Deadline to submit all materials: Monday, November 12, 2018 by midnight.
Submit application items to: Teal Van Dyck, ECG Project Coordinator, at

Application Guidelines:

Common Good Student Project Grants have a funding limit of $500 per student per year to support individual or collaborative student projects. Funded projects will address a common good issue / community need, and contribute to advancing the mission and goals of the Ethics & the Common Good Project.

  • The student must be in good academic standing.
  • Funds must be used to support student projects that advance the common good on or off campus, including Division II and Division III projects. Collaborative projects encouraged.
  • Interested Division I students should contact the Project Coordinator at
  • Awards will not be given for projects that have already been completed.
  • Applications will be reviewed by the designated staff contact and ECG grants advisory committee.

Proposal Components:

The following sections must be included in your proposal:

  1. Cover sheet
    1 page maximum including:
    Email contact
    Title of project/activity
    Dates of project/activity
    Name of fund or funds to which you are applying and list amount requested from each fund
    Division you are currently
    Current division completion date
    Name of your divisional chair
    Name of faculty supervisor of this project if different from divisional chair
  2. Proposal
    A proposal addressed to a general academic audience (single-spaced, 12 pt. type, 2 page maximum) including the following sections:
    Describe your proposed project or research, including references to any relevant texts or other supporting materials. State the specific aims or guiding questions of your project. Include relevant background information on the previous preparation and experiences that led you to this project/research.

    Incorporate reflections on the following questions:
    How is your project serving a community need?
    What are the values and principles that guide your work?
    What are some of the (ethical) questions and dilemmas arising in the work?
    What are the goals of your project, and how do these contribute to advancing the goals of the Ethics & the Common Good Project?
    What are the outcomes that you hope to achieve?
    List in bibliographic format any references that you cite in the proposal.
    If your project/research will be mostly comprised of visual, auditory, kinesthetic, or other non-verbal modalities, you may attach a brief digital example of your work (photo, recording, link) to your application.
  3. Budget
    Necessary project-related costs are eligible for funding.
    These include materials, supplies, small equipment or software, payments to research subjects, travel expenses for field work (with field study leave or full enrollment), and other expenses eligible for grant assistance. List each item, its cost, and a description of its purpose if not immediately clear. Also, list the names and amounts of other received or pending grants. If you need materials ordered by mail, add $10 to $40 into your budget to cover shipping and handling costs, depending on quantity and source.
  4. A letter of support from one of your Division III committee members (Division III students) or Division II committee members (Division II students), your research supervisor, or another faculty member familiar with your work. Have them email the letter to Teal Van Dyck,, by the application deadline.
  5. Division III students must attach a copy of the filed Division III contract (screen shot from TheHub).
  6. Division II students must attach a copy of the filed Division II contract (screen shot from TheHub).

Award Criteria:

  • Quality of proposed work, including merit and feasibility.
  • Demonstrated need for special equipment, travel, or supplies.
  • Alignment with the mission and goals of the Ethics and the Common Good Project

Rules for Award Recipients:

Students who receive an award are expected to send a brief (1-2 page) report to Ethics and the Common Good Project staff at the end of the project, summarizing their experience and describing how the funds were spent. Multimedia reports encouraged for grantees working in creative modalities.

Past Student Project Grants

Fall 2016

Ande Clemens, Division III Research: Radical Cartography of Lead (Pb). Ande will conduct interviews with local gardeners and farmers and test food cultivation sites for lead (Pb) contamination. They will transform their data into an interactive map installation aimed to catalyze action around environmental racism, soil contamination, the ethics of food production, and the ecological potentials for urban food sovereignty.

Andrea Wong, Division III Research: Disguised Distress in Asia’s Saving Face Culture: Self-Concealment and Perfectionistic Self-Presentation as Potential Mediators of Anxiety and Depression among Asian Youth. A mixed-methods clinical psychology study investigating experiences of disguised distress among Asian youth. Andrea will present her preliminary research into the relationship between cultural barriers to accessing emotional health support and maladaptive perfectionism at the 2017 CUDCP Diversifying Clinical Psychology Event in San Diego, CA.

Emily Rose Brown, Division III Project: Embodiment. This portrait series features images of community members who are working in collaboration with Emily Rose to create images of visual protest, sharing the ways their bodies, lives, and identities are filled with strength, pride, and aliveness in a culture of violence, exploitation, and misrepresentation.
Eri Svenson, Division II Field Study: Tibetan Studies in India. Eri will be attending a Tibetan Studies program in India through the Five College Exchange Program. During their field study, Eri will engage with the Tibetan exile community’s ethical and spiritual commitments and see first hand what justice frameworks and restorative practice can look like in the context of conflict and migration.

Fangzhou Zhu, Division III Project: Being Away: Photographing International Students in Their Space. Fangzhou is creating photographs of international students in the Five College Consortium, collaborating with her subjects to tell their own stories by taking their pictures in a place where they feel a sense of belonging and comfort, opening dialogue about their experience of studying abroad, isolation and connection, and the meaning of home.

Forel Kourouma, Division II Field Study: New African Diasporas. Forel will travel to Senegal, Italy, and China as he studies transnational communities, cultures, and economies emerging from contemporary migration in the African Islamic diaspora. This field study with the School for International Training will deepen his ongoing work in Africana Studies, social entrepreneurship, and technology, and prepare him for a planned self-designed field study in the future.

Graciela Rodriguez Carmona, Division II Field Study: Trajectories of a Caribbean Artist: Artistic Expression in 21st Century Cuba. Graciela will create an ethnographic documentary film focused on the lives of Cuban artists who see their art as activism. She will weave stories of the intersections of daily life, identity, politics, and artistic expression in by tracing everyday spaces, encounters, and processes of the artists she meets on field study.

Jennifer Maxwell, Division III Project: One Step Forward. Jennifer is creating a short animated film that will use storytelling to address stigma surrounding mental illness. She will travel to more than 50 recovery and support groups in the region and invite others with lived experience of mental illness to collaborate with her by drawing on one frame of the film, which she will re-assemble into the final product.

Kira deCoudres, Division III Project: Methods of Ontological Remix. Kira will bring a series of artists, scientists, and innovators to campus to present interactive, performative, experimental lecture-labs. In this project, the “remix” sparks community engagement in the many complex layers of being a human in the present and future, supported by a socially-engaged ensemble of visitors working between art, technology, and biology.

Makenna Finch, Division II Field Course: Intensive Dance Therapy. Makenna will expand her studies of dance as a modality for individual and collective healing by participating in an intensive course in dance therapy. She will bring her learning back to campus by collaborating on the creation of embodied and resonant community spaces for healing through movement.

Michelle Falcon, Division III Field Study: Esclavitud, Dependencia, Liberación. Michelle is creating a short documentary to raise awareness about the current economic crisis in Puerto Rico. The film will shed light on the details of the crisis, the role the U.S. has played, show the impact on individuals and families, and shed light on potential paths forward.
Mikaela Gonzalez, Division III Project: Campus Mural: Wall of SOURCE Healing and Resilience. Mikaela plans to facilitate a collective mural making process by and for the SOURCE community on campus, bringing students of color together to envision and create a permanent public mural as an intentional act of community building for resilience in the present and future.

Rene Pedraza, Division II Project: Cuban Women: Art as Mental Health, Social Development, and Cultural Progress. This field study in Miami and Havana will yield a series of video interviews and photographs with female-identified Cuban artists across creative fields, carrying the story of art as a medium for survival, healing, and self-expression amid experiences of exile and exodus.

Rikkia Pereira, Division III Project: Remembering the Body. A choreographic process aimed at building balance between Rikkia’s own artistic vision and her vision of dance as a vehicle for community transformation and social justice. Rikkia has been invited to present her research at the 2017 American College Dance Association Regional Conference, and will lead an ensemble of Hampshire students to present a full performance of her work in the spring.

Sara Berliner, Division III Project: Student Teaching in Theatre Classrooms. As part of obtaining her theatre teaching licensure through the Mt. Holyoke Licensure program, Sara will be completing observation and facilitation in schools under the mentorship of currently licensed teachers working with a variety of ages. As a student who was influenced significantly by theatre in high school herself, Sara believes in the power and necessity of theatre in public schools, where it is accessible to those who most benefit from it.

Sheila Brown, Division II Field Study: An Exploration of Birth and Women’s Empowerment in Mexico. Sheila will be traveling to San Cristobal de las Casas, Mexico to volunteer at Luna Maya Chiapas, a birth clinic that promotes safe, healthy, and empowering pregnancy and birth. This field study will support her ongoing studies in reproductive justice, birth work, and holistic healthcare.

Tenzin Sangpo, Division II Project: A Study on the Status of Mental Health Care in Tibetan Refugee Communities Located in Northern Parts of India. While in India, Tenzin will visit three main centers that provide health care to Tibetan refugees as well as several monastic institutions. Tenzin will conduct interviews to illuminate the role of society, economic, religious tradition, and political situation in determining the mental health of people living in a community.

Victoria Lee, Division III Project: Sleep Safe Pod. The Sleep Safe Pod will be a prototype of a mobile, insulated sleeping pod intended to shelter individuals experiencing homelessness from the freezing temperatures winter can bring. Victoria will design and fabricate the Sleep Safe Pod to be low-cost, made from as many reused materials as possible, environmentally sustainable, and designed with the specific needs of the homeless community in mind.

Spring 2016

Kendall Artz, Division II Research: Ethnographic research in U.S. and Germany focusing on the consequences of cultural appropriation of “tribalism” by white American and European groups, situating this appropriation as a continuation of colonial practices of dispossession and marginalization.

Kamika Bennett, Division III Research: An investigation of the experiences of racialized criminalization and deportation of Jamaican im/migrants in the U.S., examining through interviews the connections between state policies around the “War on Drugs” and state policies around immigration, and connecting these to larger histories of racialization and economic exploitation.

Maya Berenholz, Division III Project: They Didn’t Know We Were Seeds: Growing Heart-Centered Movements from the Ground Up, is a zine and collective art show gathering a collection of stories from a year of exploring what resiliency means in the context of movement-building through interviewing local change-makers on and off campus.

April Dunlop, Division III Project: April’s work focuses on supporting LGBTQIA people through storytelling and spirituality. She will develop a writer’s group for local emerging queer and trans writers. She is also writing a YA novel about a young person understanding herself as a queer witch. Both projects draw on the power of creativity and spirituality to create community, strength, and visibility.

Dylan Fitzwater, Division III Research: Dylan has been invited back to the Zapatista Language School in Chiapas, Mexico to participate in their 15th anniversary celebration, and will be sharing his work inspired by an ECG-funded placement at the school last summer. Dylan’s thesis focuses on the contemporary practices of autonomous government of the Zapatista movement through the lens of several political categories unique to the Mayan language Tsotsil, which is spoken in the highlands region of Zapatista territory.

Sackona Fitts, Division III Research: A field study at Sa Sa Art Projects located in The White Building in Phnom Penh, Cambodia. Sackona is taking art classes instructed in Khmer, and assisting with The White Building Archival Project, documenting the history and artwork of this unique housing complex created in 1963 and reunited by a community of artists after the Pol Pot regime. Sackona is researching, photographing, and filming stories of genocide survivors, including her family members in Cambodia.

Dykee Gorrell, Division III Research: Dykee is traveling to Durban, South Africa to study nation building, reconciliation, memory, and development, and conduct interviews on people’s experiences with the political history of South Africa during and post-Apartheid.

Abbas Hirji, Division III Research: A field study on the effects of climate changes on farmers and nomads in northeast Tanzania through a watershed perspective, analyzing the hydrologic aspects of the Pangani River Basin.

Nadia Issa, Division I Project: Nadia is training as a doula in the Full-Circle Doula Training by the International Center for Traditional Childbearing in Boston, MA. This organization centers Black women and tackles the infant mortality gap through education and training.

Tika Lifton-Herman, Division III Research/Project: Tika is crafting a narrative poem/story/essay that critically and reflectively explores her connection to, reading of, interaction with and contribution to the online accessibility of two books written by Native American women between 1886-1916 and now housed in the Amherst College archives.

Fall 2015

Maresol Gurevitz, Division III Project: ¡Jessie Vive! is a documentary project about Jessie Hernandez, a 17-year-old queer Latinx who was murdered by the Denver Police in January of 2015. Combining digital media in the form of documentary videography with critical pedagogy to prioritize the voices and stories of queer youth of color, Maresol is working with Jessie’s family to honor their stories and follow their lead in remembering Jessie’s life.

Omnia Hamdan, Division III Project: No Address At the Ghost House is a non-fiction narrative based on oral histories of state repression in 1990’s Sudan to communicate the brutal history of the Omar Al-Bashir dictatorship and make legible the lessons of this generation of activists to a wide audience. This work is primarily based on the words of survivors, and the stories, hopes, and lessons that they feel the world needs to hear.

Jamila Jackson and Rikkia Pereira, a collaborative Division III and Division II Project: (So)ul Connected: Community Education through Dance is a project dedicated to using a body-centered approach to act as a model for healthy community. Using exercises and games to bring attention to the body, collaborators Jamila and Rikkia bring Amherst High School students to Hampshire campus to explore ways to create connection, build sustainable community, and practice an embodied approach to self-empowerment.

Emily Keppler, Division III Project: Pasamontaña: A Zapatista Graphic Novel aims to provide an accessible and engaging resource for organizers, activists, and educators to learn about the history and strategies of the Zapatista movement, as well as to give insight into the worldview and values shared by Zapatista communities.

Cory Blair Seyler, Division III Project: Soul Portraits is a study of activists who share a relationship to the Five College area of Western Massachusetts. The study consists of conversations, interviews, and collaborations to create portraits of participating social justice leaders. Community meals and a publication of the participants’ reflections will accompany the portraits and expand the dialogue between Cory and participants.

Adisa Stewart, Division III Project: Somatic Impact of Black Lives’ Trauma: Resisting and Transforming Embodied Oppression as Descendants of Enslaved Africans. Through partnership and training with Oakland-based Generative Somatics, Adisa explores how culturally relevant healing practices can build the capacity to resist and transform state violence and trauma in the ongoing fight for Black liberation and systemic change.

Xavier Torres de Janon, Division III Project: Racialization and Persecution of ‘Latin@’ and ‘Muslim’ Bodies under U.S. Security Systems is a collection of stories that show how law and security apparatuses have worked to racially monitor and control Latin@ and Muslim populations, regardless of actual intentions, innocence or histories.

Summer 2015

Dylan Fitzwater, Division II/III Research: Attended the Zapatista Escuelita and conducted research on the development of the Escuelita as a site for exchange and collaboration between the Zapatistas and outside individuals and groups.

Elizabeth Kleisner, Division III Research: Participated in Body & Earth, a weeklong training that cultivates an embodied and empathic approach to engaging ourselves, each other and our environment.

Grusha Sai Prasad, Division II Project: Led workshops and presentations on cognitive science and experimental design with young people at schools in Bengaluru, India.

John Sinclair, Division II Project: Worked with a rotating group of artists and performers to establish a summer residency program in Bonner County, Idaho that offers a community-based and affordable alternative to artists to other institutional residency programs.

Aurelis Troncoso, Division II Project: Collaborated with mirArte diaDia, a community based arts and culture organization in Havana, Cuba to curate Addimu pa’ mi, a celebration of neo-african art that makes visible and honors African ancestry.

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