A curricular development project to bring humanities faculty from Central Valley community colleges to Modesto Junior College to study the local and regional culture of California’s Central Valley.

Five faculty members from the humanities disciplines (humanities, history, philosophy, and literature) will explore the diverse cultural backgrounds of the populations in our community in order to make the curriculum in these disciplines more relevant to the students in humanities courses. The project includes lectures by imminent scholars from California universities; multi-week seminars on specific topics; exploration of arts, museums, centers and festivals; development of learning modules that reflect the findings of the seminars; and a symposium to share findings with community college faculty from around the Valley. Humanities curriculum will be revised to reflect the local and regional culture of the people of California's Central Valley.

A series of faculty workshops, curriculum development activities, and a regional symposium on world cultures and global interdependence at the Borough of Manhattan Community College.

The BMCC NEH initiative, Cultivating Intercultural Competencies in the Globalized Classroom, is an interdisciplinary three-year project designed to equip students with greater intercultural competencies to participate in a globalized world. More than simply embracing the notion of cultural diversity by encouraging the toleration of group differences, BMCC seeks to develop a broader agenda based on a common theme of enhancing intercultural competencies across course offerings in the Humanities so that BMCC students can better understand the interconnected world around them and be prepared to become effective agents of social justice and social change.

A two-year project that seeks to integrate the Jane Adams Hull House Museum and its history of social reform into the university curriculum and bring the humanities to public service fields.

“Securing the Common Good” is a two-year initiative designed to strengthen the teaching and learning of the humanities at the University of Illinois at Chicago (UIC) and expand the reach of the campus’ most significant humanities resource, the Jane Addams Hull-House Museum (JAHHM). Through a year long seminar for faculty in the humanities and social sciences, the creation of new teaching modules, and the development of a new undergraduate course, the history and philosophies of the Hull-House Settlement will be integrated into curricula across the UIC campus as never before.

An eighteen-month faculty and curricular development project to establish a minor in American Indian Studies.

The goal of this project is to engage CSUSM faculty and representatives from California tribal nations in the design of a minimum of four American Indian Studies courses to support the American Indian Studies Department dialogue and to foster continuing collaborative dialogues that bridge cultures while enhancing access and retention efforts on campus. Objective 1: Use faculty and American Indian SME dialogues to inform humanities course content for a minimum of four courses (heritage languages, visual and performing arts, history, and politics). Objective 2: Engage CSUSM faculty in the delivery of humanities curricula using indigenous epistemologies to support access and retention of diverse populations in courses which include content relevant to American Indians, particularly American Indians in California.

An eighteen-month interdisciplinary faculty and curricular development project focused on placing digital technologies in cultural, historical, and philosophical context.

New York City College of Technology (CUNY) proposes an eighteen-month interdisciplinary faculty development project designed to equip faculty from both STEM and humanities disciplines with an understanding of the cultural, historical, and philosophical dimensions of three major contemporary technologies that are focal points in our curriculum: geospatial technology, digital fabrication, and robotics. A Cultural History of Digital Technology will engage prominent theorists who work at the interface of technology and culture with City Tech faculty in situating these particular technologies in a cultural and historical framework so that they are understood both as expressions of cultural values and as technological innovations. The broad aim of this project is to equip faculty and ultimately our students not only with technical knowledge and specific skills sets but with a broader vision of the rich interplay between technological developments and specific cultural contexts.

A project that would provide the opportunity for faculty to study and to develop courses on Latino history and culture at Bronx Community College.

Presente: Latino-Centered Learning Communities is a two-year professional development program designed to increase understanding of Latino history and culture for 18 faculty from Bronx Community College (CUNY) with a focus on two broad themes: citizenship and the law, and racial and gendered identities. The objectives of the program are: 1) to introduce faculty from across disciplines and First Year Seminars to new scholarship; 2) to help faculty identify common topics and approaches that can be incorporated into their courses; 3) to assist faculty in developing integrated Learning Community clusters of courses that include First Year Seminars; and 4) to strengthen the humanities curriculum by incorporating broadly applicable Latino themes and content into a broad range of courses. BCC will partner with the American Social History Project building on their work in the NEH-funded Bridging Historias Through Latino History and Culture, a three year professional development program.

A two-year collaborative project between the University of Houston (UH) and the Museum of Fine Arts, Houston (MFAH) to enable public and curricular use of MFAH’s International Center for the Art of the Americas resources.

"Activating the Archive" is a two-year project that brings together the University of Houston (UH) and the Museum of Fine Arts, Houston (MFAH) in a collaboration that will allow a large audience to access and study Latin American and Latino culture history and art criticism through primary documents in Spanish and English. This University-Museum collaboration focuses on what is already the most significant open-access, digital database of Latino and Latin American art history and criticism--the Documents of 20th-century Latin American and Latino Art (hereafter the "Documents Project"). Here we activate the archive through the addition of English translations, geospatial data, and Latino art journals.

A two-year program of writing workshops, reading and discussion groups, and a speaker’s series bringing humanities perspectives to fields of energy production and consumption in West Texas.

“Boom or Bust: A Collection and Investigation of Energy Narratives” is a two year project at the University of Texas of the Permian Basin (UTPB) designed to bring humanities content and perspectives on the field of energy production and consumption, a field often discussed primarily through a STEM lens. The project directors, our students, and members of the West Texas community will examine the effects of energy harvesting and production on the area, with a particular emphasis on how the oil field and similar sectors of energy production affect the community, as West Texans of all races and backgrounds bridge social strata through the economic opportunity provided by the energy sector. Our primary objective in this project is to make accessible the voices of those community members who have been affected by the energy sector in this area.

A two-year project for faculty to study and develop courses on food studies.

The “Coastal Culinary: Tasting Food Narratives” project is a two-year (25 month) effort to strengthen the teaching and study of humanities within the Galveston region, specifically at Galveston College, a small Hispanic serving community college. The humanities topic of focus is food studies, food pathways, and the use of personal narratives informed by family recipes – story-telling focused on food. Twelve faculty participants in addition to the Director and Co-Director (n=14) will engage in a four-phase professional development sequence of (1) group study, (2) curriculum re-design, (3) implementation, and (4) assessment of practice through self-study.

The creation of health humanities portraits as case studies for use in the curriculum of the University of Illinois College of Medicine.

The Human Story of Illness: Health Humanities Portraits for Physicians in Training will establish a series of workshops over two years in which a core group of UI-COM faculty will develop “health humanities portraits” for the medical student curriculum. This process has three steps: 1) Using their distinct disciplinary lenses, invited humanities experts will develop portraits and refine them with our faculty during on-site workshops. Each portrait will consist of a first-person patient story and humanities scholarship that illuminates the story’s social, cultural, ethical and affective themes; 2) With the experts’ guidance, our faculty core will then develop additional portraits using the same process; 3) Project personnel will create an online repository of these portraits that will be utilized by the medical school and shared with other institutions. Our project will enrich medical training by creating rigorous portraits that reveal the full texture of people’s illness experiences.

Enhancement of required undergraduate humanities courses at Passaic County Community College through engagement with local cultural organizations in Paterson, New Jersey.

Passaic County Community College’s proposed project entitled "Discovering Paterson: An Interdisciplinary Approach to Teaching History and English Literature" will improve coursework in History and English Literature by integrating important themes such as Industrialization, the Abolitionist Movement, and Immigration into course content. Using the early industrial city of Paterson, New Jersey, as a context, students enrolled in U.S. History I, U.S. History II, and English Literature will learn about key historical, social, and literary movements. The project is significant because it extends learning beyond the classroom environment while connecting students with vast historical, cultural, and literary resources in the surrounding community. Key partner organizations will include the Passaic County Historical Society, the Paterson Great Falls National Historical Park, the Paterson Public Library, the American Labor Museum, and the Paterson Poetry Center.

Curricular development and faculty workshops to enhance a new certificate program in Latin American and Latino/a Studies at Wilbur Wright College.

Wright College of the City Colleges of Chicago is proposing a two-year initiative to enhance our offerings in Latino/a Studies and to bolster our newly-formed Latin American and Latino/a Studies Program. This supports our mission as a Hispanic Serving Institution as research indicates that graduation and retention rates are improved when students see their own experiences reflected in the classroom and their college communities. The project will entail three phases: 1) research and new course design; 2) faculty development to enrich previously existing humanities courses with Latino/a content; 3) partnerships with community organizations and transfer institutions. Our goal is to improve the quality of humanities teaching and learning at our institution.

Faculty development and the expansion of the Latin American Studies program at LaGuardia Community College.

This project will strengthen and deepen Latin American Studies at LaGuardia by providing faculty with opportunities to develop and expand their knowledge of the humanities in Latin America and thus increase and improve the range of courses offered. The Latin American Studies option is an interdisciplinary curriculum housed in the Departments of Humanities (art, music, film, philosophy, and theater), Education and Language Acquisition (modern language and literature), and Social Science (history). Expanding Latin American Studies is important at LaGuardia as forty-one percent of its student body is of Hispanic background and the majority of the college’s international students come from a Latin American or Caribbean country. Offering a curriculum that reflects the students’ diverse origins will help improve student success and increase students' engagement with the humanities.

The integration of humanities texts and methods of inquiry into a required writing course for STEM students, followed by faculty training, implementation of the course, and the creation of a digital archive.

Arguing the Humanities is a course redesign project that seeks to integrate substantial humanities content and texts into a required developmental course for STEM students that focuses on close reading and analytical writing. The project goal is to give STEM students broader exposure to significant works of the human intellect and imagination, and to develop the habits of mind required to analyze these works and write persuasively from and about them.

The development and implementation of a summer bridge program based on American history and culture for at-risk students.

This project will develop and launch American Stories, a 5-week summer residential Bridge program for first-generation and other at-risk incoming freshmen at Vanguard University. Students will take HIST 156C: American Stories, a class to fulfill their freshman history requirement. The curriculum focuses on movement and ethnicity in American history, with a special emphasis on introducing students to digital humanities projects and oral history. Students will also take a one-unit Writing Lab designed to ready them for composition at the college level. A Humanities Initiatives Grant would allow Vanguard to run the program for its first two years, establishing several cohorts of at-risk students who are better prepared for college and for their study of the humanities. Vanguard has achieved great success with its STEM Bridge program and seeks to build on that success with this new humanities initiative.

A collaborative partnership between Florida International University and Florida Memorial University to improve course content and teacher training in Spanish language and culture at both institutions.

This project will improve Spanish language teacher training at a Hispanic-Serving Institution in Miami, FL so that graduates are better prepared to teach in the culturally diverse settings where they are employed, primarily a Miami HBCU. Thus this project will help black Spanish-language learners at the HBCU have better Spanish-learning experiences and outcomes and reduce teacher attrition of HSI graduates at the HBCU. A team of Spanish-language learning scholars and instructors will conduct a needs analysis on learners’ and teachers’ needs at the HSI and HBCU. Then, they will redesign the Spanish-learning curriculum for black students, prepare and deliver new teacher-training workshops, and evaluate and modify the new curriculum for both teachers and students as needed over the course of the project. Finally, they will disseminate findings and pedagogical materials through a national teacher-training website, academic conferences and journals, and public teacher-training workshops.

Collaboration with local school districts to design a social studies curriculum for kindergarten through fifth grade that focuses on the history and culture of the Rio Grande Valley community.

Project SSTARC (Social Studies Through Authentic and Relevant Content) is a 2-year collaborative project between the Center for Bilingual Studies and the Center for Mexican American Studies at the University of Texas Rio Grande Valley and local school districts in south Texas. The project aims to provide an opportunity for local K-5 teachers to gain better knowledge of local and regional history, create relevant social studies content for their students in both English and Spanish, and disseminate the content on a wide scale to enrich the schooling experience of students by exposing them to authentic humanities content. This project will bring together four humanities scholars of Mexican American Studies to work with a total of 42 K-5 teachers during two different 4-day workshops. At the workshops teachers will collaborate to design lesson plans based on the content presented by the scholars. In Year 2, a one-day conference will showcase the redesigned curriculum to 100 K-5 teachers.

The creation of a digital archive of oral histories of women in the military to be used in the classroom and the training of faculty and students in the professional practice of oral history.

Military City, USA: An Oral History Project Dedicated to Women and War is a two-year collaborative project between faculty at two Hispanic-Serving Institutions, the University of Texas at San Antonio and Our Lady of the Lake University, designed to integrate oral history practices into humanities education and professional training. Just as importantly, the grant will expand the scope of traditional military history for students and faculty to better understand the militarization of women's lives from World War II to the present. The project takes advantage of this unique time in contemporary society whereby as of 2016, three years after the un/official end of the Global War on Terror, women are eligible for all roles within the U.S military including combat. As women begin to occupy these historically exclusive male positions, our project will be one of the first to document and analyze the significance of female military combat participation.

A three-year faculty development project to incorporate geographic information system technology into college and middle school history courses.

San Antonio College proposes "San Anto History GO!": a humanities initiative that uses the ArcGIS Online platform to build location-based learning and augmented reality mobile applications to connect students and the community to marginalized historical places and histories in and around the San Antonio area. Supporting the NEH area of interest, “Protecting Our Cultural Heritage,” "San Anto History GO!" seeks to empower students at both the college and middle school levels to document, share and preserve the history of the spaces they inhabit, and which reflects their lives and their own community’s history.

The strategic planning and curricular revision for a reframed Humanities Arts and Letters major in the Honors College.

A liberal arts education embraces the breadth of human existence. Traditionally, the liberal arts included arithmetic, astronomy, geometry, grammar, logic, and music. In the modern world, the liberal arts have matured to include such fields as art, science, history, languages, and literature, to name a few. This proposal will look to revamp the current liberal arts degree of the TTU Honors College, Humanities Arts and Letters (HAL). The planning process would include 1) faculty members working closely together to create a new framework: renaming the major; reconceptualizing the concentrations; and working closely with an advisor to create workable degree plans; 2) workshops for faculty from across the TTU campus to develop core classes for each humanities centered concentration; and 3) creating a marketing campaign that will internally and externally communicate the vigor and rigor of the new major. All Honors students would experience this humanities centered curriculum to graduate.

This program will test a new approach to closing the engagement gap between first generation students and students of color and the humanities (HUM) at APU through enhanced partnerships between advising, administration, and instruction. Piloted in summer 2020, this four (4) week residential bridge program designed in recognition of and preparation for the 250th anniversary of American independence will foster the academic and personal development of two (2) cohorts of 20 students each at the APU campus through a three (3) unit introductory humanities course (HUM 221) and complementary labs, field trips, and community building. This course will help students: - express an informed understanding of the ideas, arguments, and points of view contained in the Declaration of Independence. - articulate the relevance of the Declaration of Independence to citizenship in 21st-century America - explain how faith interacts with their understanding of the Declaration of Independence

Development of a digital archive to be used within community college and high school curricula, along with the creation of a permanent exhibit and lecture series on local African American history.

Capital Community College, a Hispanic-serving institution in downtown Hartford, proposes a Humanities Initiatives project centered on the history and people of Hartford’s Talcott Street Church and Black School to empower students through local Black community history. In partnership with Capital Preparatory Magnet School and nearby museums, the project develops three components under the theme of empowering students through the history of the Talcott Street Church and School: (1) humanities curriculum development, (2) establishment of an exhibition to support pedagogy and commemorate the historic site, and (3) inauguration of an annual public lecture called The Pennington Lecture.

A two-year project on the digitization and examination of abolitionist materials to be included in experiential learning and curriculum development.

Hidden Archives is a collaborative project between the University of California, Santa Barbara, California State University-Northridge, and Howard University that digitizes and researches a collection of abolitionist materials held at UCSB while introducing underrepresented students to archival research and the digital humanities. Although both archival and digital skills are necessary to address crucial topics regarding the history of race, enslavement, and protest, the fields of book history and the digital humanities remain exclusionary to scholars of color. Hidden Archives addresses such concerns through collaborative research between faculty, undergraduate, and graduate students. The project focuses on the Ballitore Collection, a group of 18th- and 19th-century Quaker materials. By examining the collection with a diverse research team, we make it available for scholars, students, and the public while shaping a generation of researchers attuned to questions of power and absence.

A two-year project to create a new, interdisciplinary undergraduate program in Miami Studies.

The Wolfsonian Public Humanities Lab (WPHL) at Florida International University (FIU) seeks to create a new, rigorous program in Miami Studies that is particularly attentive to the unique skills our diverse student body currently possesses or needs to sharpen to be successful in today’s job market. This project proposes the creation of a series of new courses or modules that are critically integrated to FIU’s Office of Micro-Credential Initiatives, housed within the Division of Academic & Student Affairs, to build a sustained skills-based program for our students that is centered on the study of history literature, culture, language, art, architecture, politics, and overall humanistic experience of the diverse people of the Greater Miami area, a minority-majority region whose demographics are mirrored in the student population at FIU.

Faculty development to optimize the implementation of a required first-year Critical Reading, Writing, and Speaking (CRWS) course sequence with a stronger grounding in culturally relevant pedagogy.

This project provides training to 23 faculty members and facilitators at a Hispanic Serving Institution that will improve their ability to teach reading, writing, and speaking to students from diverse backgrounds. Three "academies" will increase faculty capacity to utilize Culturally Relevant Pedagogy in order to facilitate student engagement with humanities texts. The academies—Teaching in Culturally Interactive Zones; Teaching Reading, Writing, and Speaking to Translingual and Transcultural Students, and Reimagine, Empower, and Embrace Diverse Student Voices—will address the project's goals: (1) to enhance the instructors' ability to effectively incorporate culturally relevant humanities texts in first-year writing and speaking courses; (2) to improve instructors’ knowledge of multilingual learning processes that improve students’ written and oral skills, and (3) to increase student proficiency in oral and written communication in the 1st-year reading, writing, and speaking program.