The following is a guest post contributed by Open Educational Resources Librarian Kate McNally Carter.
Dr. Melody Yunzi Li, assistant professor of Chinese in the University of Houston College of Liberal Arts and Social Sciences, collaborated with the UH Libraries department of Open Education Services to create the first volume of a student-authored dictionary of Chinese popular culture terms.
Students in the spring 2023 Chinese Popular Culture course each defined three popular culture terms for their midterm assignments and were invited to contribute their work to this digital open educational resource (OER). This was the second successful collaboration with Dr. Li, following the development of another student-authored textbook for her Tales of East Asian Cities course last fall.
Both courses employed open pedagogy, a teaching approach that envisions students as co-creators of knowledge by inviting them to openly license and publish the work they produce in their courses. Open pedagogy emphasizes student agency by giving students control over whether and how their work is shared, and how they are credited as authors. This practice enables students to critique information ownership and the process of knowledge production, providing a greater understanding of the nuances of intellectual property and their responsibilities and rights as authors.
“Students benefit from research-oriented and self-directed teaching styles,” Li noted. “Incorporating OER into the course assignments and inviting students to participate in the open publishing process gives them perspective on the value of their contributions to knowledge in the field. Students are so engaged in the trends of Chinese popular culture, so it’s exciting to see them integrate their interests into their coursework.”
Open Educational Resources Librarian Kate McNally Carter supported the course by creating instructional videos and providing technical support for students, who used the Pressbooks platform to write and publish their assignments. Ariana Santiago, Head of Open Education Services, also provided consultative support at the outset of the project, helping shape the parameters of the assignment.
“We are excited about the opportunities presented by innovative teaching methods like open pedagogy,” Santiago said. “Open pedagogy is a unique teaching practice, because it encourages students to participate in co-creation of open educational resources. In this way, it helps students see themselves as authors who have valuable knowledge and experiences they are bringing with them to the classroom, and it invites them to contribute that knowledge to the teaching and learning commons.”
Collaborations with Dr. Li’s courses have enabled the Open Education Services department to explore how to support courses using open pedagogical practices. In these pilot courses, Santiago and Carter provided consultative, instructional, and technical support around the open pedagogy projects. Working with these courses in face-to-face and online modalities has enabled them to adopt effective strategies to teach students about open licensing, publishing content through Pressbooks, and appropriately citing and attributing other open resources.
One of the most important aspects of open pedagogy is preserving student agency over their work. In Dr. Li’s courses, students could elect to publish their work under an open license, allowing others to reuse and redistribute their work under the conditions of the selected license, or retain all rights with a traditional copyright license. They could also select how their name would appear in the textbook, use a pseudonym, or completely opt out of including their work in the published textbook.
“Students should be empowered to make informed decisions about whether and how they would like to share their work, and a large part of what OES does is make sure that instructors are aware of best practices for providing students with those choices,” Santiago said. “We can help facilitate this process and provide guidance about the most appropriate approach based on the assignment.”
Open pedagogy can be used for a variety of different assignments. “Instructors can give their students renewable assignments, which can be any type of assignment that has the potential to be used by others for teaching and learning purposes,” Carter explained. “When instructors invite students to share their work with an open license, this gives students an opportunity to contribute their resources to other instructors and learners, which benefits the learning of their peers.”
“This means that open pedagogy can be a particularly beneficial teaching approach for instructors who have a hard time finding updated educational resources,” Carter added. “Students are already creating educational materials in many of their assignments. Instructors can intentionally design their assignments to help students build on each other’s knowledge. Inviting students to give back to their current and future peers can make the educational experience more rewarding.”
The Open Education Services department is eager to grow this area of support. “We hope to continue supporting instructors with similar projects,” Santiago noted. To learn more about open publishing and open pedagogy, contact the Open Education Services department by emailing firstname.lastname@example.org.
In 2027, University of Houston will celebrate its centennial. As this auspicious milestone nears, students, alumni, faculty, staff, and supporters are working together to honor the University’s rich history as a mission-driven institution shaped by forward-thinking stakeholders. An exhibit at MD Anderson Library, opening in September 2023, will feature pivotal points from 100 years of distinction.
Agents of Change: Celebrating Innovation at the UH Centennial is part of a three-year storytelling collaboration between UH Center for Public History, UH Libraries, and Houston Public Media. The 100 Years of Stories project was made possible through a gift from Carey C. Shuart, a Houstonian and supporter of art, education, and women’s causes throughout the region.
The exhibit is the culmination of a partnership aiming to engage UH students in collecting, sharing, and preserving notable narratives of UH and its people.
In 1927, Houstonians were eager for higher education that fit the lifestyle of working adults and served the needs of a growing city. Emboldened by a spirit of innovation, students, faculty, and members of the community shaped University of Houston into the trailblazing institution it is today. Over almost 100 years, these agents of change have led UH on its journey from a junior college to a major, urban research university. Along the way, they expanded access to higher education and increased diversity, brought innovative approaches to learning, and created an institution that has had a strong impact on both local and global communities.
Jesus Sanchez, a graduate student in history, was one of the scholars to work on the 100 Years project which included exhibit planning and design, archival research and selection, and metadata writing. In organizing and cataloging historical documents, photos, and artifacts that connected with Agents of Change, Sanchez discovered prevailing themes in the primary source materials.
“University of Houston is a college for the people of Houston, regardless of race, gender, wealth, or religion,” Sanchez noted. “I saw how students impacted UH, and how they became influential figures, like Maria Jimenez, who worked tirelessly to help vulnerable communities decades after her years as an activist at UH during the 1970s.”
The project gave Sanchez, who wants to become a historian, practical insights. “I had no experience, and learning more about the field and seeking guidance from experts in archival work was very helpful,” he said.
Cady Hammer also worked on the project as a student curator during her first semester at UH.
“I was excited when I got the syllabus and saw that we would be formulating the concept and major elements of the 100 Years of Stories exhibit,” Hammer said. “This was the first direct interaction I had with exhibit development, which is something I would love to do in my career.”
The overarching concept that guided the exhibit, the “big idea,” was categorized into three UH eras: its founding, expansion, and contemporary community impact.
“My classmates and I found that this concept worked best for incorporating key stories that the Center for Public History wanted to represent in the exhibit,” Hammer noted. Class members selected items that would fit with the focus of each era and wrote descriptions. The impact of activism and advocacy at UH was a significant theme that emerged from the archives. “So many of the biggest changes at UH were student-driven,” Hammer said. These improvements “signified the power of young people banding together to accomplish an important goal.”
Archives curation offers interesting contextual lines of inquiry. Hammer offers this advice to other students: “Learn how to read between the lines. No matter what you’re researching, there are at least two stories to every document. The first one is the story on the page. You can pull facts, people, and events from it easily. The second is the story hidden in the details of the document and how they connect to other materials. Some of the most important points of a document are the voices that have been left out of the narrative.”
Alec Story noted that talking to librarians and archivists who curate the collections at UH Special Collections is a good first step when working with primary source materials. “Going into your research with a strong line of inquiry and a curious mind will help uncover truly incredible documents,” he said. “As we worked on this project it became clear that University of Houston has an unpretentious and humble legacy. UH challenges the notion of what a university is supposed to look like.”
Agents of Change will be on display at MD Anderson Library from September 2023 through May 2024. The opening will accompany the launch of the fall 2023 issue of Houston History, published by the Center for Public History. The exhibit is being produced collaboratively between UH Libraries Special Collections, UH Libraries Preservation and Reformatting, and UH Center for Public History.
University of Houston Libraries welcomes Imani Spence as the new student success librarian in the department of Teaching and Learning.
Please describe your role at UH Libraries. How does your work align with the student success priorities of the University?
As student success librarian, I’ll be teaching instruction sessions to students and other librarians. I’ll be learning and researching ways to make students more successful on campus. For me, that means considering the issues that students may have in and out of the classroom. I hope to teach information literacy sessions with both undergraduate and graduate students. Ideally, my instruction will encourage students to see faculty as their partner in graduation and not their adversary. My undergraduate education was a bit overwhelming for me so I hope that my instruction will give students the tools to advocate for themselves and what they need to graduate confidently!
Please share a bit about your background and research interests. How do these inspire and shape your approach as a librarian?
I am coming to Houston from Baltimore, Maryland where I spent most of my life. I was born at the University of Michigan and most of my extended family is in the Detroit region. Growing up, I was homeschooled for a short period of time which really informs the ways that I approach teaching and school generally because I know how valuable it is to have individualized accommodations and instruction. In Baltimore, I worked a bit in local media, first as a public radio producer then as an arts and culture reporter. In each of these roles, I tried to bring more information about the rich literary history of Baltimore. In May 2022, I graduated with my MLIS from the University of Maryland, College Park (UMDCP). While at College Park I completed the research and teaching fellowship which allowed me to teach information literacy sessions to first year students and work within the teaching and learning department at UMDCP. The fellowship helped me feel confident in my instruction skills and showed me the value of taking care of yourself while serving a large university community.
What are one or two things you’d like faculty and students to know about working with a student success librarian?
I want to learn from faculty and students! Since this is my first university librarian position, I am hoping to approach teaching and working with faculty as a great learning experience. It is important to remember that the teaching and learning department is small so advance notice for instruction sessions is really helpful. Faculty should also consider that the library’s function on campus has expanded and grown! A librarian is more than just a person who is in the books, we are people who are interested in guiding and ushering in new research. I know that sessions from librarians in my studies made me feel more connected to all the resources available to me on campus. If you’re hoping to give students library instruction but not sure how to insert it into your syllabus, reach out in advance and I’m happy to brainstorm with you.
A new exhibit is now on display at University of Houston Libraries Special Collections.
Curators and student Daf Meza Flores selected primary source materials for The Hollyfield Foundation Pride Exhibit for the LGBT History Research Collection, which asks viewers to consider the impact of families on the lives of LGBTQ+ people in historical and contemporary contexts.
The exhibit and the LGBT History Research Collection are supported by an endowment from The Hollyfield Foundation, which provides funding for the acquisition and preservation of primary source materials. The LGBT History Research Collection preserves and promotes the archives of LGBT communities and organizations from Houston and the region. Materials, including personal papers, organization records, and library collections, document the communities’ activist, cultural, social, and political activities, and the personal experiences of community members.
Visitors may view the exhibit on the second floor of MD Anderson Library through June.
University of Houston Libraries has received an anonymous gift of $135,000 to support the expansion of co-curricular student success.
UH students comprise a diverse population representing various backgrounds and needs, including and not limited to first-generation, international, and transfer students. UH Libraries’ Teaching and Learning team facilitates the academic success of all UH students through highly-engaged experiences beyond the classroom known as co-curricular teaching. The generous gift enables UH Libraries to scale efforts through a program dedicated to the significant University goal of providing a top tier, inclusive educational experience to all.
Teaching and Learning librarians work within and beyond the traditional UH classroom, empowering all students to discover that which matters most to them and to value the pursuit of lifelong learning. Librarians play a unique role in bringing learners together outside of the classroom structure; there is no grading, only curiosity and creativity in a supportive environment. Co-curricular teaching efforts are focused on the learning ecosystem that complements formal curricula where students can apply what they discover to make meaningful contributions to the University and the greater community.
“This influential gift allows us to advance student success at UH in direct ways,” said Athena Jackson, dean of UH Libraries and Elizabeth D. Rockwell chair. “Through the provision of resources, services, and partnerships that lead to enriched learning and knowledge-sharing, our librarians are creating a holistic academic experience at the heart of the University which will have a beneficial and substantive impact on all UH students.”
Ginger Lucas, LMSW, clinical associate professor and director of online and hybrid programs at University of Houston Graduate College of Social Work (GCSW), is part of the cohort of UH faculty promoting student success by facilitating free and immediate access to course materials. Lucas, in collaboration with additional instructors, received an award from the UH Alternative Textbook Incentive Program (ATIP) to create open educational resources (OER) for SOCW 6306: Social Work Practice Skills and SOCW 6308: Human Diversity and Development.
Now in its fifth award cycle, ATIP has improved access to affordable education for over 11,000 UH students by supporting faculty who adopt, modify, or create OER to replace a commercial textbook in their courses. This includes the adoption of existing no-cost resources; modification/adaptation of existing OER; or creation of OER, particularly open learning materials such as lecture slides, test banks, quizzes, lesson plans, or videos.
Since its launch in 2018, ATIP has helped achieve approximately $1.4 million in textbook cost savings.
The process for adopting the alternative textbook for Human Diversity and Development was “reasonably easy,” said Lucas. “I found a current, open-access textbook that I knew could be the backbone of the course. I knew I would want to supplement that textbook with other open-access resources to provide diverse approaches to the material.”
The alternative textbook for SOCW 6306, a course for which Lucas and Shelley Gonzalez, assistant director of field education and assistant clinical faculty, were awarded an ATIP incentive, was adopted beginning in 2020 and has benefited 172 students, with estimated savings of $30,091 in one year. For the Human Diversity and Development OER, implemented in 2022, 144 students have been impacted with estimated savings of $28,792 in one year.
Cost reduction is just one of the many benefits students enjoy with the implementation of OER. Students’ assessment of the utility and quality of alternative textbooks in social work courses are positive. They are reporting a wider range of voices and high relevance to current practice in OER material, with greater accessibility and ease of use over traditional textbooks. OER tend to remain applicable even after the course is completed. “Students can take with them and reference [OER] once they are practicing social workers,” Lucas noted. “They appreciate materials that are accessible on the go. I integrated videos and podcasts that they could listen to during their commute.”
Lucas cites several reasons for choosing to adopt an alternative textbook, not the least of which is removing financial barriers to academic success. “Integrating a variety of open-access learning materials such as videos, journal articles, and textbooks increases the accessibility of the course content, and allows us to be creative in the sources we choose to teach the content to different learning styles,” she said. “It helps our curriculum stay current, addressing the most recent trends in social work practice. In addition, incorporating OER allow us to provide diverse perspectives, encouraging critical thinking.”
While selecting and evaluating material took time, Lucas found support from colleagues. “Once you begin looking for alternatives to textbooks, you will find many resources, and it helps to collaborate with other faculty to make final decisions,” she said.
For instructors who are considering OER, Lucas encourages them to reach out to the UH Libraries department of Open Education Services. “The librarians, especially Ariana Santiago, are so helpful and always available to answer questions and provide support when integrating new course materials,” Lucas said.
“I’m pleased that UH Libraries has been able to support instructors in adopting OER to remove the cost of textbooks for multiple social work courses,” said Santiago, head of Open Education Services. “It’s great to see GCSW faculty leveraging ATIP to make a positive impact on student success.”
The following is a guest post contributed by Nine Abad (they/them/their), who is pursuing a double major in Political Science and Women’s and Gender Studies. Abad processed the Marilyn Kay Patterson National Women’s Conference Collection as part of their capstone. Their take on students working with primary source materials: “Special Collections holds a fascinating inventory of various primary sources. I find that they are more revealing and interesting than secondary sources re-explaining and inserting their own analysis. While secondary sources can be helpful, it is uniquely valuable and important to discover your own perception and analysis of the primary source.”
At 28 years old, Marilyn Kay Patterson was among the waves of feminists fighting for equal rights and actionable policies that address issues such as abortion and reproductive freedom, sexual orientation and LGBTQ+ rights, disability, and race. In 1977, a slew of state conferences culminated into a National Women’s Conference held in Houston, where about 2,000 delegates from across the nation, in addition to 15,000 to 20,000 attendees, deliberated over a plan of action to present to Congress. Marilyn Kay Patterson was one of these delegates, representing New Hampshire and her stance on robust mental health policies. University of Houston Libraries Special Collections recently received a donation of her documents regarding the New Hampshire State Women’s Conference and the National Women’s Conference, including her speeches and proposals, newspapers covering the events of the conference, name badges, flyers, and a poster signed by members of the New Hampshire delegation to be housed in the Carey Shuart Women’s Research Collection.
The Marilyn Kay Patterson National Women’s Conference Collection includes booklets of information and plan-of-action drafts with Patterson’s notes, providing insight as to how she and other delegates may have looked at the policies proposed. In the margins of the proposals, she compares which national planks are similar to the New Hampshire proposals, jots down issues that were not addressed, and takes notes of speakers and procedures.
While there was a general sense of unity within the National Women’s Conference, there were still some internal tensions. Patterson and the New Hampshire delegation attempted to present a proposal regarding the mental health of women at the Houston National Women’s Conference, but they were unable to get to the microphone to present their proposal within the allotted time. Despite not being able to reach the stage, notes on the margins of the proposal asked delegates to pass the proposal around during the conference in hopes they would get more people to support the addition of such policies. After the conference, Patterson wrote letters to notable figures such as Gloria Steinem that important issues such as mental health were absent in conversation at the national stage.
Patterson went on to deliver speeches to local women’s organizations after the conference ended. In these speeches, she mentions critiques of the conference, including the lack of coverage of advocacies important to her. However, she notably crosses them out, instead focusing on informing women of the unity and progress that was displayed at the conference.
The Sharing Stories from 1977 project works to preserve the stories of participants like Marilyn Kay Patterson, who donated the collection materials and provided an oral history during her visit to Houston in 2022.
The Marilyn Kay Patterson collection hosts these speeches, proposals, and letters as well as photographs, flyers, a cassette tape, and newspapers covering the National Women’s Conference. Those interested in more information on the Marilyn Kay Patterson National Women’s Conference Collection and other National Women’s Conference collections are encouraged to visit Special Collections.
Theatre students visited University of Houston Libraries Special Collections to access the archives and take part in a reimagined way of learning.
Elizabeth Coen, PhD, assistant professor and head of the MA in Theatre Studies at the UH School of Theatre and Dance, collaborated with Madelyn Washington, head of the Music Library, and Mary Manning, university archivist, to plan a co-curricular experience for 29 students that involved an assessment of playbills and marketing materials from theatre productions of the mid-to-late 20th century, with the goal of developing a list of plays that would be read collectively by the class.
Based on a recommendation by Andrew Davis, PhD, dean of the Kathrine G. McGovern College of the Arts, Coen read The New Education (2017) by Cathy Davidson, and was inspired to craft a different kind of learning experience for the undergrads in her course, THEA 2344 American Drama, one that encourages creativity and empowerment.
“I began mulling the idea of having the students design the reading list,” Coen said. “My thought was to have them in the library researching and reading plays the first weeks of classes so that they could contemplate what constitutes the genre of American Drama – whose voices have been privileged through the stage and whose voices have been left out of the historical record. These questions address some of the most pressing issues in the theatre industry right now.”
Manning connected the students with primary source materials drawn from the Performing and Visual Arts Research Collection, followed by a session with Washington to learn how to boost their research with secondary sources, such as production reviews and related scholarly articles.
“My scholarship and teaching are informed by community collaborations and I really wanted the students to see what could be accomplished when experts across disciplines work together toward a common goal,” Coen said. “Mary Manning and Madelyn Washington opened up new possibilities for inquiry and thinking, which has enriched our conversations about American drama in the traditional classroom.”
It was playwriting/dramaturgy major Rachel Coleman’s first experience working with primary source materials, an exploration that showed the significance of document preservation on revealing culture and values of the past, and for stewarding the human perspective so often hidden in the historical record. “I think it’s easy, as a young creative, to feel like the only artist in the world, but these papers showed thousands of artists who also wanted to change, create, and evoke,” Coleman said. “These are not just records but memories, all of which took time, effort, and love. For many of these productions, the collections are the only evidence of that care.”
In examining the materials, Coleman sensed the mostly missing voices of women, people of color, and the LGBTQ community in theatre of the time, not because of lack of individuals in the space, but from concerted attempts to mute them. “These identities have always existed, and as long as theater has existed alongside them, these people have been telling stories,” Coleman noted. “While several other themes stuck out in my research, such as many shows being adaptations, this silence was the most deafening.” This insight supports the need, in the study of American drama, to examine what wasn’t being produced as much as what was.
Countless discoveries of the serendipitous kind are waiting to be found in the archives. “We would have never been able to unpack this necessary work without the time spent in Special Collections,” Coleman said. “Primary documents are wonderful paths for original thought, filtered through no other narrator but time itself.”
Representation in the historical record is crucial, as Jessica García, a first-year student of stage management, found through her work with a group assigned to research the Dr. Nicolás Kanellos Hispanic Theatre Collection.
For García, the opportunity to examine the manuscripts, printed materials, photographs, and publications was impactful. Delving into the primary source materials presented a pivotal shift in her perspective on drama, denoted by a harmonizing of her identity as a creative and as a member of the Hispanic community, where there was once dissonance.
Her high school theatre program, although comprising a majority of Hispanic students, was limited in its scope. “Our only insight into theatre was through a white lens, so my ethnicity and identity as an artist were in separate boxes,” she said. Now pursuing higher education, García’s view of theatre had expanded, particularly through the research she conducted in the Kanellos collection.
New insights about Hispanic theatre materialized in the historical documents. “I had no idea the history behind Latino and Chicano theatre was so rich,” García said. She noticed that the archives presented a story of inclusion and empowerment, making theatre meaningful and engaging to Hispanic audiences. “The flyers we examined were more often than not advertising workshops or festivals, which was interesting,” García said. “These forms of presentations make theatre so much more accessible. The collection gave the impression that the goal for this Chicano theatre was to educate the community on what theatre can be, as a social platform and as a means of expressing oneself.”
Other notable observations surfaced for García in the collection, for instance, how musical presentations like corridos and boleros were produced as theatre, and the influence of Bertolt Brecht. “There was an inclination toward presenting epic theatre which at first took me off guard, but in retrospect it makes so much sense,” García said. “Hispanic artists were forcing their audience to take their message at face value. These plays were almost always about the Chicano experience. I think theatre is a great way to advocate, and these documents proved that a community can thrive with theatre used in those ways.”
One of the strengths of Special Collections is its focus on supporting the teaching and research activities of the University through preservation, organization, and description of materials representing a variety of perspectives. As a resource for the scholarly community and the general public, Special Collections offers endless potential for new knowledge that raises the visibility of these voices, both historical and contemporary.
March 6 – 10 marks the annual celebration of Open Education Week (OE Week), an opportunity for actively sharing and learning about the latest achievements in open education worldwide. OE Week was launched in 2012 by Open Education Global, a collaborative forum that exists to increase quality, accessibility, and affordability of education.
Here are some ways University of Houston faculty can learn more about open education:
- Apply for the Alternative Textbook Incentive Program (ATIP). This program offered by UH Libraries awards instructors who replace a commercial textbook with a no-cost or low-cost alternative textbook, which may include adopting open educational resources (OER), library resources, or other freely-available resources. Applications are due March 24.
- Attend OE Week events from the Texas Higher Education Coordinating Board (THECB) Division of Digital Learning. These sessions will highlight new services and initiatives including the OER Nursing Essentials (O.N.E.) Project in partnership with OpenStax, the Texas Student Success Program Inventory, and the Texas OER Playbook.
- Explore the UH Pressbooks catalog to view new OER titles from UH faculty and students. UH Libraries offers access to Pressbooks, an online book publishing platform for the creation of OER. Pressbooks regularly introduces new updates and features that improve the appearance and accessibility of the web books on its platform. Visit the Open Educational Resources Guide to learn more about how to publish with Pressbooks.
To learn more about how you can get involved, contact the UH Libraries department of Open Education Services by emailing email@example.com.
This post was contributed by Kate McNally Carter (‘11), open educational resources librarian.
An upcoming student-curated exhibit at University of Houston Libraries features the student organization Afro Americans for Black Liberation (AABL) and its success in the inception of the UH African American Studies Program in 1969.
Forged by Protest: Student Organization Afro Americans for Black Liberation (AABL) and the Genesis of the UH African American Studies Program was curated by Research for Aspiring Coogs in the Humanities (REACH) scholar Saron Regassa as an analog component of a digital project aiming to make the history of AABL accessible as an online resource. The exhibit is a collaboration between the UH department of African American Studies and UH Libraries.
In 1967, a UH sophomore, Gene Locke, created the student organization Committee for Better Race Relations (COBRR), which soon became Afro Americans for Black Liberation (AABL, pronounced “able”). On February 7, 1969, AABL presented their “10 Demands” to UH president Philip G. Hoffman, and throughout the semester, AABL rallied for support on campus. Among the demands was a call for a “Department of Afro-American Studies.” AABL’s activities led to the establishment of the UH Afro-American Program (now the department of African American Studies) later that year, making UH the first state university in Texas with such a program and one of the first in the nation. The UH African American Studies Program was granted departmental status in 2021. Tara T. Green joined the UH College of Liberal Arts and Social Sciences (CLASS) as founding chair of the department of African American Studies in 2022.
As part of the REACH project, Regassa is researching the history of AABL using archives across UH Special Collections, from student publications to UH administration records, and using the primary sources, provided the context and description for the exhibit. REACH is a year-long introductory research experience for undergraduates in humanities disciplines, and is supported by the Cougar Initiative to Engage and the Office of Undergraduate Research and Major Awards (OURMA). REACH connects students to existing UH digital humanities projects and allows them to develop research skills through mentored, first-hand scholarly inquiry and through participation in OURMA research programming. REACH participants will present their research at Undergraduate Research Day in April 2023.
The exhibit will be on display at MD Anderson Library from February 13 through March 13.