. Chávez Action and Commitment Award, from the Florida Education Association, AFL-CIO. He is past president of the United Faculty of Florida-UF (FEA-AFL-CIO), the union that represents tenured and nontenure track faculty at UF.

As part of this event, the ���ճԹ� community is invited to enjoy to a selection of writings by Smith and Ortiz.

This event is sponsored by the Ethyle R. Wolfe Institute for the Humanities; the Maria E. Sánchez Center for Latino Studies; the Black, Race, and Ethnic Studies Initiative (BRESI); and the Robert L. Hess Memorial Fund, in cooperation with the Office of the Dean of Humanities and Social Sciences; the Office of the Dean of Visual, Media, and Performing Arts; the departments of Africana Studies; Classics; Communication Arts, Sciences, and Disorders; English; History; Judaic Studies; Modern Languages and Literatures; Philosophy; Political Science; Puerto Rican and Latino Studies; and Sociology; the programs in Caribbean Studies, Urban Sustainability, Studies in Religion, and Women’s and Gender Studies; the Center for the Study of ���ճԹ�; the Immigrant Student Success Office; the ���ճԹ� Chapter of the Professional Staff Congress; the Frederic Ewen Lecture on Civil Liberties and Academic Freedom; and the Freedom to Teach, Freedom to Read, Freedom to Learn Lecture Series at ���ճԹ�.

���ճԹ� the Robert L. Hess Memorial Lecture

In cooperation with the Ethyle R. Wolfe Institute for the Humanities, the Robert L. Hess Memorial Lecture is supported by the Robert L. Hess Fund. It is named for and honors the eighth president of ���ճԹ�.

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Smith’s lecture, “What I Believe,” will be an intimate exploration into her life as a trailblazer who broke new ground as a Black feminist, lesbian, activist, author, publisher, and independent scholar who inspired generations. She was among the first to define an African American women’s literary tradition and to build Black women’s studies and Black feminism in the United States. She has been politically active in many movements for social justice since the 1960s.

“I am so honored to serve as the Hess Scholar-in-Residence during the 2022–23 academic year,” Smith said. “At a time when some in our nation wish to limit the information and ideas that students can access, I look forward to expansive dialogues with members of ���ճԹ�’s wonderfully diverse community.”

“As a writer, publisher, teacher, and organizer, Barbara Smith is a transformative force for justice. Her work has reshaped the American academy and society. We are honored to host her for a week of events culminating in the Hess Memorial Lecture,” said Gaston Alonso, interim director for the Ethyle R. Wolfe Institute for the Humanities and associate professor of political science at ���ճԹ�.

This lecture event is free and open to the public and serves as the main highlight of the college’s����for 2022–23.

The event will also feature President Michelle J. Anderson as well as��, distinguished professor of political science, and Professor of English��, interim dean, School of Humanities and Social Sciences.

On November 29, Smith was part of a conversation on campus with Theoharis when they discussed selected clips from the documentary��, which features Smith and is based on Theoharis’ research and����of the same name.

A prolific writer and publisher, Smith has edited three major collections about Black women:��Conditions: Five, The Black Women’s Issue��(with Lorraine Bethel, 1979);��All the Women Are White, All the Blacks Are Men, But Some of Us Are Brave: Black Women’s Studies��(with Gloria T. Hull and Patricia Bell-Scott, 1982); and��Home Girls: A Black Feminist Anthology��(1983). She is also the co-author, with Elly Bulkin and Minnie Bruce Pratt,��of Yours in Struggle: Three Feminist Perspectives on Anti-Semitism and Racism��(1984). Smith is the general editor of The Reader’s Companion to U.S. Women’s History��(with Wilma Mankiller, Gwendolyn Mink, Marysa Navarro, and Gloria Steinem, 1998). A collection of her essays,��The Truth That Never Hurts: Writings on Race, Gender, and Freedom, was published by Rutgers University Press in 1998.��Ain’t Gonna Let Nobody Turn Me Around: Forty Years of Movement Building with Barbara Smith, edited by Alethia Jones and Virginia Eubanks with Barbara Smith, was published by SUNY Press in 2014.

The evening will also include mezzo-soprano Lucia Bradford and the Conservatory Singers, ���ճԹ�’s select chamber ensemble, who will perform “Ain’t Gonna Let Nobody Turn Me Around.” The group will be conducted by Associate Professor/Director of Choral Studies��, director of the New York Philharmonic Chorus.

This signature event will be held on Thursday, March 16, from 5 to 6:30 p.m. in the Claire Tow Theater at ���ճԹ�. It will also be livestreamed on the��.

Highlights From the Hess Week Calendar, March 13–20

Full calendar and speakers

Barbara Smith—Hess Scholar-in-Residence Library Exhibit: An exhibit located in the main entrance of the ���ճԹ� Library that will highlight the works and legacy of Barbara Smith. Archival material from the Robert L. Hess Collection will also be presented. Curated by Professor and Librarian Helen Georgas.

March 13, 11 a.m.–12:15 p.m.: President Anderson Welcomes 2022–23 Hess Scholar-in-Residence Barbara Smith��Woody Tanger Auditorium, ���ճԹ� Library, and on��Zoom

March 13, 2:15–3:30 p.m.: “If Black women were free…”: The State of Black Feminism 2023��Woody Tanger Auditorium, ���ճԹ� Library, and on��Zoom

March 14, 2:15–3:45 p.m.: “Transforming the U.S. Academy”��Woody Tanger Auditorium, ���ճԹ� Library, and livestreamed on the��.

March 15, 11 a.m.–12:30 p.m.: “Justice or Just Us?: Defining a Queer Agenda”��Woody Tanger Auditorium, ���ճԹ� Library, and livestreamed on the��.

March 15, 3:40–4:55 p.m.: “Teaching as a Liberating Practice”��Woody Tanger Auditorium, ���ճԹ� Library, and livestreamed on the��.

March 16, 11 a.m.–12:30 p.m.: “Working for Liberation and Having a Damn Good Time”��Woody Tanger Auditorium, ���ճԹ� Library, and livestreamed on the��.

March 20, 6–7:15 p.m.: “Putting Class Back Into Intersectionality”��Online via��Zoom

���ճԹ� the Robert L. Hess Scholar-in-Residence Program

The Robert L. Hess Scholar-in-Residence Program, established by ���ճԹ�, is supported by the Robert L. Hess Fund. The program serves as a permanent tribute to the scholarly commitment of Robert L. Hess, exemplified during his tenure as president of ���ճԹ�. It represents the ideal of the educated individual—knowledgeable, thoughtful, inquiring, alive to the shared purposes and concerns linking all intellectual pursuits. More particularly, it evokes the scholarly and academic virtues embodied in the curriculum at ���ճԹ�.

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