A three-year curricular and faculty development project in conjunction with the Seneca Nation to incorporate the teaching of Native American and Indigenous Studies into general education classes required for all first-year students.

St. Bonaventure University (SBU) in southwest New York State proposes “Native American and Indigenous Studies in the General Education Curriculum,” an initiative that will enhance Native American and Indigenous Studies (NAIS), strengthen humanities teaching and learning on campus, and further develop a mutually beneficial relationship with the nearby Seneca Nation of Indians. The proposed project, which will reach all incoming students annually, will include (1) the creation of six modules for incorporation into all sections of two required, first-year, first-semester general education course co-requisites, (2) three faculty professional development workshops featuring external NAIS experts, and (3) recurring campus events featuring guest speakers and cultural heritage knowledge keepers. Oleg V. Bychkov, director of SBU’s NAIS program, will serve as project director. Justin Schapp, a member of the Seneca Nation and adjunct professor of NAIS at SBU, will support project implementation.

A two-year project to form a local humanities consortium that would facilitate experiential learning and public humanities projects within the undergraduate curriculum. 

Pace University requests $150,000 for The Ground Beneath Our Feet project to center place-based, experiential humanities in our undergraduate core curriculum and humanities degree programs. Recognizing the location of our Lower Manhattan campus on unceded Lenape land near the African Burial Ground–at the convergence of Chinatown, Civic Center, Financial District, and the Seaport–we will engage student participation and community collaboration in investigating the area’s previously obscured people, places, and events. A Lower Manhattan Humanities Consortium (LMHC)--including NYC Municipal Archives, American Indian Community House, Bowery Residents’ Committee, Billion Oyster Project, South Street Seaport Museum, and Trinity Church Archives–and Pace courses in ethnic and gender studies, language, literature, history, and peace and justice studies will uplift stories of marginalized people in the historical record through co-creation of digital humanities and public humanities projects.

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.

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.

A two-year writing curriculum initiative to engage students with Bronx community archives and create multilingual teaching resources on local history and culture.

The Writing Across the Curriculum (WAC) Program at Lehman College, City University of New York (CUNY) is proposing a two-year humanities initiative to create multilingual pedagogical materials that engage with the rich and diverse cultural histories of our neighborhood: the Bronx, New York. This initiative will expand Lehman WAC's current offerings of faculty development seminars and workshops that focus on fusing writing pedagogy with anti-racist and abolitionist pedagogy.

To Support: A one-year seminar series for sixteen faculty members, along with a public symposium, on the natural and cultural history of Brooklyn's waterfront.

New York City College of Technology (CUNY), proposes a faculty development program to broaden faculty understanding of and engagement with the history and ecology of downtown Brooklyn, the immediate environment of the college. Participants will develop a new required interdisciplinary humanities course for first year students.

A multi-year collaboration between humanities and culinary arts faculty and students exploring Latino history and culture through foodways.

The Food and Humanities Project is a multi-campus learning community which links humanities and culinary arts courses at the City University of New York to develop an understanding of Latin American history and culture. Students in history courses are guided by an expert in the field to conduct primary research in Latin American food history. The recipes they select as reflective of important moments in the region’s development will be created in the kitchens of a culinary arts program. This process will be filmed and the resulting videos first shown to the participating history students during the course of the project and then made public as teaching resources through the project’s permanent web site.

A two-year curricular development program to create introductory humanities courses with a criminal justice focus.

The project seeks to close a gap between the educational opportunities offered to students pursuing a Criminal Justice degree at the host institution by providing a targeted approach to the humanities electives these students are required to take. A core of faculty with experience advising and guiding student research has created a revised and discipline-focused curriculum centered on writing, literature, history, and applied learning that will expose Criminal Justice majors to a broad range of attitudes and responses, both historical and contemporary, toward practitioners of their disciplines and towards their actual practices. This core faculty will furthermore devise co-curricular activities and professional networking opportunities for the students in the program, work with student success coaches, conduct workshops with other program faculty, and develop assessment tools to analyze the project's long-term effect and success.

A two-year project to develop faculty workshops and experiential learning activities on teaching students how to conduct oral histories in the community. 

The goal of Oral History in Interdisciplinary Community College Pedagogy is to empower community college faculty with the skills to bring oral history interviews into their own pedagogical practices through a series of year-long workshops. The faculty will engage in interviewing, deep listening, and analysis of oral history materials in their disciplines. Through this engagement, the faculty will explore how oral history practices can help re-center their teaching practices to the vantage points of individuals and community of the minority groups whose perspectives are often marginalized in published materials and media.

A five-year cooperative agreement to develop and implement new humanities pathways in undergraduate education.

The Teagle Foundation proposes a cooperative agreement with the National Endowment for the Humanities to revitalize the critical role of the humanities in undergraduate general education. The “proof of concept” that has inspired this proposed initiative is Purdue University’s Cornerstone Integrated Liberal Arts certificate program, which introduces incoming college students to significant works of literature and philosophy and enables them to draw connections between the humanities and their professionally oriented programs of study through thematically organized clusters of general education coursework. We propose a high-profile grant-making initiative, complemented by annual faculty professional development institutes, to provide institutions with a strong mix of incentives and support to embark on genuine reform that places the humanities at the center of general education.

Continued employment of eight staff members responsible for facilitating online summer seminars and digital programming for K-12 U.S. history educators.

As a result of COVID-19 and school closings, the Gilder Lehrman Institute of American History has rushed to meet the urgent needs of educators, students, and parents across the country with free programming. K-12 history classes, in particular, have been eliminated or greatly pared back, and summer learning loss is expected to be enormous. The Institute has worked intensively to convert in-person programs into digital formats and develop new online programs for the public. We received positive feedback from thousands of participants, proving that we are filling a critical gap. We have made substantial adjustments despite known revenue shortfalls of $1M in FY20 and FY21. The Institute anticipates more shortfalls, up to 25% of our approximately $10M FY21 budget. Without additional funding, shortfalls would likely lead to program reductions, cancellations and layoffs. This grant would give us the critical funds for near-term work, including reimagining of key programs and staff retention.

The retention of three faculty and administrative positions, to ensure the continuation of the associate degree program in Arts and Culture.

The Roberts Wesleyan College A.S. Arts and Culture project seeks funding to enable our new Associate of Science in Arts & Culture to stay on track to be offered in Fall 2020. The degree represents our first Associate's Degree and is the first of its kind in New York State to combine the study and application of arts and culture on an associate's level and be fully accessible to working adults as a fully online, reduced rate evening program. Funding would preserve the Project Director position and partial FTE of two related positions supporting the online delivery of instruction.

Retention of four key staff members who will work to enhance youth programs, increase archival digitization, and expand online exhibits for the public.

Adapt youth programs for a socially distanced world, and sustain humanities staff through archival digitization and virtual exhibit development

An interdisciplinary curricular project to develop three place-based general education courses on the meaning and history of community.

This Humanities Connections grant will create a new three-course sequence in RIT's general education curriculum. By studying community from a host of disciplinary perspectives – historical, geographical, literary, environmental and socioeconomic – undergraduate students will gain a better understanding of how distinct communities have formed, changed and often retained a distinct sense of place amid shifting economic, political and technological forces. We will build on the University's long-standing faculty engagement with area communities, to engage with Marketview Heights, a vibrant neighborhood born of Rochester’s rich industrial heritage that is now struggling amid the vicissitudes of deindustrialization and new economic times. Students will learn about the various ways that people have understood community in times of both seeming stasis and rapid change, and will be challenged with a more critical understanding of community, memory and place in the 21st century global world.

A one-year planning grant to create a minor and three-course cluster in future studies.

The University of Rochester (UR) seeks NEH support to develop a minor, a cluster (a 3-course sequence), and experiential learning activities in humanistic futures studies. Two critical ideas drive the project: that the ability to think well about the future should be foundational to undergraduate education, and that the texts and habits of mind cultivated by the humanities are invaluable facilitators of futuristic inquiry. Home to the Futures Studies Research Circle and the Rochester College Consortium, a regional confederation of 22 IHEs whereby students may take courses at any member college, the UR program will be a national model for undergraduate futures studies in the humanities. The planning grant will achieve these 5 outcomes: 1) design curriculum and courses; 2) obtain approval of the minor and cluster; 3) identify additional community collaborators for the experiential learning components; 4) recruit additional faculty aligned with the topic; and 5) begin to recruit students.

A one-year planning grant to develop a new interdisciplinary bioethics minor. 

Clarkson University proposes an NEH Humanities Connections Planning Grant to develop a new interdisciplinary Bioethics minor. Social trends have led to increased emphasis on STEM and profession-oriented education and a devaluation of the humanities. Despite this, the country is poised for a renewed appreciation of the humanities’ relevance. The COVID-19 pandemic has raised urgent issues of human value in scientific research and health care: ensuring integrity in research; distributing scarce resources now (ventilators) and in the future (vaccines); maintaining trust in public institutions to affect public health; striking a balance between economic and health need. There is an acute need to integrate ethics training into STEM and Pre-health professions majors. A Bioethics minor would respond to this need and prepare students to reason about the intricate connections between human values and science, which have been brought to the fore by the COVID-19 health crisis.

A one-year faculty and curricular development project to build an environmental humanities and visual media minor  

The State University of New York (SUNY) Oswego proposes a planning project to develop a new minor, Environmental Humanities and Visual Media (EHVM). During the one-year planning period, SUNY Oswego will convene a nine-person planning team composed of two project co-directors from the humanities, one from the sciences, and an interdisciplinary group of humanities and non-humanities faculty. The team will meet at least ten times to (1) determine the content for a new introductory EVHM core course, (2) identify existing courses that will be revised to serve as additional required and elective courses for the minor, (3) develop a framework and core principles for the minor’s experiential capstone experience, (4) prepare the minor proposal for university approval, (5) design plan to recruit students, and (6) create a plan for the minor’s sustainability and growth. The project will also feature four faculty professional development workshops led by guest scholars.

The development of curriculum integrating applied ethics study into a criminal justice major.

Criminal justice professionals face serious problems and controversies on a daily basis that require not only subject matter expertise in criminal justice, but also the broad set of skills cultivated by the humanities and ethical philosophy. To address timely societal issues of critical importance and to better prepare the next generation of criminal justice professionals, Medaille College proposes Applied Ethics in Criminal Justice, a three-year implementation project to pilot a model for integrating the humanities discipline of philosophy in deep ways into the social sciences in undergraduate education. This interdisciplinary project involves faculty members from Medaille’s Departments of Social Sciences and Interdisciplinary Studies, and it will include creating one new course, revising two existing courses, linking two courses in a learning community, and incorporating experiential learning into students’ coursework.

Implementation of a five-course sequence that brings the lens of place to the history of Rochester, New York.

St. John Fisher College (SJFC) proposes “Rochester: Mapping Place, Space, and Identity.” This three-year implementation project will feature interdisciplinary collaboration between humanities faculty from history, American studies, and religious studies and non-humanities faculty from biology, chemistry, sociology, and data science. Participating faculty members will engage in collective learning and develop a series of five new courses for SJFC’s core curriculum focused on topics related to greater Rochester’s history, culture, and environment that will engage students from their freshmen to senior year. Through experiential learning activities designed for and embedded in each of the five courses, participating faculty and students will develop content for a web-based “deep map” of the Rochester region, which will include historical primary documents, media coverage, and Census and other data to create an interactive view of Rochester from the 19th century to the present.

To complete work on the National Enquiry into Scholarly Communication.

To support the first phase of a study intended to he a 3 to 5 year enquiry into the broad network of scholarly communication - the printed word and related media such as microform publication of all sorts. This first phase will he a time to search for and analyze extant data.

Project is a continuation of a study begun in 1967 which examines problems relating to the preservation of radio and television recordings. ABSTRACT: Project is a continuation of a study begun in 1967 which examines problems relating to the preservation of radio and television recordings. The phase of the project to be undertaken in this study is continuation of an inventory of TV and radio materials held by the nation's networks. CBS holdings surved during 1969, and a research methodology was established. Goals of this phase of the continuing study are: 1) to complete an inventory of material of potential historical value now held by NBS (NBC ?); 2) to gather supplementary information in one area at CBS where study was not completed in 1969; 3) to initiate some investigation into the general nature of ABC's holdings. Project is a preliminary step to consideration of the nature, costs and support of a permanent "Library and Historical Center of Radio and Television Recordings," and organized collection of bradcast recordings for historical study.

No project description available

This grant permits continuation of work toward a book dealing with impending scientific developments, especially in the biomedical field, and discovering ethical norms on the basis on which decisions may be made.

To support a study of the future direction of American values, attitudes and life-styles, relying on the analyses, interpretations and critiques of academic historians. The Institute, a private, non-profit research organization, seeks to generate "alternative future contexts" for the nation, based on a systematic synthesis and review of America's past and an evaluation of its present by consultants representing different positions on the ideological spectrum. This study is being carried out in the context of the Bicentennial, a unique atmosphere in which to promote national discussion on America's past and its potential for the future.

Project Forward '76 is a planning grant for a study of the ways in which the AIF could be implemented among religious organizations. This would help: 1) to gain the support for AIF from key leaders in the major religious faiths; 2) to enlish coordinators for reaching the religious groups; 3) to design a leadership kit for group discussion; and 4) to publicize AIF through the religious media.