A year-long faculty development program bringing ten core humanities faculty members together with visiting scholars to enhance their course offerings in Native American and Hispanic studies.

This proposal will address the faculty development needs of ten faculty members at Heritage University, Toppenish, Washington who teach one or more courses in the American Indian Studies major and/or Hispanic Literature. Faculty have traditionally been educated as specialists in specific humanities areas, such as history, philosophy, language, music, literature, etc., but the need in a small liberal arts university is for faculty to be able to integrate the interdisciplinary humanities content involved in their courses. At Heritage University the high percentage of multicultural students, especially Hispanics and Native Americans, impels the faculty to meet the diverse cultural needs of the students by offering courses which address these cultures.

The Northwest Indian College is committed to providing Native language and culture education. Coast Salish languages are considered highly endangered. Effective language programs are urgently needed. The College is located on Lummi Nation. There are less than ten speakers of the Lummi language. With grant funds, the College's Coast Salish Institute will employ digital technology in the production of 13 videos that teach Lummi language and culture. Print-based curricula will be developed to accompany each video. Educators at Lummi will be coached in the use of the newly created curricula. A two-day, hands-on conference that will be attended by at least 75 language and culture educators from at least 25 tribes will provide an opportunity to share this approach to curriculum development. Coast Salish Institute staff and consultants will work with Language and Culture Departments from other tribes to help them begin to develop similar curricula for their tribe.

A two-year curriculum development project that would result in new courses on the history, cultures, and science of the Salish Sea.

"Situating Ourselves in the Salish Sea" will engage Whatcom Community College (WCC) students and faculty in the practice of place-based teaching and learning. Faculty from a broad range of disciplines will design curriculum that integrates the Salish Sea context into their own classes. The project will feature a cohort of Salish Sea linked courses and digital Story Maps developed by students that recognize the Salish Sea as a Cultural Heritage site. The project will partner with local tribes and organizations and will reaffirm the relevance of the humanities across the College. The project will help WCC students earn credits in the College’s new Culture and Society Pathway. Credits earned will transfer to nearby Western Washington University’s new minor in Salish Sea Studies. The project will culminate in a professional development day for K-12 teachers to help them integrate digital Story Maps into lesson plans. All digital Story Maps created will be freely accessible to the public.

The continued and expanded employment of archival humanities professionals working with university collections to support online teaching and engage students remotely with primary sources.

The Archives and Special Collections in the Collins Memorial Library of University of Puget Sound include but are not limited to collections of the people, history, economy, and politics of the Pacific Northwest, highlighting the experiences of marginalized and underrepresented peoples, and supporting the current academic interests of 237 faculty and 2414 undergraduate students. During the pandemic, our small A&SC staff of one full-time archivist and part-time assistant archivist has rapidly reached its capacity to create digital tools and teaching sets while facing greater demand for our materials. The university faces a challenging funding position at the same time that external funding for the part-time assistant archivist position is ending. With NEH funds, we will retain and support new A&SC staffing to complete this project, scale up our digital collections, and create more robust and meaningful humanities teaching tools.

The retention of 20 faculty and staff positions to enhance courses on indigenous studies and move content online.

Amid the challenging and uncertain coronavirus pandemic, Peninsula College proposes the Indigenous Humanities Culture and Language Project as a short-term solution that will: 1) protect humanities faculty and staff positions; 2) assist faculty in incorporating Indigenous humanities into online/remote instruction in summer and fall quarters; and 3)ensure that new digital collection resources and public programs related to Indigenous humanities and Indigenous culture and language preservation continue despite budget shortfalls. These project goals align with Peninsula College’s mission as a deeply community-engaged institution dedicated to equity and inclusion. The project will serve Peninsula College students and the general public, including particular engagement with and benefits to the six tribal nations the college is honored to serve.

The retention of 18 faculty and staff jobs to support the transition of humanities courses to an online format incorporating open educational resources (OER).

Bring high enrollment gatekeeper Humanities courses online to be fully accessible and incorporating Open Resource Educational materials.

Faculty from Seattle Central College (SCC)’s Humanities and Healthcare & Human Services (HHS) departments propose to collaborate on a $35,000, 12-month Planning project to develop classroom-tested humanities curricula that integrate the expressed experiences of veterans, while developing context-specific and culturally appropriate pedagogies for veteran students in the classroom.

A two-year program of curricular and faculty development for a new interdisciplinary concentration in human-centered design.

After two years of institutionally funded planning, Whitman College, an undergraduate liberal arts institution of 1500 students located in Walla Walla, WA, is launching a new interdisciplinary academic concentration in Human-Centered Design (HCD), in 2023-24. Students will be able to take the introductory course for the concentration (HCD 101) for the first time in Spring 2024. We request two years of NEH support for our faculty to design, refine, enhance, and implement three components of the program that will expand the intellectual and curricular impact of the program—the upper-level capstone course (HCD 497) and Deepening courses, a community-engaged Collaborative Practice Experience, and a Designer-in-Residence program. This NEH implementation project will create new and inspiring ways for the humanities to integrate productively with non-humanities disciplines at higher conceptual levels.

The development and teaching of a new upper-level course on the meaning of play in human life.

Play figures prominently as a central feature of human culture and the topic of play emerges within philosophical inquiries about truth, knowledge, meaning, and self. A central question about play endures: What is the purpose and value of play? Scholars and thinkers have explored its role in human development, learning, community building, and cultural creation. Through play, people practice and experiment with roles, rules, and boundaries. Inquiry into the purpose and value of play begins with definitional questions: What is play? Is play instinctual or merely a childish entertainment? How do we distinguish between play and leisure, work, or seriousness? Can play be serious? Then through exploration of multiple perspectives on the purpose and value of play, the course will participate in discussions that are fundamental to humanistic inquiry: What does it mean to be human? How do we best relate to one another? How do we best prepare ourselves for life and our role in society?

A semester-long training course and two discussion groups on soldiers’ accounts of their battlefield experiences in World War I and the wars in Afghanistan and Iraq.

Telling War, a project of Gonzaga University’s Center for Public Humanities, juxtaposes two eras of conflict, WWI and the wars in Iraq & Afghanistan, as a framework and impetus for public dialogue. Telling War begins with the voices of Veterans by looking at “user-generated content” from WWI as well as Iraq & Afghanistan (i.e., letters, e-mails, poems, postcards, etchings, photos, songs, and videos). Using these frontline dispatches as a starting point, Veterans and community members will consider what modes of communication they used during their deployments and how those shaped what they could talk about, to whom, when, and where. A semester-long preparatory program will train discussion leaders to use a variety of humanities texts, art, and music to promote meaningful dialogue about the war experience. Discussion sessions will explore diverse methods of storytelling to draw out participants’ personal narratives through papermaking, podcasting, and the use of social media.

To support up to 7 community projects focusing on the stories of immigrants and refugees in the state, with particular emphasis on young people, and to support a panel discussion and educational outreach in Southwest Washington as part of the Bicentennial observance of the Lewis and Clark expedition.

Humanities Washington seeks funding for two major projects, one an initiative aimed at exploring the many diverse stories of the people of our state with a particular emphasis on the stories of immigrants, stories that form a core of American history. The second project is part of a major event marking the bicentennial of the Lewis and Clark Expedition and their arrival on the west coast. WTP funding will support a panel discussion to elucidate the historical truth and deconstruct the myth of Sacagawea.

A tour of the exhibition, "Key Ingredients," training in the"My United States" literacy curriculum and a new program of civic reflection discussion groups.

Humanities Washington (HW) will use its WTP 07 grant to further fund and expand three existing programs and provide funding for one new program. WTP funding will be applied to a new HW program by funding 30 civic reflection groups, reaching an estimated 500 people. In addition, WTP funds will be used to cover tuition and curriculum costs for 20 My United States participants, enable the MoMS exhibit Key Ingredients to travel to 10 rural communities, and provide funding for our re-grants program.

To support regrants of up to $10,000 for locally-initiated humanities projects that address topics in American history and culture.

Humanities Washington will use its 2009 We the People grant to provide funding for our re-grants program. Through reading programs and film festivals, exhibits, lectures, websites and other projects, re-grants provide needed dollars to support community based initiatives around the state of Washington. These projects help Washington State residents foster a deeper understanding of American culture, institutions, and our collective historical and contemporary democratic principles. Project grants of up to $10,000 will support locally-initiated humanities projects that address American history and culture and Humanities Washington will solicit grant proposals for projects that fulfill the We the People mission for its spring and fall 2010 grant rounds. We the People will allow us to support additional projects and reach communities across Washington State through our re-grants program that we otherwise would not be able to fund.

Two one-week workshops for seventy-two school teachers to explore the histories and cultures of Asian immigrants in the Pacific Northwest and their significance to the nation.

The Wing Luke Museum of the Asian Pacific American Experience will conduct two week-long workshops in summer 2016 to examine the experience of early Native Hawaiian, Chinese, Filipino, Japanese, and Asian Indian American immigrants, and their vast labor and sociocultural contributions to the developing and transforming Pacific Northwest, American West and the United States overall. Led by national scholars of Asian American history and immigration, workshop participants will immerse in unknown yet highly remarkable historic sites and living cultural communities supplemented with archival documents, academic readings, lectures and discussions.

Two one-week workshops for 72 school teachers to explore the histories and cultures of Asian immigrants in the Pacific Northwest and their significance to the nation.

The Wing Luke Memorial Foundation (dba Wing Luke Museum of the Asian Pacific American Experience) seeks funding to present our popular Landmark workshops, "From Immigrants to Citizens: Asian Pacific Americans in the Northwest". Building on the success of our 2014 and 2016 workshops, we propose 2 week-long sessions in July 2019 led by the 2016 team of our Education staff in partnership with preeminent scholars and veteran K-12 educators. The long history of Asian Pacific Americans in the Northwest provides a wealth of landmark sites and historical materials on which to base K-12 professional development training to engage students in learning about APA immigrant histories and the many cultures that shaped our nation. The need for training is clear based on the continued lack of published curriculum and persistent under-resourcing of materials and training for K-12 teachers on APA history. In 2019, we will build on our existing program to include newly available sites/materials.

Two one-week workshops for 72 school teachers about the history and culture of Asian Pacific American immigrants in the Pacific Northwest.

The Wing Luke Memorial Foundation (dba Wing Luke Museum of the Asian Pacific American Experience) seeks funding to present our popular Landmark workshops, "From Immigrants to Citizens: Asian Pacific Americans in the Northwest". Building on the success of our 2014, 2016, and 2019 workshops, we propose 2 week-long sessions in summer 2021 led by our 2019 team of Education staff in partnership with preeminent scholars and veteran K-12 educators. The long history of Asian Pacific Americans (APAs) in the Northwest provides a wealth of landmark sites and historical materials on which to base K-12 professional development training about APA immigrant histories and the many cultures that shaped our nation. The need for training is clear based on the continued lack of published curriculum and persistent under-resourcing of materials and training for K-12 teachers on APA history. In 2021, we will build on our existing program to include newly available sites/materials.

Two week-long, residential workshops for 72 K-12 educators to learn about the histories of Asian Americans, Native Hawaiians, and Pacific Islanders in the Pacific Northwest.

The Wing Luke Museum of the Asian Pacific American Experience seeks to present our popular in-person Landmarks workshops, In Our Own Voices: Asian Americans, Native Hawaiians, and Pacific Islanders in the Pacific Northwest. Building on the success of our 2014, 2016, 2019, 2021, and 2023 workshops, we propose two 2025 workshops (July 7-12 and July 21-26, 2025) for K-12 educators, led by our 2023 team of Education staff in partnership with preeminent scholars and veteran K-12 educators.

Two one-week Landmarks workshops for eighty school teachers on Hanford Nuclear Reservation and the development of the atomic bomb during World War II and the Cold War.

Two one-week Landmarks workshops for eighty school teachers on Hanford Nuclear Reservation and the development of the atomic bomb during World War II and the Cold War. Robert McCoy and Jeffrey Sanders of Washington State University (WSU) lead this project centered on Hanford Nuclear Reservation, the principal site of plutonium production for atomic weapons during the Manhattan Project and the Cold War. It is now the largest Superfund site in the United States, containing almost two-thirds of the nation's nuclear waste. McCoy is a public historian with expertise on memory and commemoration; Sanders is an environmental historian of the American West. Four core topics are explored: 1) The Race to Build the Bomb; 2) Making the High Tech "Atomic West"; 3) Living in the "Atomic West"; and 4) Environmental and Social Legacies of the "Atomic West." Visiting scholars include University of Washington's John Findlay and Bruce Hevly, who have co-authored two books on Hanford and the atomic West; public and environmental historian Andy Kirk (University of Nevada, Las Vegas), who connects Hanford and its environmental legacies with larger regional and national contexts; and Kate Brown (University of Maryland, Baltimore County), who provides both national and international perspectives on issues of human health at Hanford and similar sites in the former Soviet Union. Participants visit the historic Hanford B-reactor, which produced plutonium used in the first bomb tested at the Trinity site and in the "Fat Man" atomic bomb dropped on Nagasaki; this site will ultimately become part of the larger Manhattan Project National Park. They also explore Hanford's history through "The Secret City Revealed" show at the Columbia River Exhibition of History, Science, and Technology (CREHST) museum. A docent-led boat tour of the Hanford Reach, the last free-flowing stretch of the Columbia River, illuminates the role of the river and nearby Grand Coulee Dam in providing cooling water and abundant electricity to the reactors, as well as the nuclear complex's unintended legacies for this "off-limits" area (site contamination, but also protection from commercial development). Readings from a range of primary and secondary sources include oral histories from Hanford, the Nevada Test site, and the Pacific Northwest Labor and Civil Rights Project; Richard Rhodes's The Making of the Atomic Bomb; Richard White's Organic Machine: The Remaking of the Columbia River; and works by guest faculty Findlay, Hevly, and Brown. With access to archival materials, teachers create individual projects related to their experiences. Resources from the program, such as recorded presentations with accompanying materials, are to be made freely accessible to educators nationwide through WSU's K-12 iTunes U site and the project website.

No project description available

To support the establishment of a collection purchase fund and operating endowment; to repay two loans and eliminate the deficit incurred in opening the new museum and archives; and to start a development office.

To support the renovation and expansion of the museum to provide greater storage space, meeting rooms, permanent exhibition galleries, and archival areas.

To support research for and creation of programming in the humanities.

To create a permanent endowment for program planning and development.

No project description available

To be used for endowment of four new faculty positions; library acquisitions; faculty salaries; a visiting lectureship; unrestricted endowment; and fundraising.