An eighteen-month interdisciplinary project on border culture for faculty, students, and community, incorporating curriculum development, enhancement of writing skills, and a public dialog program.

The Desert Vista Campus of Pima Community College proposes an 18 month interdisciplinary humanities project. Our project entitled, The Common Good: The Humanities in the Public Square, Theme: Border Culture has three components: 1)teachers/scholars will develop new curriculum and teach within the interdisciplinary cohorts; 2) two semesters of piloting the three interdisciplinary courses that bring together writing and reading, writing and history, and writing and art. 3) development of a Public Dialogue Program on the Desert Vista Campus which will serve as an active dissemination site to showcase student work, and further provide a space for dialogue among and between the campus and the surrounding community and neighborhoods. These three components bring the work in humanities courses into a direct relationship with work beyond the academic setting and provide our teachers, students, and the larger community with a way to understand our unique experience at the border.

A three-year project to develop curriculum and open educational resources for interdisciplinary courses in Italian language and culture.

Italian in Wonderland is a three-year long curriculum redesign conceived for collegiate learners. It entails the development of groundbreaking Italian cross-disciplinary and cross-cultural language and culture courses that are adaptable for online, hybrid and in-person teaching modes as an Open Educational digital platform. The project involves the development, digitization, implementation, assessment, and dissemination of six Italian courses focusing on the main theme of “socio-cultural realities.” The primary objective of these courses is to improve learners’ critical and analytical skills through a whole-body curriculum that integrates humanities content with topics in the social sciences and STEM fields in order to advance aptitude for cross-cultural, transdisciplinary learning and collaboration.

The development of a three-year project devoted to the study and documentation of Navajo art and artists.

The School of Arts, Humanities and English at Diné College will strengthen and encourage the college’s mission to cultivate Navajo culture and identity through a three-year study and documentation of contemporary Navajo art and artists, focused on enhancing the academic Art History component of the Humanities curriculum. The project will involve both students and faculty, as well as outside scholars and consultants, in three distinct phases: (1) on-campus seminars with visiting Navajo artists, (2) an exhibition of the artists’ work at the College museum, and (3) development of a scholarly publication documenting the exhibition and offering a critical assessment of the evolution of the Navajo visual arts from a Native perspective. By addressing the lack of significant attention given specifically to contemporary Navajo art and artists, this initiative will result in a much-needed educational resource for wide use in Art History courses at both Diné College and other similar schools.

A year-long series of workshops for faculty at Dine College that would explore Native American literature.

Fifteen interdisciplinary faculty from three Din? College campuses will conduct seminars through video-conferencing over two semesters to examine Native American literature and ways to use it across the curricula to advance active learning in diverse fields and as a way to challenge students to participate in critical writing in those fields. We will read foundational works in Native fiction and theory, guided by goals that seek a greater understanding of the complex relation that tribal colleges have to Native literature, a greater cohesiveness and communicativeness among faculty who have little opportunity for intellectual interaction, and a better understanding of the role that humanities can play in creating a vibrant and challenging intellectual climate for a community of learners. Visits from two noted scholars will enhance an exciting, intellectual experience that will positively impact our students and help strengthen the continuing growth of a dynamic academic community.

A one-year curriculum development project on artificial intelligence (AI) and machine learning.

This project aims to foster a transdisciplinary environment where humanities and STEM students can think critically, engage, and interact with technical and social constructions of machine learning (ML) and artificial intelligence (AI) algorithms and systems. At Arizona State University in the School of Arts, Media and Engineering (AME), we already offer a unique B.A. in Digital Culture. This grant will support the design of an undergraduate curriculum specialized track for our Digital Culture B.A. focused on humanistic and socio-cultural engagement with AI. This track will feature a core set of classes with complementary domain knowledge that we anticipate including, What Algorithms Want?; Science Fiction; Foundational Representations for AI; Creativity and Responsibility; and Speculative Futures for AI.

The development of an interdisciplinary undergraduate curriculum on artificial intelligence (AI) and machine learning.

This proposal aims to foster a transdisciplinary environment where humanities and STEM students can think critically, engage, and interact with technical and social constructions of machine learning (ML) and artificial intelligence (AI) algorithms and systems. This grant will support the design of an undergraduate certificate program entitled “Intelligent Media and Society” at the School of Arts, Media and Engineering at Arizona State University. This certificate will focus on humanistic and socio-cultural engagement with AI with a core set of classes with complementary domain knowledge including Minds and Machines; Science Fiction, Creativity and Responsibility; and Algorithmic Reading. Implementation of this certificate program includes curriculum building, development of online modules, and community/partnership development for experiential learning opportunities.

The development of an undergraduate course on the question, Where does morality come from?

The question of where morality comes from is as enduring as reflection on human life itself. Because moral judgment is so central to how humans think about themselves, reflection on the origins of morality reaches into every area of the study of human life. The question of morality’s origins thus plays a starring role in fields such as psychology, anthropology, philosophy, and religion — as well as being at the heart of many of the greatest narrative works. In the course I propose to teach, we will explore five different answers that have been given to this question: that morality comes from God, from culture, from reason, from self-interest, and from emotion. We will use narratives as our central text

A course for twelve student veterans to learn to lead discussions for veterans on post-war homecoming, followed by their facilitation of discussion sessions held in three locations in southern Arizona for 30-35 veterans each.

This University of Arizona project reaches out to the diverse communities of Southern Arizona to provide three different discussion fora to engage veterans, students, faculty, and members of the community to explore the experiences of our veterans’ journeys home including: The reintegration of veterans into their communities, the varied experiences and challenges for different generations of vets, and the complicated duality of the sentiment “Thank You for Your Service,” which has existed throughout America’s history in relation to its “former” warriors. It ultimately aims to leverage the critical and compassionate lens so characteristic of the humanities to bring healing and wholeness to veterans who are facing the challenges commonly experienced by warriors returning home. With this practical, applied approach, we aim to empower our student-veterans and participants to tell their own stories, increase their self-efficacy, and effectively navigate the winds of return.

Expansion of Speakers Bureau and grant program exploring significant themes and events in American history and culture.

The Arizona Humanities Council will incorporate the We the People initiative into its General Grant and Speakers Bureau programs in order to reach the broadest audience statewide with programs that explore significant events and themes in American history. AHC will solicit grant proposals that incorporate the themes and ideas of the We the People initiative at the July 2004 and November 2004 grant cycles. AHC will also promote speakers whose presentations do the same. These speakers will be publicized as part of the We the People initiative from Spring 2004 through 2005.

cultural heritage tourism grants, AZ Heritage Traveler website upgrades, Motheread's My United States family literacy curriculum, book festival and annual lecture speakers, a traveling exhibition, oral histories, and book discussions

Seven WTP projects will promote American history and give Arizonans a perspective on their state’s history. The projects are cultural heritage tourism grants, upgrades for the Arizona Heritage Traveler Web Site, Motheread’s My United States family literacy curriculum, keynote speakers for the book festival and annual humanities lecture, the continued tour of the Cesar Chavez traveling exhibit, an oral history project, and history book discussions in AHC’s historic headquarters.

Cultural heritiage tourism grants, tours of the Smithsonian exhibits, "New Harmonies" and "Journey Stories," Motheread/Fatheread Family Literacy Program and activities to support the "Picturing America" initiative.

The following WTP projects will promote American history within Arizona. They are Cultural Heritage Tourism Grants, planning for tours of the Smithsonian exhibits, “New Harmonies” and “Journey Stories,” Motheread’s My United States! family literacy curriculum, and Picturing America. AHC will also integrate the WTP initiative into its Speakers Bureau, Book Discussions and General Grants programs in FY2008-10. Five additional program areas described below may also use WTP funds.

Funding will support grants for cultural heritage tourism projects in Arizona communities, traveling exhibitions and related programming, and educational outreach programs for K-12 students and teachers promoting American history and civic engagement through the humanities.

The Arizona Humanities Council (AHC) proposes programming to promote the exploration and preservation of American history and enhance the study and understanding of American culture and democratic principals within Arizona. These include Cultural Heritage Tourism Grants, planning and development for tours of the Smithsoniam MOMs exhibits, "Key Ingredients," and "Journey Stories," and educational outreach programs for K-12 students and teachers promoting American history and civic engagement through the humanities. Our proposed grant period is September 1st, 2010 through February 1st, 2012.

A combined virtual and residential program for 72 K-12 educators on the significance of race, place, and movement to understanding Route 66 within U.S. history and culture.

Northern Arizona University is requesting funds for a new Landmarks of American History and Culture grant of $189,000 for two, one-week site-based workshops in the summer of 2023 for 5th grade to 12th teachers of History, English, and general content areas (elementary grades) to examine the multiple perspectives along Route 66, an iconic landmark in the United States. This teacher workshop located on Route 66 in Flagstaff examines how landmarks tell the story of the United States, offering a mirror for their curricula as they learn a more inclusive and widened story of the classic, nostalgic Route 66.

Two one-week workshops for 64 schoolteachers on the construction and impact of the Grand Coulee Dam. 

Our K-12 teacher workshops explore how different social groups experience history. The project examines the Grand Coulee Dam as a landmark of contested narratives. One narrative celebrated the social, economic, and cultural power of modernity. The other focused on the loss of indigenous cultural identities. Participants will explore these processes in discussion with experts, site visits, and primary material including oral histories, government documents, art, song, and photographs. The two one-week sessions, paired with two virtual pre-workshop sessions and one virtual post-workshop session, will equip teachers with analytical frameworks to engage their humanities and social science students in conversations centered on how different social groups experience and remember transformative changes of the landscape.

Planning to develop an interactive website and DVD, audio tours, and other materials interpreting the cultural history of the Grand Canyon landscape.

This project will produce a wide variety of educational materials interpreting the cultural landscape history of the Grand Canyon and the park's significance in American history. Our public program products will include an interactive web-site and DVD, audio-tours of historic sites at the Grand Canyon, digital video materials on Native American perspectives, field seminars for the general public, “traveling trunks” for educators, books and pamphlets, historic site signage, and multi-lingual interpretive materials. These products will be aimed specifically at park tourists, elementary and secondary school students and teachers, college students and faculty, historical associations, local tribes, civic groups, and the general public.

To support an endowment to support basic research in the cultural anthropology and archaeology of the Colorado plateau; curation of anthropological collections, native American arts collections, and archives.

Renovation of a donated property as home for La Búsqueda (The Search), a Southwest focused humanities institute, as well as an endowment for its activities.

The Southwest Center at the University of Arizona requests a $500K NEH Challenge Grant to create and support a Southwest-focused humanities institute: La Búsqueda (The Search). La Búsqueda will be a physical and intellectual space where scholars, the community and students convene for thoughtful critical inquiry and discourse, emphasizing the role of the humanities in illuminating society’s humanistic grand challenges. The grant will help fund a $1.25M endowment to support visiting scholars and the dissemination of scholarship and challenge solutions through public outreach programming such as lectures, readings and salons and publication of special issues of the Journal of the Southwest and monographs in the Southwest Center Series. Grand challenge themes in alignment with NEH’s The Common Good frame La Búsqueda’s first three years of programming.

A project to support accessibility upgrades and theater renovations to Taliesin West, Frank Lloyd Wright’s winter home and studio from 1937 until his death in 1959.  The project would also support the design of comprehensive engineering plans for the replacement of the site’s failing water and sewage infrastructure.

Taliesin West is internationally recognized as one of Frank Lloyd Wright’s master works. The arts, including performing arts, were an important part of life for everyone at Taliesin West.  Special venues designed by Wright for live music and dance performances are used today for educational presentations and are featured as part of the public tour program for 110,000 guests each year.   Unfortunately, use of the theaters as performance venues is limited due to accessibility and infrastructure challenges. One major goal of this project is to support accessibility upgrades with an accessibility assessment and construction of two accessible restrooms. The second project component is to upgrade theater systems. The third is to create comprehensive engineering plans for the replacement of our 75-year-old water and sewer infrastructure, which is well beyond the end of its service life and in varying states of failure. Addressing these issues will allow us to better serve the community.

No project description available

To create a restricted humanities fund for fund-raising and audience awareness via a Special Project humanities unit, the Development and Public Information Departments, and to defray administrative costs relative to the humanities production items.

To support construction of classrooms and space for a new resident scholars program in the humanities, and the creation of an endowment for residencies and the operating costs of the new spaces.

Planning for a regional humanities center in the Southwest region.

An ethnographic study of social media content creators comparatively analyzing folk theories and current academic theories of algorithmic governance. 

This project seeks collaborative team funding to strengthen an equal partnership between academic researchers at Arizona State University and community researchers from The Online Creators’ Association (TOCA) to gather community-based knowledge that TikTok content creators circulate to understand and resist algorithmic governance. We will conduct interviews to map how creators conceptualize the forces that impact their everyday lives: algorithmic content curation and opaquely-defined moderation. Participants will be recruited from TOCA, which is predominantly composed of people from historically marginalized groups. We will publish two academic papers: 1) a content analysis identifying folk theories; 2) a comparative analysis between folk theories and current academic theories of algorithmic governance. We seek to reveal overlapping narratives and produce a shared vocabulary to enable academics and community members to more effectively intervene in the spread of mis/disinformation.

The interdisciplinary humanties faculty in the Department of Humanties and Religion requests consultant help in evaluating the curriculum for general studies, to advise on an interdisciplinary core, and on possible modes of g greater interdisciplinary outreach in the university.

Developing a humanities core curriculum with an emphasis on basic skills for a student body that is largely Native American.