Transformative Learning in the Humanities (TLH)

This is a CUNY Spring 2021 TLH Event Co-Sponsorship.  You can find the link to the website here.

Transformative Learning in the Humanities (TLH) is a three-year initiative supported by the Andrew W. Mellon Foundation. The grant supports public talks, symposia, and workshops as well as a series of intensive peer-to-peer faculty seminars for CUNY faculty at all ranks (including adjuncts) in the humanities, arts, and interpretive social sciences. The program focuses on:

  • Equitable, creative, student-centered pedagogical research and methods designed for the rich diversity of CUNY students;
  • Greater recognition for the importance of teaching;
  • The role of urgent and indispensable humanity for the future of CUNY students and more just and equitable society.

In addition, part of TLH’s mission, especially in the third year of the grant period, is to integrate and institutionalize what we accomplish to achieve long-lasting transformation at CUNY.

To learn more about the TLH initiative, please explore this site. You can also visit our FAQ, read recent blog posts on TLH’s CUNY Academic Commons site, and follow TLH on Twitter. You may use your CUNY email address to join the TLH Commons group and receive regular updates right in your inbox. If you have questions or would like to connect with us, please send us an email at

Our students need structured and well-explained expectations. In this symposium, we will discuss some of the social and racial issues and equity in education. We will talk about the vision that our students coming from diverse backgrounds have and the challenges that they are facing. In these unprecedented times with social, economic, and health crises, we all must understand that we are in this together, and we must work together to overcome the challenges.
I hope that through discussion students will be able to better understand what they are expected to do, what to expect from the Instructor, School, Administration, etc.
At the same time, I hope that we as faculty members will have more clarity on some of the approaches that help address social and racial justice and provide equity in education despite the type of course that we’re teaching. I believe, sharing ideas among colleagues and students will make this activity richer and more interesting.