Funded Projects Query Form
106 matches

A three-year curricular and professional development project to create two new minors in medical humanities and legal humanities.

UC Santa Barbara proposes a 36-month initiative to create two new minors that will address issues facing the humanities in higher education by linking humanities content and skills to pre-professional education in medical and legal fields. Grant funds will be used to support the development, implementation, and evaluation of new minors in the Medical Humanities and the Legal Humanities. The project includes (1) two cohorts of faculty interested in teaching in the minors; (2) workshops to design curricular content and create new gateway courses and 14 new or revised upper-division courses; and (3) co-curricular events including a speakers’ series that attracts faculty and students to engage with health- and justice-related topics and demonstrates the affinities between the two minors. Participating faculty will create inclusive and equitable humanities curricula and incorporate strategies into their courses that speak to students’ diverse identities and backgrounds.

A two-year curriculum development project to create an undergraduate certificate in media studies focused on issues of power and representation.

The Media Studies: Power and Representation Certificate is designed to invigorate and enhance the analysis and communication of humanistic themes with visual and audio tools and representation through courses designed to motivate and provide students with proper digital and critical tools not to be only consumers of media but to have a solid critical apparatus to analyze and most importantly produce it. This project does not limit itself to studying traditional dissemination formats like cinema and television/streaming but also incorporates the analysis and production of video games, podcasts, and other forms of media content. The Media Studies: Power and Representation Certificate combines the strengths of the English department (particularly the writing and critical thinking skills) with a Media Studies focus on the use of digital tools that will help this project foster interdisciplinary collaboration between faculty and undergraduate students. [edited by staff]

A three-year faculty study and student engagement program to strengthen and expand the university’s concentration in digital and public history.

The Inclusive Public History project entails faculty development, curriculum development, and student enrichment activities. The project focuses on the history of racial and ethnic groups in the United States, as it mirrors our student interests and demographics. First, the project will train faculty in public history research, methods, and scholarship through a shared reading program and guest speakers. In turn, faculty will create courses in public and digital history as well as incorporate best public history practices into their existing courses. Second, the project will enrich student educational experiences by establishing opportunities for place-based learning at public history sites and museums throughout New Jersey, New York City, and Washington DC. Importantly, faculty will gain practical experience as they lead students on the site visits. The history department will further develop its curriculum in permanently establishing a place-based learning opportunity in our courses.

A three-year curricular development project to create and pilot three new ethnic studies certificate programs and their academic service-learning components.

Azusa Pacific University (APU) is proposing a three-year humanities initiative to enhance our current Ethnic Studies Program by planning and piloting three new Ethnic Studies Certificates in Africana Studies, Asian American Pacific Islander (AAPI) Studies, and Latinx Studies. In the third year of the initiative, the Ethnic Studies program will host an on-campus, one-day event welcoming our local high school students to a college-readiness, connections program that will include a guest speaker that will address the theme, A More Perfect Union as it relates to Ethnic Studies.

The development and piloting of a new humanities certificate for engineering students.

With the NEH Initiatives for HSIs grant, we will create a new Certificate in the Humanities to provide rigorous humanistic training for our Engineering students. Our goal is to develop students' capacities as deliberative, critical thinkers about social and cultural systems and to train students who can attest to the relevance of humanistic thinking not simply for their occupational life, but for navigating their values and place in the world. The certificate will achieve three goals: ensure that our many Engineering students use humanistic methods to explore and understand the social, cultural, and historical ramifications of new technologies; make purposeful general education requirements that students now complete haphazardly; and, by introducing Engineering students to humanities disciplines earlier, give them options should they change majors, without prolonging their time to degree.

A two-year curriculum development project to integrate digital humanities into history, communications, interdisciplinary studies, and English courses.

Digital Humanities Across the Curriculum will provide the tools and resources to allow St. Francis College to implement digital humanities across multiple disciplines so that nearly all 2,700 students are exposed to digital humanities. This includes the course redesign for at least eight courses, professional development for over 50 faculty and the creation of a Digital Humanities Lab.

The development of a project to study and preserve the history and culture of Women at the Los Angeles-Tijuana (WALAT) border region, including the development of a Gender and Border Studies minor.

MSMU’s proposed Women at the Los Angeles-Tijuana Border Project (“WALAT Border Project”) is a three-year humanities initiative to study and preserve the history and culture of women at the Los Angeles-Tijuana border. The project will 1) Develop a new WALAT Border Project minor—“Gender and Border Studies”—highlighting women’s experiences at the border. This minor will include new multidisciplinary humanities courses and include undergraduate humanities research opportunities, co-teaching, and/or guest lectures. 2) Form a WALAT Border Project Working Group comprised of MSMU faculty and external faculty partners at other universities in Southern California and Baja. 3) Launch a WALAT Border Project Symposium in final year of the project. These activities ensure engagement in the content by a wide range of scholars and the public while also encouraging the participation of emerging undergraduate scholars.

The creation of a certificate program in translation and interpretation, and the development of its curricular, service-learning, and language-documentation components.

The Lives in Translation (LiT) program, which is housed within the Department of Spanish and Portuguese Studies at Rutgers University-Newark, where we embrace our role as an anchor institution in our diverse social milieu as central to our identity, is proposing a three-year humanities initiative to (1) expand curricular offerings in translation, interpreting, and multilingualism, (2) to provide language services in a multitude of languages to our Limited English Proficiency members of our community, including indigenous and endangered languages, and (3) to support innovative teaching and learning of language documentation of multilinguals. Through this proposal, Lives in Translation’s vision is to cultivate the linguistic richness of our Rutgers-Newark campus by making languages a cornerstone of educational opportunities and providing deeper knowledge and understanding of global cultures as an integral part of our academic capacity.

Faculty intellectual enrichment opportunities and development of teaching resources that will facilitate development of writing course curriculum that centers a global rhetorics approach.

Creating Expansive Approaches to the Teaching of Writing in a Southern California Border Region is a three-year faculty intellectual enrichment, teaching resources, and curriculum initiative within the Department of Rhetoric and Writing Studies (RWS) at San Diego State University. The core humanities theme this project will address is exploring the exclusionary practices within and throughout our teaching of writing when we privilege primarily Western forms of rhetoric. The intellectual enrichment opportunities and curricular resources created from these initiatives, and the insights gained from these activities will then be used to create an expanded model of a first-year and upper division writing course curriculum that centers a global rhetorics approach. This grant would assist RWS enhance humanities teaching and learning, specifically in required undergraduate writing courses by expanding our rhetorical instruction to account for the varied and global rhetorical practices.

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.

A two-year project to develop curriculum integrating geography, English, and digital humanities.

“Critical Approaches to Place: Teaching Narrative Mapping in Southern New Mexico” is a three-year curriculum development and public engagement project organized by collaborators from New Mexico State University (NMSU)’s Geography and English departments. It includes a faculty development workshop, which will help instructors from diverse disciplines develop digital story mapping assignments that support first-generation, multilingual, and binational students in unique ways. Additional project components include: a new geohumanities course co-taught by the project directors, a public lecture series, and a bilingual public exhibit developed in partnership with the Las Cruces Museum System that highlights student work. Taking Story Maps as a common starting place helps faculty participants, students, and community partners develop stronger relationships with one another and understand how the humanities provide essential insights into place and global environmental challenges.

The development of a new minor that integrates digital data and analysis into humanities courses, along with a series of faculty workshops in digital humanities.

William Paterson University (WP), an eligible Hispanic- and Minority-Serving public institution in Wayne, New Jersey proposes a humanities initiative to create a new minor in data storytelling that will teach students to not only critically consume, evaluate, and interpret data, but also use it to communicate ideas, tell stories, and create new knowledge. Grant funds will support the development, implementation, and evaluation of the new minor over three years. The proposed project includes (1) two cohorts of a one-year professional development program for faculty interested in teaching in the minor; (2) revision and creation of 16 elective courses for the minor; (3) four technology-for-the-humanities workshops open to all members of the WP community to prepare faculty to integrate data technologies into the humanities classroom; and (4) initial piloting of eight of the new and revised elective courses.

The creation of a six-course interdisciplinary humanities minor for undergraduate students pursuing pre-professional majors.

This project creates an interdisciplinary humanities minor program for students pursuing existing professionally-oriented major tracks. We propose to create six new courses. Two core courses will be created in aesthetic judgment and interpretive methods that use Chicago artists, writers, histories, and communities as their primary context of application and illustration. Four electives will also be created to provide humanistic counterparts to major coursework. These will be courses in storytelling and the digital humanities (Computer Science and Information Systems), the ethics of work and business (Business Administration), philosophical approaches to mortality (Human Services), and histories of crime and punishment (Criminal Justice). Additionally, our project develops opportunities for students to intern at Chicago-area humanities organizations or pursue original research as part of completing their minor, and it creates a capstone colloquium to showcase these experiences.

A three-year curriculum development program to infuse foreign language and culture content into courses in business, healthcare, and other professional programs. 

The Humanities play a crucial role in developing understanding of diverse cultures and appreciation of various perspectives, skills that are necessary to solve global challenges, be they related to economic or health issues, among others. One approach to make the pertinence of the Humanities to professional life obvious is to design courses that blend the Humanities with specific professional training. Such courses develop humanities skills such as intercultural competence, advanced foreign language skills when applicable, and knowledge specific to various parts of the world to help prepare students for careers in a global world.

The enhancement of the human geography curriculum for Lubbock’s public high schools through a collaboration between Texas Tech University and Lubbock school teachers and administrators.

At Estacado High School traditional English and Social Studies instruction has not produced desired outcomes for college readiness. Texas Tech and Lubbock ISD have met this need by building a culture of literacy that has seen significant student growth. To expand these efforts, this project will implement a 4-week history lab that targets critical reading and writing skills in the Social Studies classroom, in which students will engage in academic research and create dynamic projects that reflect authentic historical investigation. This project will positively impact student achievement on traditional assessments, reading and writing competencies, and critical thinking skills. In addition, it will help a highly diverse population of students connect with the regional impact of marginalized and disenfranchised groups in the larger context of U.S. history and culture, connecting their personal narratives to the wider experiences of American society.

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.

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 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.

A twenty-month program of scholar-led workshops as well as faculty retreats to revise the Gender and Women’s Studies Program at the University of Texas, Rio Grande Valley.

The grant seeks funding to bring in program consultants and specialists in an effort to revitalize the Gender And Women's Studies Program at UTRGV. The first phase of the project entails bringing in three program consultants to conduct workshops with affiliated faculty on best practices for generating interest and extending enrollment. In the second phase, external specialists will be invited to lead workshops on women, gender, and sexuality topics. Affiliated faculty will attend both workshops and retreats focused on incorporating insights gained from the external consultants into the program curriculum and course syllabi.