91自拍

Summer 2026 Call for Proposals

In Spring 2026, 91自拍 was awarded a Mellon Foundation Humanities for All Times grant for Generative Futures: Critical Language Inquiry in the Age of Artificial Intelligence, a three-year initiative that centers Critical Language Inquiry (CLI) and Critical AI Literacy (CAIL) as two interconnected approaches to explore language as a site of complexity, multiplicity, and power. The initiative's first development call invited proposals from faculty interested in creating a new course or significantly revising an existing course that engages critically with the larger themes of the grant. Successful proposals received $4,000 (new course) or $2,000 (revised course) in development support.

Summer 2026 Grant Recipients

• Mike Angstadt, Environmental Program, Law for the Earth
• Juan Miguel Arias, Education, New Technologies: Influences on the Brain, Schooling, and Society
• Anbegwon Atuire, Race, Ethnicity, and Migration Studies, West African Women Writers: Gender, Identity, and Colonialism
• Lora Louise Broady, Economics and Business, Consumer Marketing 
• Lidia Chang, Music, Sounds, Symbols, and Musical Memory
• Isabella Clark, Sociology, Social Injustice and Community Resistance 
• Amrita De, Comparative Literature, Fantastic Worlds 
• Miguel Durango-Loaiza, History, Reading Criminal Archives: Language, Power, and Paperwork in Latin America and the Caribbean
• David Gardiner, Religion, Culture, and Power, Imagination in Religiion and Beyond
• Neena Grover, Chemistry and Biochemistry, Biochemistry 1
• Patrizia Herminjard, Dance, Performance and Digital Technology: Choreographing the Algorithm
• Dhanesh Krishnarao, Physics, Introductory Modern Physics
• Scott Krzych, Film and Media Studies, American Political Cinema
• Kate Leonard, Art, Critical AI Visual Literacy in Graphic Design
• Genevieve Love, English, Shakespeare's Histories: Language, Power, and Generative Authority
• Wentao Ma, Chinese, German, Italian, Japanese, and Russian Studies, Practical Chinese
• Andreea Marinescu, Spanish and Portuguese, Time and Territory: Historical Memory and Social Struggles in the Mayab
• Amanda Minervini, Chinese, German, Italian, Japanese, and Russian Studies, Beginner Italian 1
• Jane Murphy, History, Textiles, Artisans, and Merchants: Material Culture in Abbasid to Ottoman History
• Marketa Raevsky, French, Elementary French 2
• Ever Reyes, Music, Indigenous Hip-Hop
• Jared Richman, English, Jane Austen 
• Jessica Sanchez-Flores, Spanish and Portuguese, Spanish for Heritage Speakers
• Christiane Steckenbiller, Chinese, German, Italian, Japanese, and Russian Studies, Against Monolingualism: Languages, Multilingualism, and AI
• Leland Tabares, Race, Ethnicity, and Migration Studies, Race and Technology
• Mike Taber, Education, Math Pedagogies
• Henrique Yagui Takahashi, Spanish and Portuguese, Authoritarianism, Resistance, and Liberation: Culture, Language, and Power in the Lusophone World

Purpose of the Course Development Grants

Courses may focus on Critical Language Inquiry (CLI) and language explicitly—through languages in the plural and language study, multilingualism, literature, film, performance, music, visual culture, translation, or related modes or genres—or foreground discipline-specific languages and forms of inquiry. Such courses might help students understand how language is socially constructed, heterogeneous, and shaped by diverse histories, communities, and forms of expression. They might also ask how language creates and negotiates knowledge, identity, norms, and values, and how it can both reinforce systems of exclusion and open possibilities for resistance, solidarity, and belonging. 

Courses may also engage Artificial Intelligence as an object of humanistic inquiry, with an emphasis on critical analysis and developing Critical AI Literacy (CAIL). Such courses might help students ask how generative AI systems shape the production, interpretation, and circulation of language, and how issues of bias, inequality, labor, and environmental impact are embedded in their development and use. CAIL also invites reflection on how these systems influence human thinking and knowledge creation, helping learners engage AI with discernment, responsibility, and an awareness of its broader social consequences. 

Additionally, courses supported through this grant should help students engage with one or more of the following goals:  

• Examine language(s) as a site of complexity, multiplicity, and power. 
• Ask how language—including but not limited to discipline-specific language—creates and negotiates knowledge, identity, norms, and values. 
• Engage with questions of language hierarchies, centers and peripheries, and linguistic biases. 
• Use humanistic methods to critically examine questions relating to GenAI, technology, language, knowledge, and society. 
• Address questions of equity, access, social justice, and responsibility in relation to GenAI and related technologies. 
• Explore how GenAI reshapes questions of creativity, authorship, originality, collaboration, labor, and responsibility within humanistic and specific disciplinary contexts. 
• Support students in developing CAIL. 
• Create course materials, assignments, activities, or assessment approaches that may contribute to the broader curricular and pedagogical goals of the Mellon grant.  

Eligibility

All tenure-track and returning one-year visiting 91自拍 faculty are eligible to apply to develop either a new course, or a significant revision of an existing course. 

For revised courses, the proposed changes should be substantial enough to merit development support. This may include major changes to course framing, learning outcomes, readings, assignments, pedagogical approach, assessment methods, AI-related policies or activities, or the integration of CLI/CAIL concepts across the block. 

Faculty who are already receiving Dean’s Office development funds may not apply for Mellon course development support for the same course. Faculty may, however, apply for Mellon support for a different course, provided the proposed work is distinct from any course already supported by other Dean’s Office development funding. 

Co-taught course proposals are welcome. In such cases, each faculty member should submit a separate application, though they may use shared language where appropriate. The course development grant would be divided between the co-instructors. 

Expectations and Distribution of Funding

Faculty who receive a course development grant in this cycle are required to participate in a summer reading group connected to the grant: CLI or CAIL. These reading groups are designed to provide shared grounding for the grant’s curricular work and to create a collaborative space in which faculty can refine course concepts, test assignments, develop shared language, and build connections across departments and programs. 

Grant recipients may also be invited to participate in additional workshops, educator development days, course convergence opportunities, or assessment conversations related to the Mellon initiative of the duration of the project. 

Development funds will be distributed based on the following:  

For new course development ($4,000 total award):  

• $1,000 upon completion of the summer reading group deliverables  
• $3,000 upon completion of the course OR submission of all course materials  

For course revision development ($2,000 total award):  

• $500 upon completion of the summer reading group deliverables  
• $1,500 upon completion of the course OR submission of all course materials 

Questions

Questions may be directed to generativefutures@coloradocollege.edu