UW Bothell Summer Reading Group

The UW Bothell Summer Reading Group provides an opportunity for groups of four-to-six faculty to become immersed in shared scholarship or teaching areas of interest. Participating faculty will review and discuss scholarship or pedagogy during the funding term. Although the reading groups may lead to new collaborations or larger-scale projects, the focus of the groups is to catch up on new scholarship or pedagogical practice in a shared area of interest.

Application

The Office of Faculty Success will provide up to three awards per summer. Each faculty in a reading group will receive $1,000, and each group leader will receive $1,250. Groups must meet for a minimum of 10 hours. Groups determine how they will schedule those 10 hours during the summer term. For example, groups can meet to discuss readings one hour/week for ten weeks, two hours/week for five weeks, two hours/day for one week, etc. Funds can be used for either salary (benefits are deducted from the amount) or as support for teaching, scholarship, or creative practice.

*Deadline is May 1, 2026. Open to all faculty.

Recipients

2026

• Laurie Anderson, Kaylea Champion, Robert Dimpsey, Arkady Retik, and Annuska Zolyomi were granted the Summer Reading Group Award to examine the impacts of AI on teaching pedagogy, cognition, authorship, assessment and ways of knowing.
• Solmaz Batebi, Camelia Bejan, Ying Li, and Xiahua Wei were granted the Summer Reading Group award to explore how agentic AI is transforming areas such as algorithmic trading, credit scoring, robo-advisors, and portfolio management.
• Camelia Bejan, Brandon Fleming, Lakshman Krishna Moorthy, Codrin Nedita, and Kara Wells were granted the Summer Reading Group Award to explore alternative grading approaches and their applicability in data-driven and practice-focused fields.
• Carrie Bodle, Howard Hsu, Katharine Norton, Amoshaun Toft, and Sam Yum were granted the Summer Reading Group Award to engage in dialogue around hands-on-pedagogy, media technology, and the studio environment as the site of collaborative knowledge-making.
• Peter Brooks, Gavin Doyle, Cinnamon Hillyard, Charity Lovitt, and Avery Shinneman were granted the Summer Reading Group Award to examine pedagogical and programmatic research related to UW Bothell’s Discovery Core Experience (DCX).
• Ching-In Chen, Lauren Lichty, Veronica Cassone McGowan, dana middleton, Neil Simpkins, and Jaki Yi were granted the Summer Reading Group Award to explore trans for trans (t4t) pedagogies and mentorship practices to support the thriving of trans and gender-expansive college students.
• Silvia Ferreira, Jessica Ketcham, May Lin, Ian Porter, and Neil Simpkins were granted the Summer Reading Group Award to engage in dialogue around contemporary composition studies and material histories of writing and sense-making across different stages and processes.

2025

• Anida Ali, Naomi Bragin, Amaranth Borsuk, Jed Murr and Georgia Roberts were granted the Summer Reading Group Award to engage in dialogue around curricular design and transformative, community-engaged pedagogies, with a focus on popular culture, creative writing, and performing arts.
• Matthew Gliboff, Nicole Hoover, Alanna Pawlak, Rachel Scherr, Avery Shinneman and Caleb Trujillo were granted the Summer Reading Group Award to engage in cross-disciplinary conversations on discipline-based education research with the goal of informing new opportunities across research and teaching.
• Ben Gardner, Maryam Griffin, Ron Krabill, and Camille Walsh were granted the Summer Reading Group Award to explore and discuss recent emerging scholarship and law in the field of indigeneity, citizenship, sovereignty and international human rights.

2024

• Yue Bian, Xiaodong Nie, Kosuke Niitsu and Min Tang were granted the Summer Reading Group Award for teaching to explore how scholars with an international background navigate the challenges and opportunities of teaching and researching in U.S. higher education institutions as culturally and linguistically minoritized first-generation immigrant faculty.