The development and piloting of four second-year interdisciplinary humanities seminars for low-income nontraditional students, through a partnership between Antioch University and the Clemente Course in the Humanities.

Inflection Points offers texts that guide students on a path from self-awareness to engagement via facilitated discussions in history, art history, literature & moral philosophy. Antioch & Clemente will extend an existing partnership to pilot 4, 3-credit, 2nd-year humanities courses for Clemente graduates, all of whom are low-income adults. According to research, Clemente students are more civically engaged than their counterparts in the general population and 2nd-year students are more likely to earn degrees. Courses are free—including books, childcare & transportation—& guided by experienced college faculty. In response to COVID-19 we will transition 2nd-year courses to online delivery, increasing capacity to reach more students, & allowing faculty to collaborate across disciplines & locations. Drawing from 25 years’ experience, & emphasizing close reading, critical thinking, & writing, we give students the skills they need to succeed in college and enhance their civic engagement.

A two-year project to develop a two-course sequence in the history of Western medicine, disease, and public health.

This project will create a two-course sequence history course focused on the humanities electives required by Health and Allied Health Students. Currently, students enroll in general history courses to fulfill this general education requirement. Students enrolled in health and allied health fields have requested a contextualized course that aligns to their interests. The NEH project includes four primary deliverables include: 1. Two-course History of Western Medicine sequence with digitized learning assets. 2. Transfer agreement with four-year institutions for the History of Western Medicine sequence 3. Evaluation report including results of pilot offering and analysis from observers 4. Dissemination plan to facilitate the replication of the project at other institutions

Training and development activities to retain contingent faculty, fund graduate student researchers, and provide support to tenure-line faculty.

Distance learning in the time of the coronavirus has invited reflection on what we value in the teaching and learning of the humanities. The abrupt transition to all-online delivery has forced us to recognize and reshape the ways we meet the access and accommodation needs of educators and students across our organization. Our proposed set of activities both responds to our immediate emergency, in retaining and hiring valuable humanities staff most at-risk for layoff in the wake of the coronavirus, and supports the development of a thoughtful and deliberate “pedagogy of crisis”: critical reflection and adaptation of outstanding distance teaching in crisis into everyday humanities teaching and learning practice.

A faculty summer institute and the development of four new courses, open to all undergraduates, on the theme of migration.

“Understanding Im/Migration: Local and Global Perspectives”, is an interdisciplinary humanities-oriented pedagogy of migration that will enable undergraduate students to identify, understand, and evaluate the cultural, social, political, and environmental ramifications of migration. The program will be initiated with a NEH-supported Summer Institute in May 2017 to help faculty develop syllabi for innovative interdisciplinary and humanities-oriented one-credit freshman seminars on facets of migration to be offered beginning Fall 2017. New one-credit courses will be developed into three-credit courses by Fall 2018, which will enhance the course offerings that count toward the required Multidisciplinary Component, a four-course cluster that fulfills the undergraduate Arts & Science general education requirement. With NEH support, two additional activities will enhance the pedagogy of migration project: a symposium on “Immigrant Ohio” and a film festival.

The development of a Humanities and Health Connections certificate program for undergraduates in the College of Arts & Sciences and the School of Education and Health Sciences.

We seek an NEH Humanities Connections Planning Grant to develop an undergraduate certificate program in Humanities and Health Connections (HHC) at the University of Dayton. Rooted in our interdisciplinary Common Academic Program, the certificate draws on faculty in anthropology, English, history, biology and the health sciences to develop a certificate program for pre-health professionals that centralizes the human experience of health through interdisciplinary and community engaged learning. The HHC certificate addresses three learning goals: Human Complexity of Health & Community, Community Health Experience, and Knowledge-Based Empathy. The planning team includes faculty with successful co-teaching and interdisciplinary experiences. The team has identified three areas of local community health to explore: food insecurity, opioid addiction, and antibiotic resistance. Grant funds will be used to develop the certificate curriculum, proposal, and assessment plan.

The development of a core curricular pathway and new course offerings focused on Cleveland and the Rust Belt region.

The rustbelt region is known as a place of poverty, discrimination, neglect, and population decline. Cleveland – a prototypical rustbelt city – and its inner-ring suburbs include an array of distinct neighborhoods that are historically divided by ethnicity, race, and socioeconomic status. But, Cleveland’s story is far from finished. Ursuline College’s students are the citizens who will help to write the next chapter of rustbelt revival. Ursuline seeks NEH funding to create a pathway through our core curriculum – one that focuses on the rustbelt, social solutions, and reimagining the humanities. The courses will emphasize digital skills, mapping, and storytelling to analyze the history of the region. They will contribute to public-facing student scholarship, will serve as the foundation for all undergraduate majors, and will give students the intellectual framework to engage locally with the community as problem-solvers and critical thinkers in Cleveland’s specific cultural context.

A one-year project to plan a humanities-based general education curriculum and related minor for science majors.

To counter deficiencies in humanities education of science majors, we propose to: 1) outline an integrated and humanities-grounded curriculum through an equal partnership of educators from both the humanities and the sciences, aimed at educating well-rounded scientists and to help science majors become better scientists; and 2) develop a plan for an interdisciplinary minor to implement and support the curriculum long-term. To accomplish these aims, we will convene a collaborative group of colleagues from the humanities, sciences, and education sciences to articulate the goals of the integrated curriculum and design it. We will explore student motivations and interests using surveys and focus groups. Additionally, we will also investigate the feasibility and barriers to implementation in consultation with humanities and science faculty, university leadership, and faculty senate. Finally, we will also seek advice from external consultants to develop and evaluate the curriculum and minor.

A three-year project to develop a core competency track within general education and a minor, both focused on health and medical humanities. 

Baldwin Wallace University (BW) in Berea, OH, will implement a Core Competency and Minor in Health and Medical Humanities, building upon the success of its NEH Connections Planning Grant in 2023-24. Our innovative plan for a Core Competency area in Health and Medical Humanities builds upon our new core curriculum, making this Competency attainable for all students. The Minor, which expands upon the Core Competency, will be founded upon humanistic learning outcomes and is designed to appeal to majors in the Humanities, Health Sciences, Natural Sciences, Nursing, and Business. BW, which was founded in 1845 upon the values of social justice and the liberal arts, is located minutes away from the healthcare mecca of Cleveland, allowing us to draw upon our extensive external partners in the region to develop exciting programming and experiential learning opportunities for students.

A professional development sequence including two meetings and three webinars (May to August 2011) for fifty K-12 Ohio teachers to consider Picturing America images in relation to America's transition from a rural to an urban society between the mid-1800s and the first half of the twentieth century.

The Ohio Historical Society proposes a Picturing America professional development series for fifty K-12 teachers on the topic of American Transitions from Rural to Urban Life. The content of the series will explore changing American social relationships, production methods, and landscapes as the country transitioned from a rural to urban lifestyle from the second half of the 19th to first half of the 20th centuries. The series will occur across the spring and summer of 2011 over the course of an orientation seminar at the Columbus Museum of Art (CMA), three content based webinars, and a final one-day conference at the Ohio Historical Society (OHS) and Ohio Craft Museum (OCM). In addition, there will be a project website where teachers can find readings, materials, and links.

The development of an undergraduate course that asks what an ideal society would look like.

This course asks: What would an ideal society look like? We will begin with some philosophical works that consider how society should be structured based on human nature. We will follow these with a series of utopian and dystopian novels. Our class discussions will take two main tracks. First, how is this work a response to the social problems of the day? Second, according to this vision, what are the most important human needs or desires? By studying works that range from Ancient Greece (Plato) to modern United States (Octavia Butler), we can see which themes transcend time and place. We will end this course with a short look at attempts to create utopias in real life. I believe this course has great potential to foster intellectual community at CSU. I teach at an urban university where the students are very career-oriented. I hope this course invites students to take time to think beyond the economic incentives for obtaining a college degree to consider what else we need to be happy.

A 15-month project to develop a summer bridge program for high school juniors and seniors using humanities and STEM methods to investigate real-world questions.

We will create a summer bridge program in the humanities for high school juniors and seniors from underserved schools in the Dayton area. Students will explore four themes that relate humanities methods, insights, and texts to real-world contemporary problems and will actively engage with students and faculty from STEM in examining these problems and exploring solutions. Students will interact with humanities alumni engaged in various public institutions in the community, including museums, archives, and other non-profits.

A seminar, four discussion groups, and a public program in Athens, Ohio and the surrounding  southern Ohio area.

Ohio University proposes “Coming Home from War: Conversations for Veterans in Southern Ohio and the Appalachian Region” to explore the effects of combat experiences, from coping with killing to survivor’s guilt; reintegration into society; coping with trauma, injuries, and disabilities; and coming home to an economically stressed region. Themes include conceptions of masculinity, gender, and group identity; coping with traumas caused by combat and witnessing death and atrocities; and coping with the memory of killing. Sources include poetry, drama, tragedy, literature, film, and history. Prospective conversation group leaders will also read on critical context (psychology, sociology, communications, and media studies), in a training program led by faculty members from multiple disciplines. Veterans will be asked to consider in what ways these sources make them think differently about their own experiences or allow them to give voice to memories, emotions, and lingering effects of war.

A one-year project to train two pairs of veteran center staff and art historians to lead discussions on visual arts and the experiences of war, followed by their facilitation of two discussion series for students and members of the public.  

This project will create and support two discussion groups of student-veterans, veterans, military family members, and others with military ties, one at Sinclair College and one at Wright State University. Both colleges are located in Dayton, Ohio, with large numbers of active and retired military personnel due to the presence of Wright-Patterson Air Force Base, the Dayton Veterans Administration Hospital, the Museum of the United States Air Force, and many aerospace-focused companies. The discussion groups will discuss the experience of war, covering themes such as propaganda, combat, comradeship, leadership, death, homecoming, and memorialization, using works of visual art - sculpture, painting, prints, and photography - from global traditions and periods of time ranging from the ancient to the present, with a special focus on the American Civil War and the Vietnam War.

To support the 2005 Ohio Chautauqua on the theme of the Roaring Twenties; the second phase of the Gateway to History website for Ohio teachers; a statewide forum on the First Amendment; and programming for teachers to extend the reach of humanities programming on public television.

The Ohio Humanities Council proposes to utilize We the People funding to underwrite a portion of the costs for several programs. Each of these is closely tied to the Council's efforts to promote greater knowledge and understanding of American History among Ohio teachers, students and the general public. $40,000 - 2005 Ohio Chautauqua (includes $15,000 in matching funds) $15,000 - Gateway to History Website $50,000 - 2006 Ohio Forum on the First Amendment $20,000 - Extending the Reach: Collaboration with Ohio Educational Television Services $ 1,240 - Indirect Costs/Overhead

The Ohio Chautauquas, "World War II," and "Inventors and Innovators" that will be held in 2007 and 2008, summer teacher institutes, the Gateway to History website, and local media projects associated with the fall 2007 broadcast of Ken Burns' documentary, "The War."

The Ohio Humanities Council will utilize We the People funds for several programs: 2007 & 2008 Ohio Chautauqua's on the themes of World War II (2007) and Inventors and Innovators (2008), including teacher institutes; maintaining the Gateway to History website and support of the Buckeye Council for History Education; media projects associated with the fall 2007 broadcast of Ken Burns World War II documentary; and projects related to developing Ohio's cultural/heritage/civic tourism capacity.

To support the 2009 and 2010 Ohio Chautauquas, including institutes for teachers; the "Gateway to History" website and the annual conference of the Buckeye Council for History Education; Civil War Sesquicentennial planning; Heritage Fellows Documentation Project; a Civic Tourism Initiative with an emphasis on New Deal projects and the WPA Guide to Ohio; the travelling exhibition, "Between Fences;" book festivals in Columbus and Cincinnati; and a variety of programs focused on the Great Depression and the New Deal in Ohio.

The Ohio Humanities Council will continue to utilize We the People funds for several programs, including the Ohio Chautauqua (the theme in 2009 is "Inventors and Innovators" and in 2010 is "The 1930s"), together with accompanying teachers institutes; support for the "Gateway to History" website and the annual conference of the Buckeye Council for History Education; assisting with the planning for Ohio's commemoration of the sesquicentennial of the Civil War; and creating video profiles of Ohio folklore fellows. OHC will emphasize attention to the impact of the Great Depression and New Deal in Ohio through a variety of programs, including media, the internet, exhibits, speaker bureau presentations, and conferences.

A residential program for 60 higher education faculty and humanities professionals to examine migration and the evolution of Cincinnati’s musical landscape.

Cincinnati Sounds explores spaces, places, and sounds in a musical city. Urban planning and development in the "Queen City" has created a dichotomy of painstakingly preserved and restored landmarks simultaneously leaving others lingering only in public memory. The project considers how sound is integral to these spaces, transforming them as flagships of education, music performance, sacred communities, and sociocultural, historical social justice innovation. Participants will triangulate multiple perspectives in multidisciplinary scholarship and sound mapping, site visits, and applications to humanities research and teaching. Workshops will include discussions of reading and listening materials, instruction on storytelling and mapping sound, a keynote address and presentations from Cincinnati area university faculty, arts leaders, authors, historians, librarians, a photojournalist, and visits to historic and modern landmarks defined by curated and oft forgotten music and sound.

Two one-week workshops for seventy-two schoolteachers on the ancient Hopewell Indian culture of eastern North America.

The Creative Learning Factory at the Ohio History Connection seeks support in the amount of $179,596.05 for a Landmarks of American History and Culture workshop entitled "Following in Ancient Footsteps: The Hopewell in Ohio." The goal of the program is to increase Summer Scholars’ knowledge and understanding of the cultural heritage of American Indians by introducing them to noteworthy Ancient American sites in Ohio: the Newark Earthworks, Fort Ancient, Hopewell Culture National Historical Park, and Serpent Mound. By visiting these internationally-significant sites in connection with scholarly discussions, Summer Scholars will gain an appreciation for the complexity of ancient American Indian culture and gain expertise in the use and interpretation of historic sites.

Two one-week workshops for 72 educators on the space race, technology, and civil rights during the twentieth century. 

The National Council for History Education (NCHE) proposes partnering with the Astronauts Memorial Foundation (AMF) at Kennedy Space Center on a National Endowment for the Humanities Landmarks of History and Culture Grant, entitled The Space Age on the Space Coast. The workshops funded by this grant, which will take place from July 11th-15 and July 25th-29th of 2022, will be focused on the unique history and culture of Florida’s Space Coast. This project will allow K-12 educators of multiple disciplines from around the country to explore the ways in which politics, science, and culture collided in a unique geographical location in the 1950s, 1960s, and 1970s, and where they continue to intersect today.

Two week-long residential workshops for cohorts of 30 K-12 educators on the historical, cultural, and educational relevance of Florida’s Space Coast. 

The National Council for History Education will continue its partnership with the Astronauts Memorial Foundation to offer an NEH Landmarks of American History and Culture Workshop, The Space Age on the Space Coast. Beginning in the 1950s, politics, science, and culture collided in this unique geographical area as a result of the Cold War; they continue to intersect there in profound ways today. These two 2026 workshops, each with 30 educators, will use AMF as a “home base” from which to investigate landmarks associated with the American origins of space exploration, including the Space Shuttle Atlantis, the Vehicle Assembly Building and launchpads at the Kennedy Space Center, Cape Canaveral Space Force Station launch sites and museums, and multiple exhibitions at the Kennedy Space Center Visitor Center. Participants will engage with historians, educators, astronauts, and NASA personnel to explore how America's scientific achievements are deeply intertwined with the human experience.

Two one-week workshops for seventy-two teachers on the Hopewell, an American Indian civilization that flourished in Ohio between 100 BCE and 400 CE.

The Creative Learning Factory at the Ohio Historical Society offers a six-day program for teachers to explore the Hopewell landscape at the Newark Earthworks, Fort Ancient, and the five earthworks included in Hopewell Cultural National Historical Park: Mound City, Hopeton Earthworks, Hopewell Mound Group, Seip Earthworks, and High Bank Works. The Hopewell culture reached its fullest expression in the valleys of the major streams that flowed southward into the Ohio River in southern Ohio and neighboring Indiana during the Middle Woodland period, which spanned between 100 BCE and 400 CE. The Hopewell culture is best known for its monumental earthworks and the broad range of exotic raw materials its artisans acquired and crafted into distinctive works of art. Hopewellian earthworks, such as the sprawling Newark Earthworks and Fort Ancient, represent a florescence of art, architecture, ritual, and interregional interaction that was unparalleled in North America up to that time. The workshop immerses teachers in the Hopewell culture of ancient America through field study opportunities and scholarly presentations. Director Elizabeth Hedler (historian, Ohio Historical Society) is joined by lead faculty Bradley Lepper (curator of archaeology, Ohio Historical Society), Terry Barnhart (historian, Eastern Illinois University), Steven Warrant (historian, Augustana College), Robert Riordan (anthropologist, Wright State University), Bret Ruby (archaeologist, Hopewell Culture National Historical Park), Richard Shiels (historian, Ohio State University), Glenna Wallace (Chief of the Eastern Shawnee Tribe of Oklahoma), and Linda Pansing (curator, Ohio Historical Society). Specific themes to be covered in the presentation and discussion sessions include "Early Efforts at Surveying and Mapping the Mounds"; "Hopewell Sites and Artifacts in American Popular Culture"; "Ancient Life and Hunting Strategies," "Building the Hopewell Landscape: Fort Ancient and the Earthworks of Southern Ohio"; "Octagon Earthworks and Hopewell Astronomy"; and " 'A Ranging Sort of People': Slavery and Diaspora in Early America." In addition, participants engage in a simulated archaeological dig, visit major excavations, hike interpretive trails, and watch interactive videos to expand their understanding of the sites. Readings for the workshop include Ray Hively and Robert Horn's description of the lunar alignments found at the Newark Earthworks; papers by James Brown and Robert Hall regarding Hopewell culture and ritual; and Peter Nabokov's study of American Indian sacred places.

one-week workshops for 50 community college faculty on Ohio's prehistoric American Indian cultures, as well as archaeological methods and theory.

The National Endowment for the Humanities’ Landmarks in American History Workshops for Community College Faculty will fund two workshops in the summer of 2006. Each workshop will host twenty-five community college faculty from across the nation. The goal of the workshops is to strengthen faculty’s historical understanding of American Indian cultures in North America by increasing participants access and use of OHS archaeology, natural history and history collections, sharpening skills related to material culture analysis, developing a familiarity with related historic sites and creating sound foundation in the available content knowledge.

Two one-week summer workshops for fifty community college faculty to study the history of the steel industry and its role in nineteenth- and twentieth-century industrial America through a remarkable archive of corporate documents and historical sites in the city.

In the summer of 2007, the Western Reserve Historical Society (WRHS) in Cleveland, Ohio will present "Steel Making in Cleveland: A Case Study of the History and Culture of Industrialization, Immigration, and Labor in America," two, one-week workshops for community college faculty from across the country. Cleveland's industrial sector and the surrounding working class neighborhoods serve as an excellent case study for these workshops. WRHS holds the archival records of the LTV Steel Corporation and its predecessor companies whose history extends back to the very beginnigns of steel making in America. This archives, the largest resource on the history of steel in America, provides the historical ammunition for exploring the history directly and in suggesting ways for participants to structure coursework around primary resources. NEH funded the processing of these archives which was completed in May 2006.

The Rutherford B. Hayes Presidential Center in Fremont, Ohio (www.rbhayes.org) proposes two one-week workshops to allow community college instructors from a number of disciplines to analyze and re-evaluate the complexities of the Gilded Age through an examination of its political and literary counter-forces. Community college faculty will examine perceptions of corruption and reform in the period from 1877 through 1901 with an emphasis on the role of key writers including Henry Adams, Henry George, Edward Bellamy, William Dean Howells, and Mark Twain. This outcome will be achieved via presentations by respected scholars; tours of the Hayes Presidential Library, Museum, Home, and grounds; and research activities in archival holdings of artifacts, books, manuscripts, illustrations, and photographs.

Two one-week workshops for fifty community college teachers to study politics and literature in the Gilded Age.

The Rutherford B. Hayes Presidential Center in Fremont, Ohio (www.rbhayes.org) proposes two one-week workshops to allow community college instructors from a number of disciplines to analyze and re-evaluate the complexities of the Gilded Age through an examination of its political and literary counter-forces. Community college faculty will examine perceptions of corruption and reform in the period from 1877 through 1901 with an emphasis on the role of key writers including Henry Adams, Henry George, Edward Bellamy, William Dean Howells, and Mark Twain. This outcome will be achieved via presentations by respected scholars; tours of the Hayes Presidential Library, Museum, Home, and grounds; and research activities in archival holdings of artifacts, books, manuscripts, illustrations, and photographs.