How can the inclusion of a common read focused on social justice issues affect instructors’ pedagogical practices in first-year composition courses? What impact does this have on students’ commitment to community engagement? Webb’s project “Social Justice in the Writing Class: Impacts of Common Read Programs” asks these research questions. The goal of the common read is to “encourage first-year students to write about pressing social problems that are relevant to ASU’s mission as a public enterprise.

Simonton's book project “Demagogues of Ancient Greece” incorporates more than half a millennium of history and the evidence of hundreds of Greek city-states. The project is an interdisciplinary exercise in historical analysis, drawing on theories of contemporary populism from the social sciences and on studies of popular culture within history and comparative literature. It will also contribute to our understanding of the threats facing democracy today and how they can be avoided

Hannah's work “Listening for Law” is conceived through the five discrete features of legal grammar: relationality, hierarchy, temporality, simultaneity and predictivity. It cultivates in readers a critical disposition toward anticipating how law’s underlying structures enable and/or delimit the aims of their work, thus activating them as both critics and agents of law’s constitutive nature.