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Keywords: American Sign Language (ALL of these words -- matching substrings)

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Page size:
 332 items in 7 pages
Award Number Grant ProgramAward RecipientProject TitleAward PeriodApproved Award Total
Page size:
 332 items in 7 pages
AA-277557-21Education Programs: Humanities Initiatives at Colleges and UniversitiesTufts UniversityCivic Humanities and Decarceration2/1/2021 - 1/31/2024$150,000.00Hilary BindaPeter LevineTufts UniversitySomervilleMA02144-2401USA2020Interdisciplinary Studies, OtherHumanities Initiatives at Colleges and UniversitiesEducation Programs15000001334370

Course revision and curriculum development in Civic Studies and in programs for incarcerated and formerly incarcerated students.

NEH funding will cultivate a partnership between Tufts University’s Civic Studies program and the Tufts University Prison Initiative of Tisch College (TUPIT) by supporting Tufts humanities faculty developing and delivering curriculum for people with lived experience of incarceration. By teaching courses to incarcerated and formerly incarcerated people working towards a bachelor’s degree – inside prisons, in a re-entry-focused community center program, and at Tufts – often in tandem with Tufts campus students, humanities faculty will provide severely at-risk students who are also disenfranchised citizens with a pathway program that cultivates increased civic knowledge and a new capacity for community engagement. NEH funds will allow us to develop syllabi, scholarly and journalistic writing, and hold a Civic Humanities and Decarceration conference. This laboratory for public scholarship in the humanities will promote its under-represented scholars.

AA-277689-21Education Programs: Humanities Initiatives at Colleges and UniversitiesNortheastern Oklahoma State UniversityMapping Tahlequah History2/1/2021 - 6/30/2024$95,503.00John McIntoshDavid CorcoranNortheastern Oklahoma State UniversityTahlequahOK74464-2301USA2020Native American StudiesHumanities Initiatives at Colleges and UniversitiesEducation Programs955030955030

A curriculum development and public history project creating an interactive map and database to be used in seven courses.

This proposal seeks three years of funding for the Mapping Tahlequah History project based at Northeastern State University (NSU) to support student immersive learning and development of a public educational digital humanities interactive map and accompanying database focused on local history. The map and database will help make local historical information more accessible by providing students and other users with links to documents and other resources such as videos and pictures. The project will highlight Cherokee and diverse regional histories of Tahlequah and surrounding areas of what is known as Green Country in Northeastern Oklahoma.

AA-284541-22Education Programs: Humanities Initiatives at Colleges and UniversitiesFort Lewis CollegeFort Lewis College Native Language Revitalization Institute2/1/2022 - 1/31/2024$148,400.00JanineMarieFitzgerald   Fort Lewis CollegeDurangoCO81301-3908USA2021Native American StudiesHumanities Initiatives at Colleges and UniversitiesEducation Programs14840001484000

Design and implementation of a Fort Lewis College summer Native American language institute. 

This project promotes Native American cultural and linguistic revitalization efforts through a theme-based language learning approach that centers Native American beliefs on animacy. This approach centers Native American ways of being to promote not only revitalization of Native languages but also related cultural revitalization, as Native languages describe a world in action and worldview. This approach encourages Native self-identity and furthers awareness of oneself in relation to the world from a Native perspective. We encourage and stimulate Native language learning that excites eager learners to take on the monumental task of learning a language facing extinction and fraught with challenges related to the effects of colonialism. To change the course of language loss, we encourage learners of all abilities, confront shame, and guilt in the process, and incite the needed fanaticism for one to learn their Native language at Fort Lewis College in Durango, CO.

AB-234269-16Education Programs: Humanities Initiatives at Historically Black Colleges and UniversitiesHoward UniversitySheshat: A Digital Humanities Initiative in Literature, Language, and Criticism1/1/2016 - 12/31/2016$100,000.00DanaA.Williams   Howard UniversityWashingtonDC20059-0001USA2015Literature, GeneralHumanities Initiatives at Historically Black Colleges and UniversitiesEducation Programs100000067197.490

A series of activities, including developing digital tools, conducting a summer faculty development workshop, and modifying course curricula, that would enhance humanities teaching and learning at Howard University.

“Sheshat: A Howard University Digital Humanities Initiative” aims to improve the quality of humanities teaching and learning by providing faculty (and, by extension, students) with tools that can be used to expand the parameters of humanistic inquiry. The proposed project, developed in collaboration with the College Language Association (CLA) and the Project on the History of Black Writing (HBW), will also digitize the first fifty years of College Language Association Journal (CLAJ) and select African American novels as well as redesign four existing humanities division courses that will be designated as DH specific and offered each semester at Howard University (HU).

AB-50120-12Education Programs: Humanities Initiatives at Historically Black Colleges and UniversitiesLincoln University, PennsylvaniaLincoln University of Pennsylvania's Global Heritage and Legacy: a Humanities Initiative1/1/2012 - 6/30/2015$100,000.00Marilyn ButtonChiekde IhejirikaLincoln University, PennsylvaniaLincoln UniversityPA19352-9141USA2011African American StudiesHumanities Initiatives at Historically Black Colleges and UniversitiesEducation Programs10000001000000

A two-year program of study, framed by two conferences, in which ten faculty would conduct research and develop teaching modules on Lincoln University's diasporic heritage.

"Lincoln University of Pennsylvania's Global Heritage and Legacy" consists of a two-year program of study, framed by two conferences, in which ten faculty members conduct research and develop teaching modules on Lincoln University's diasporic heritage. This project seeks to revive the humanities at what has become an increasingly science-dominated institution. It does so by shaping a program that harnesses Lincoln University's distinctive history as the first institution of higher learning for African Americans (1854), ample legacy of prominent graduates, and ongoing connections with Africa and the Caribbean. Lincoln University taught Liberian boys beginning in 1873 and, nearly a century later, students from the Caribbean and emerging African nations. It graduated the first president of independent Nigeria and the first prime minister of Ghana. Lincoln University's distinctive humanities alumni include Langston Hughes of the Harlem Renaissance; the late writer and musician Gil Scott Heron; Larry Neal, founder of the Black Arts Movement; and film historian Donald Bogle. The program opens with a four-day summer institute with topics including "Lincoln University poets and their impact on the world; the University's impact on African history and Africa's impact on the University; the University and the Civil Rights Movement; and Frederick Douglass as a catalyzing figure for humanities studies." Sessions also introduce faculty to the university's online archives and collection of African art. During the following academic year, ten core faculty, selected through competition, conduct research and develop course modules that build on the institute topics and university resources. They present this work at a two-day humanities conference in the fall of 2013. Though the summer institute and fall conference are be open to all faculty and the general public, priority for the core faculty would be given to those who teach first-year students in order to maximize the program's impact.

AC-234284-16Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsUniversity Auxiliary and Research Services CorporationBuilding a Twenty-first-Century American Indian Studies Program1/1/2016 - 6/30/2017$99,605.00Joely Proudfit   University Auxiliary and Research Services CorporationSan MarcosCA92096-0001USA2015Native American StudiesHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs996050996050

An eighteen-month faculty and curricular development project to establish a minor in American Indian Studies.

The goal of this project is to engage CSUSM faculty and representatives from California tribal nations in the design of a minimum of four American Indian Studies courses to support the American Indian Studies Department dialogue and to foster continuing collaborative dialogues that bridge cultures while enhancing access and retention efforts on campus. Objective 1: Use faculty and American Indian SME dialogues to inform humanities course content for a minimum of four courses (heritage languages, visual and performing arts, history, and politics). Objective 2: Engage CSUSM faculty in the delivery of humanities curricula using indigenous epistemologies to support access and retention of diverse populations in courses which include content relevant to American Indians, particularly American Indians in California.

AC-258966-18Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsCUNY Research Foundation, LaGuardia Community CollegeEnriching the Latin American Studies Program1/1/2018 - 12/31/2021$83,195.00Ana Maria Hernandez   CUNY Research Foundation, LaGuardia Community CollegeLong Island CityNY11101-3007USA2017Latin American StudiesHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs83195083192.580

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.

AC-264174-19Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsFlorida International University Board of TrusteesImproving Spanish-Language Teacher Retention and Success1/1/2019 - 11/30/2022$100,000.00Melissa Baralt   Florida International University Board of TrusteesMiamiFL33199-2516USA2018Spanish LanguageHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs1000000998320

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.

AC-264286-19Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsUniversity of Texas Rio Grande ValleyPromoting Humanities Learning in Elementary Schools1/1/2019 - 12/31/2021$111,391.00JenniferJoyEsquierdoStephanieM.AlvarezUniversity of Texas Rio Grande ValleyEdinburgTX78539-2909USA2018Hispanic American StudiesHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs11139101107560

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.

AC-277694-21Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsUniversity of California, Santa BarbaraHidden Archives: Race, Gender, and Religion in UCSB’s Ballitore Collection2/1/2021 - 12/31/2022$149,402.00RachaelScarboroughKingDanielleL.SprattUniversity of California, Santa BarbaraSanta BarbaraCA93106-0001USA2020British LiteratureHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs1494020132405.310

A two-year project on the digitization and examination of abolitionist materials to be included in experiential learning and curriculum development.

Hidden Archives is a collaborative project between the University of California, Santa Barbara, California State University-Northridge, and Howard University that digitizes and researches a collection of abolitionist materials held at UCSB while introducing underrepresented students to archival research and the digital humanities. Although both archival and digital skills are necessary to address crucial topics regarding the history of race, enslavement, and protest, the fields of book history and the digital humanities remain exclusionary to scholars of color. Hidden Archives addresses such concerns through collaborative research between faculty, undergraduate, and graduate students. The project focuses on the Ballitore Collection, a group of 18th- and 19th-century Quaker materials. By examining the collection with a diverse research team, we make it available for scholars, students, and the public while shaping a generation of researchers attuned to questions of power and absence.

AC-277755-21Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsFlorida International University Board of TrusteesMiami Studies: Building a New Interdisciplinary Public Humanities Program2/1/2021 - 8/31/2024$150,000.00Julio Capó   Florida International University Board of TrusteesMiamiFL33199-2516USA2020Urban StudiesHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs15000001500000

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.

AC-284513-22Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsWest Texas A & M UniversityForgotten Frontera: The Mexican American Southern Plains2/1/2022 - 1/31/2025$148,728.00Alex HuntKatelyn DenneyWest Texas A & M UniversityCanyonTX79016-0001USA2021Interdisciplinary Studies, GeneralHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs14872801487280

A curricular and co-curricular enrichment initiative focused on the cultural and historical roles of Mexican Americans in the Southern Plains region.  

The Center for the Study of the American West (CSAW) at WTAMU undertakes “Forgotten Frontera: The Mexican American Southern Plains” to preserve cultural heritage and to further teaching/learning in the humanities, including Spanish language and culture, through curricular innovation, faculty development, and community outreach. To build strength in humanities through HSI status, the project emphasizes a marginalized ethnic regional history and the under-appreciated importance of that group’s contribution to regional culture. Visiting scholars will address annual topics of “The Llaneros,” “Mexicanidad,” and “Becoming Mexican American.” WTAMU faculty will develop and offer thematically aligned humanities and language courses each year. Working between the university, its museum, and the community, CSAW will oversee curricular development, discussion of HSI best practices, delivery of new research, and student internships.

AC-284574-22Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsRegents of the University of California, RiversideSpanglish and Bilingualism in Latinx Studies: A Major, a Minor, and a National Curriculum2/1/2022 - 1/31/2024$150,000.00Claudia Holguin MendozaJorge LealRegents of the University of California, RiversideRiversideCA92521-0001USA2021Hispanic American StudiesHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs1500000777380

A two-year curricular development project to create two new bilingual Latinx history courses and to incorporate a bilingual pedagogical approach into additional Latinx studies humanities courses. 

This project proposes an interdisciplinary initiative led by the Latino & Latin American Studies Research Center (LLASRC) at the University of California, Riverside (UCR) to create a Latino and Latin American Studies major and redesign the Latino and Latin American Studies minor while infusing bilingualism throughout both programs. Latinx Studies programs throughout the country have educated broad groups of students in the histories and cultures of this growing demographic group while affirming the identities of Latinx students who typically completed high school without seeing their own experiences in the curriculum. Yet surprisingly, ours will be the first to design a full curriculum that capitalizes upon students’ familiarity with Spanish to teach them deeper skills for engagement with historical, political, and cultural texts and push them to continually analyze the relationship between language and power, all while affirming their real-life bilingual abilities.

AC-50089-11Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsCalifornia State University, Northridge, University CorporationCreating a New Minor in Middle Eastern and Islamic Studies at CSUN1/1/2011 - 12/31/2016$99,969.00Nayereh Tohidi   California State University, Northridge, University CorporationNorthridgeCA91330-8316USA2010Area StudiesHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs99969098320.440

A two-year project to establish a minor in Middle Eastern and Islamic Studies.

The College of Humanities at California State University, Northridge (CSUN) is seeking funding to establish a minor in Middle East and Islamic Studies. As an interdisciplinary program, the minor will offer the study of Islamic and Middle East cultures, politics and societies. An important component of the minor will be training in languages widely spoken in the Middle East and other Muslim majority countries. In Year One (2010/2011 academic year), CSUN will establish three new courses: an Arabic language class, Women in Islamic Literature, and Gender Issues among the Muslim Community of North America. The addition of these three courses to the existing course offerings in the area of Muslim and Middle Eastern studies will allow for the establishment of a new minor in Islamic and Middle Eastern Studies. In Year Two (2011/2012 academic year), the following courses will be added: Sufism, Turkish language, intermediate Farsi and advanced Farsi.

AC-50128-12Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsCalifornia State University, Long Beach FoundationFrench and Italian for Spanish Speakers1/1/2012 - 12/31/2014$99,990.00Clorinda Donato   California State University, Long Beach FoundationLong BeachCA90840-0004USA2011French LanguageHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs99990096411.690

A three-year project enabling faculty from four Southern California institutions to enhance humanities content in French and Italian courses for Spanish speakers.

"French and Italian for Spanish Speakers" is a three-year project beginning in 2012 that enables faculty from four Southern California institutions to enhance humanities content in French and Italian courses for Spanish speakers. This project, headed by Clorinda Donato (chair of Italian studies and professor of French) and Claire Martin (professor of Spanish) at California State University, Long Beach (CSULB), engages nine faculty members from four area community colleges and high schools with the Intercomprehension method of language learning, successfully used at CSULB in French for Spanish Speakers (since 2007) and Italian for Spanish Speakers (since 2010). This method builds on students' knowledge of one Romance language to accelerate acquisition of another, uniting cultural content with language study from the start. Participants examine and adapt to their own use selected case studies from CSULB courses, such as a first-semester Italian lesson that expands existing textbook content on Baroque art to include the parallel history of the Baroque in Italy, Mexico, and Spain, its political and religious significance, and the study of a poem from the Baroque period. Other examples include a first-semester French lesson during which students read all of Saint-Exupery's Le Petit Prince prior to studying the work's author, historical period, and literary context and the second semester Italian lesson exploring the mind-body connection through discussing a chapter of Italo Svevo's novel Zeno's Conscience, the biography of Svevo, his role in introducing the language of psychoanalysis into literature, and his place in Italian and European literary history. Participating faculty meet five times a year during the three years of the project. In years one and three, Pierre Escudé (Institut Universitaire de Formation des Maîtres Midi-Pyrénées) leads workshops on his research and teaching involving Intercomprehension and makes site visits to each participant campus; in year two, Alexandra Jaffe (CSULB) leads a workshop on the interplay between the three Romance languages of Corsican, French, and Italian in Corsica. Study and critique of syllabi and materials culminate in the third year, with development of syllabi for each institution's courses and a "how to" manual, alongside a hands-on teacher-training workshop, a colloquium for interested faculty, and presentations at national conferences such as the American Council on the Teaching of Foreign Languages (ACTFL).

AD-50040-12Education Programs: Humanities Initiatives at Tribal Colleges and UniversitiesComanche Nation CollegeNoobitu ranu ("Let's set up camp together"): Articulating Comanche Philosophy1/1/2012 - 12/31/2015$50,000.00Dorna Riding-In Battese   Comanche Nation CollegeLawtonOK73501-7434USA2011Native American StudiesHumanities Initiatives at Tribal Colleges and UniversitiesEducation Programs50000042499.630

Faculty development and consultation with scholars and outside institutional partners to study Comanche cultural heritage and enhance American Indian Studies course offerings.

"Noobitu ranu ('Let's Set Up Camp Together'): Articulating Comanche Philosophy" is a project to support faculty development through consultation with scholars and outside institutional partners to study Comanche cultural heritage and enhance American Indian Studies course offerings at Comanche Nation College (CNC). The project begins with a week-long Winter Encampment guided by Gregory Cajete (director of the Native American Studies Program, University of New Mexico), whose book, Look to the Mountain: An Ecology of Indigenous Education, is read and discussed by faculty participants. Thomas Kavanagh (assistant professor of anthropology and museum director, Seton Hall University), who serves as Consulting Anthropologist for the Comanche Nation, contributes to faculty professional development by sharing expertise in areas including Comanche historical accounts and encampment organization. Several other partner organizations, including the Comanche National Museum, Texas Tech University, University of Texas at Arlington, and the Three Rivers Foundation, also contribute knowledge and resources. CNC faculty participants work with colleagues from these partner institutions to produce curricula and classroom materials during the subsequent academic year.

AD-50052-14Education Programs: Humanities Initiatives at Tribal Colleges and UniversitiesFond du Lac Tribal and Community CollegeTeaching Ojibwe Values through Stories and Song: Building a Digital Repository at the Ojibwemowining Center1/1/2014 - 12/31/2016$98,135.00Elizabeth Jaakola   Fond du Lac Tribal and Community CollegeCloquetMN55720-2964USA2013Languages, OtherHumanities Initiatives at Tribal Colleges and UniversitiesEducation Programs98135095146.250

A two-year project that would organize a substantial archive of Ojibwe culture and produce interpretive materials to enhance Native understanding of the resources.

This grant proposes to bring together a partnership of cultural institutions--the Library of Congress, the University of Pennsylvania, and the American Philosophical Society--to repatriate materials to the Ojibwemowining Resource Center at Fond du Lac Tribal and Community College, which has the infrastructure and central location to preserve digitized materials and to provide access to tribal colleges, communities, and high schools to enhance language preservation and cultural revitalization.

AE-269233-20Education Programs: Humanities Initiatives at Community CollegesCity CollegeEthics Bound: Embedding Ethics into the City College General Core Curriculum2/1/2020 - 5/31/2022$99,792.00Austin BennettRoger MadPlumeCity CollegeBillingsMT59101-0245USA2019EthicsHumanities Initiatives at Community CollegesEducation Programs99792095367.580

A professional and curriculum development program that would embed ethics into the college’s general education curriculum.

Montana State University Billings City College general education faculty seeks to utilize a humanities initiative to embed applied ethics across the core curriculum through four themes: environmental, intercultural, medical, and technological. This solution will grow inter-disciplinary study among faculty, generate humanities-based resources, unify the general education curriculum, and expand ethical reasoning for 77% of Associate’s seeking students. To reach an institutionalized goal, a two-and-a-half year program of activities with at least 40 faculty contact hours, for nine full-time faculty, has been created with three phases: faculty development, curriculum development, and implementation and assessment. After establishing a working knowledge of applied ethics, faculty will create and implement an embedded curriculum, and produce a sustainable process for continual improvement.

AK-255350-17Education Programs: Humanities ConnectionsRensselaer Polytechnic InstituteBuilding a Humanities Minor: Construction and Critique in Digital Technology5/1/2017 - 9/30/2020$64,670.00JamesW.MalazitaRebecca RouseRensselaer Polytechnic InstituteTroyNY12180-3590USA2017History and Philosophy of Science, Technology, and MedicineHumanities ConnectionsEducation Programs64670044805.440

A two-year interdisciplinary faculty project to develop a four-course minor that integrates critical humanities analysis with applied computer science.

This proposal develops a new, 4-course minor titled "alt.code," to be housed in Rensselaer Polytechnic Institute's School of Humanities, Arts, and Social Sciences. The goal of the project is to develop a humanities curricula that leverages the techno-centric passions of both Humanities and STEM students in our Engineering-Centered Institution, while also providing those students with a critical lens to historicize, contextualize, and deconstruct the roles, values, and histories of digital technology.

AKA-260418-18Education Programs: Humanities Connections Planning GrantsSouthern Illinois University, EdwardsvilleDigital Community Engagement Pathway5/1/2018 - 4/30/2019$34,952.00Jessica DeSpain   Southern Illinois University, EdwardsvilleEdwardsvilleIL62026-0001USA2018Interdisciplinary Studies, GeneralHumanities Connections Planning GrantsEducation Programs34952034463.750

Design of a curricular pathway for undergraduate students, integrating humanities research, digital humanities, social science methods, and community engagement.

Southern Illinois University Edwardsville and Lewis and Clark Community College will plan a Digital Community Engagement Pathway to unite faculty and students in research teams beyond the classroom’s traditional boundaries. The Pathway will recruit a cohort of underserved students as fellows who will work in teams of five with one faculty member and a community partner to address large-scale social problems using methods central to the digital humanities and social sciences. Teams will meet with others in their cohort to increase their interdisciplinary focus. The Pathway will explore direct applications of the humanities and social sciences while providing underrepresented and first generation students meaningful learning experiences to increase retention rates and student success. The committee will conduct relevant research, visit comparable programs, collect survey data, develop a recruitment plan, create a sustainable model for community partnerships, and finalize curricula.

AKA-265769-19Education Programs: Humanities Connections Planning GrantsTexas Tech UniversityHumanities-Driven STEM: A New Paradigm for the Liberal Arts9/1/2019 - 12/31/2022$34,999.00John CarrellAlizaS.WongTexas Tech UniversityLubbockTX79409-0006USA2019Interdisciplinary Studies, GeneralHumanities Connections Planning GrantsEducation Programs349990349990

The development of a humanities-driven undergraduate STEM program.

While STEM has made room for STEAM (with the Arts) or STREM (with Reading) or STEMM (with music), the humanities remain still only a subtle presence in STEM education. What if we were to flip this paradigm? What if, instead of only "timbre-ing" STEM, the humanities were to drive its communication, its approach? This project implements a humanities driven STEM (HDSTEM) program in the TTU Honors College that includes 1) a First Year Experience team-taught course that introduces students in their first semester to the idea that the humanities are the impetus for human innovation; 2) a sustained program of HDSTEM courses that shape the chosen majors of students; 3) co-curricular workshops and lectures that put interdisciplinarity into action; and 4) a Summit Experience team-taught course that challenges students at the end of their 4 years to appreciate the interrelatedness of disciplines and the complexity of problems using the vocabulary and the grammar of the humanities.

AKB-260507-18Education Programs: Humanities Connections Implementation GrantsFITTeaching Business and Labor History to Art and Design Students9/1/2018 - 8/31/2021$100,000.00Daniel Levinson WilkKyunghee PyunFITNew YorkNY10001-5992USA2018Labor HistoryHumanities Connections Implementation GrantsEducation Programs10000001000000

The development of interdisciplinary curriculum integrating business and labor history into professional art and design study.

Through a partnership among History faculty, and Art and Design faculty, "Teaching Business and Labor History to Art and Design Students" will develop curricula intended to educate students about the business and labor history of the art and design professions. Content will explore how this history impacts present-day industry, careers and professional decision-making. Key project elements will include Art-and-Design faculty professional development conducted by History professors; collaborative curricular development; two conferences; and the creation of a resource website. The initiative addresses an expressed need from Art-and-Design faculty and students for a more complete understanding of the historical influences that have shaped art- and design-business management, the creative process, technology and production. The initiative will help ensure that Art and Design students are well-equipped for the professional demands of the 21st Century.

BC-50371-07Federal/State Partnership: Grants for State Humanities CouncilsMinnesota Humanities CenterRemembering, Preserving, and Preparing: Minnesota’s Indigenous Communities at 150 Years of Statehood11/1/2007 - 10/31/2008$103,840.00Matthew Brandt   Minnesota Humanities CenterSt. PaulMN55106-2046USA2007U.S. HistoryGrants for State Humanities CouncilsFederal/State Partnership93840100009384010000

Conferences will consider the impact of statehood on the Dakota and Ojibwe peoples and the contributions of native people to Minnesota and American history, targeted grants will help develop reference and curriculum guides for native language courses, and a content-rich website will collect Dakota and Ojibwe materials and resources.

In 2008, the Minnesota Humanities Center (MHC) will examine the significance of Minnesota’s Sesquicentennial by considering how Minnesota and American history was and is influenced by interactions between peoples. MHC's project will highlight the historic and cultural contributions of the Dakota and Ojibwe to Minnesota and American history. It includes a wide variety of programming formats to reach a broad audience: public programming; resource development; and a theme-based re-grant program.

BC-50486-09Federal/State Partnership: Grants for State Humanities CouncilsMaine Humanities CouncilImmigration in America and in Maine11/1/2009 - 5/31/2011$84,110.00VictoriaB.Bonebakker   Maine Humanities CouncilPortlandME04102-1012USA2009U.S. HistoryGrants for State Humanities CouncilsFederal/State Partnership74110100007411010000

Funding will support a variety of programs that will explore the significance of immigration in the United States and in Maine including the performance and discussion program,"As Maine Grows," New Books, New Readers and Let's Talk About It reading and discussion programs, a literatured-based training for early childhood educators, and one-day teacher seminar.

Immigration in American and in Maine will engage a variety of audiences, through a variety of programs, in learning about and reflecting on the significance of immigration in the history of our country and state. Maine has always attracted immigrants, and many of today's residents are descendants of French speaking Canadians,Irish or Italians who came to Maine in the mid 19th century to work in factories and industries such as lumbering. At the time, they were not always welcomed by the primarily Protestant Mainers of English and Scottish descent, and Maine's history includes anti-catholic demonstrations by the KKK. More recent immigration to the state includes people from Asia, Africa and South America, and Portland High School now has students who speak 81 different languages. Maine, historically one of the whitest states, is now beginning to be as richly diverse as the rest of the country. It is time to engage all Mainers in a conversation about who we are now and how we got here.

BH-50600-13Education Programs: Landmarks of American History and Culture for K-12 EducatorsFairfield UniversityDuke Ellington and American Popular Culture10/1/2013 - 12/31/2014$177,340.00LauraR.Nash   Fairfield UniversityFairfieldCT06824-5195USA2013Film History and CriticismLandmarks of American History and Culture for K-12 EducatorsEducation Programs1773400169164.740

Two one-week Landmarks workshops for eighty school teachers on Duke Ellington and his world.

Two one-week Landmarks workshops for eighty school teachers on Duke Ellington and his world. This workshop illuminates the life and music of Duke Ellington (1899-1974) in cultural and historical context, using eight compositions (including "Mood Indigo" and "Take the 'A' Train") as "anchor works" for the week's study. Under the direction of music professor Laura Nash, participants engage with Ellington's work and his world through lectures, discussions, hands-on musical participation, and two all-day visits to historic and cultural sites in New York City. Taking the A train to Harlem, participants visit the Sugar Hill Historic District, where Ellington lived, and are guided on a private tour of the National Jazz Museum by Executive Director Loren Schoenberg. The second day trip to New York features the resources of Jazz at Lincoln Center with curator Phil Schaap. Participants explore the role of Ellington's radio and television broadcasts at the Paley Media Center with Jim Shanahan (Boston University) and learn about Ellington's long form music at Carnegie Hall, where "Black, Brown, and Beige" premiered in 1943. A jazz show at Birdland Jazz Club and a performance of swing dance music conclude the day visits to New York. In Fairfield, historian and director of Black Studies Yohuru Williams provides relevant grounding in twentieth-century African-American history and addresses intersections of race and popular culture. During the days on campus, music professor and bassist Brian Torff leads a specially assembled live big band in presentations and performances to give participants direct experience with the anchor works and with improvisation, as well as opportunities for discussion with band members. Workshop guest faculty include jazz critic and journalist Gary Giddins; educator and composer David Berger (Juilliard), who transcribed and edited the majority of Ellington's works; and Monsignor John Sanders, trombonist and librarian for the Ellington Orchestra, who shares his first-hand knowledge of playing, working, and traveling with Ellington, and of developing the Ellington archives. Prior to and during the workshop, participants read Ellington's Music is My Mistress; Harvey Cohen's Duke Ellington's America; John Edward Hasse's Beyond Category: The Life and Genius of Duke Ellington; and Mark Tucker's The Duke Ellington Reader. They also have access to a password-protected website with Ellington recordings, sheet music, and video clips.

BH-50648-14Education Programs: Landmarks of American History and Culture for K-12 EducatorsUniversity of ConnecticutGullah Voices: Traditions and Transformations10/1/2014 - 12/31/2015$179,985.00RobertW.StephensMaryEllenJundaUniversity of ConnecticutStamfordCT06901-2315USA2014American StudiesLandmarks of American History and Culture for K-12 EducatorsEducation Programs17998501799850

Two one-week workshops for seventy-two school teachers on the history and cultural memory of the Gullah people of Georgia and South Carolina, explored through the arts.

This workshop introduces teachers to the history and rich artistic heritage of the Gullah people, who are direct descendants of slaves who lived on plantations and in farming and fishing communities along the South Carolina and Georgia Sea Islands and coastal lowlands. Their strong community life and geographical isolation enabled the Gullah people to preserve more of the African heritage than other African-American groups in the United States. As a result, the history, stories, beliefs, and creative expressions of the Gullah are critical antecedents to African-American culture and the broader American mosaic, as we know it today. The workshop is based in Savannah, Georgia, to give access to sites of Gullah culture; it incorporates a variety of source types: live performances, sound recordings, written documents, material sites, artifacts, moving and still images, and life-story materials. Each day is organized around cultural themes: Sounds and Traditions: The Sacred World of Black Slaves (Monday); Sounds in Place and Time: The Plantation and the Praise House (Tuesday); Images and Iconography (Wednesday); Stories and Artifacts (Thursday); and Cultural Memories in History: Recollections (Friday). The landmark sites to be visited include Historic Savannah and the Pin Point Heritage Museum; The Georgia Historical Society, a significant archive for primary sources on the Gullah; The Penn Center, a National Historic Landmark on St. Helena Island; and Sapelo Island, a state-protected island located in McIntosh County, Georgia. Directed by Robert Stephens and Mary Ellen Junda (musicologists, University of Connecticut), the workshop features guest presenters Peter Wood (historian, Duke University), Erskine Clarke (historian, Columbia Theological Seminary), Emory Shaw Campbell and Victoria Smalls (historians, Penn Center), Ron Daise (cultural historian, Gullah Geechee Cultural Heritage Commission), Cornelia Bailey (cultural historian and Gullah native), Leroy Campbell (visual artist), and Geechee Gullah Ring Shouters (musicians). Guest lectures explore a wide variety of topics including the story of the African-American religious experiences, the connection between Africa and America, and secular music styles. Participants also attend live performances, workshop demonstrations, and watch the video documentary, The Language You Cry In. Three books have been selected for pre-workshop reading: Lawrence W. Levine's Black Culture and Black Consciousness; Cornelia Bailey's God, Dr. Buzzard, and the Bolito Man; and Wilbur Cross's Gullah Culture in America. Participants are organized into five-member teams to facilitate interaction and collaboration.

CH-233599-16Challenge Programs: Challenge GrantsCity of CorneliusNew Library and Community Convening Space12/1/2014 - 7/31/2020$500,000.00Karen Hill   City of CorneliusCorneliusOR97113-8912USA2015Social Sciences, GeneralChallenge GrantsChallenge Programs05000000500000

Construction of a new library building in Cornelius, Oregon.

The Cornelius Public Library in Cornelius, Oregon proposes a $500,000 challenge grant from the National Endowment for the Humanities to help build a new library building to house and expand the humanities collection, provide space for more community involvement in humanities programs and strengthen partnerships with community groups and humanities organizations.

CH-50332-07Challenge Programs: Challenge GrantsCalvin CollegeStepping East: Asian Studies at Calvin College6/1/2005 - 7/31/2012$500,000.00DanielHBays   Calvin CollegeGrand RapidsMI49546-4301USA2006Asian StudiesChallenge GrantsChallenge Programs05000000500000

Endowment for an Asian Studies program, including faculty development, visiting scholars, a lectureship, course releases for faculty program administrators, acquisitions, and office staffing.

A $2 million endowment, to be raised in the context of a major capital campaign, will allow Calvin College to sustain and expand a quality Asian studies program that is designed to ensure consistent contributions to the study and appreciation of the humanities, student understanding of the importance of the history, philosophy, religion, languages, and literature of a major contributor to global culture, and faculty research and scholarship on key humanities themes in the Asian world. It will build on key accomplishments over the past eight years that have not only strengthened a major humanities program but also created tremendous momentum in curricular development, faculty scholarships, and exchange programs with China, Japan, and Korea.

CH-50406-07Challenge Programs: Challenge GrantsUniversity of GeorgiaGeorgia Museum of Art Study Centers in the Humanities12/1/2005 - 7/31/2011$750,000.00WilliamUnderwoodEiland   University of GeorgiaAthensGA30602-0001USA2006Art History and CriticismChallenge GrantsChallenge Programs07500000750000

Construction and furnishings for Study Centers in the Humanities, an expanded facility for the museum's fine arts library and three research centers.

The University of Georgia, on behalf of the Georgia Museum of Art, seeks a Challenge Grant of $750,000 from the National Endowment for the Humanities, to be matched with $2,250,000 in private contributions. The Challenge Grant will fund the creation of the Georgia Museum of Art Study Centers in the Humanities. The Centers are a major component of Phase II, a $20 million addition to the museum's current building, and a key factor in the museum's realization of its ambitious goals in the humanities. The core of the Study Centers in the Humanities is an expanded facility for the museum's fine-arts library and three research centers; the study centers also include a classroom and small conference room and a designated Centers Gallery for the display of exhibitions and works of art related to the activities of the research centers, with an adjoining reading area. The Study Centers will amplify the museum's capacity to attract and serve students, faculty, and researchers.

CH-50421-07Challenge Programs: Challenge GrantsAmerican Musicological Society, Inc.Publishing Musicologal Research in the 21st Century12/1/2005 - 7/31/2011$240,000.00AnneW.Robertson   American Musicological Society, Inc.New YorkNY10012-1502USA2006Music History and CriticismChallenge GrantsChallenge Programs02400000240000

Endowment for publication subventions and an award program in musicology as well as fund-raising costs.

The American Musicological Society seeks an NEH challenge grant of $240,000, which with a 4:1 match will yield $1,200,000. These funds will endow four publication-related initiatives of the Society. The bulk of the funds ($900,000) will create a new subvention supporting the publication of first books by young scholars, whose work often represents the cutting edge of scholarly research, but whose careers are often at their most fragile or challenging point. The remainder will go primarily to existing publication subvention programs, supporting musicological books more generally ($125,000) as well as a monograph series sponsored by the Society ($100,000). These subventions aim to optimize the quality of the best scholarly books on music while keeping their prices affordable. Finally, we propose a new award for books on music in American culture ($50,000), a vital area of musical research that appeals to the broadest literary and musical public.

CH-50528-08Challenge Programs: Challenge GrantsAmerican Research Institute in TurkeyEnhancement and Endowment of the Humanities Collections of the ARIT Libraries in Istanbul and Ankara12/1/2006 - 7/31/2018$550,000.00C. Brian Rose   American Research Institute in TurkeyPhiladelphiaPA19104-6324USA2007Interdisciplinary Studies, GeneralChallenge GrantsChallenge Programs05500000550000

The relocation and expansion of two American research libraries in Turkey and an endowment for facilities maintenance; a librarian's salary; and equipment and acquisitions; as well as bridge funding for the expenses deriving from the new facilities and fund-raising expenses.

Support for the expansion and enhancement of ARIT overseas library facilities in Istanbul and Ankara, and endowment of the additional cost of library facilities, IT equipment, professional staffing, and collections development, including electronic and print media.

CH-50926-12Challenge Programs: Challenge GrantsTeachers College, Columbia UniversityHistory Education for All: A Proposal to Establish a Center for History Education at Teachers College at Columbia University12/1/2010 - 7/31/2016$425,000.00Thomas James   Teachers College, Columbia UniversityNew YorkNY10027-6605USA2011U.S. HistoryChallenge GrantsChallenge Programs04250000425000

Endowment for a Center for History Education that includes a graduate fellowship program, a digital history portal, and curricular innovations.

Teachers College proposes a major three-year campaign to endow a Center for History Education with the mission of improving the teaching and learning of American history in high-poverty schools with diverse populations, especially new immigrants and English Language Learners. The focus of these efforts will be to address the question: What does it mean to be an American? The Center’s mission will be to provide a national model of history education for the increasingly diverse student population nationwide through on-site and online professional development activities. The grant endowment will specifically support: establishment of a Center for History Education; development of teaching and learning materials in history to be field-tested with local teachers and put onto a web portal; two fully funded History Fellows (stipend and scholarship) who will develop high-quality teaching resources designed specifically for these student populations.

CH-51021-12Challenge Programs: Challenge GrantsMuseum of History and Industry (MOHAI)"History is Moving" Capital Campaign: MOHAI Endowment Fund12/1/2010 - 7/31/2016$425,000.00Leonard Garfield   Museum of History and Industry (MOHAI)SeattleWA98109-4330USA2011U.S. HistoryChallenge GrantsChallenge Programs04250000425000

Endowment for increased collections staff salaries and benefits for enhanced programming at a new facility.

The Museum of History & Industry (MOHAI) requests a National Endowment for the Humanities Challenge Grant of $500,000 toward its "History is Moving" Capital Campaign. After nearly 60 years of serving the community from its current site, MOHAI’s existing 24,000 square foot facility will be demolished to make way for the widening of State Route 520. MOHAI has been given the unique opportunity to relocate to the 52,000 square foot Naval Reserve Armory at Lake Union Park and significantly expand its exhibits, programming, and audience outreach. MOHAI expects to see its annual attendance grow from 60,000 to 120,000 in the new museum. The NEH Challenge Grant and matching funds of $1.5 million will be used to increase MOHAI’s Endowment Fund which will provide an increased and reliable stream of operating funds to support the museum's expanded humanities programming and service to the community.

CH-51222-15Challenge Programs: Challenge GrantsAmerican Philosophical SocietyEndowing a Center for Native American and Indigenous Studies12/1/2013 - 7/31/2019$500,000.00PatrickK.Spero   American Philosophical SocietyPhiladelphiaPA19106-3309USA2014Native American StudiesChallenge GrantsChallenge Programs05000000500000

Endowment for the Center for Native American and Indigenous Studies.

The American Philosophical Society seeks a Challenge Grant of $500,000 from the National Endowment for the Humanities to establish a foundational endowment of $2 million for a new Center for Native American and Indigenous Studies, which will become a permanent division of the Society's research library. Plans for the Center are grounded in the Library's significant Native American ethnohistory and linguistics collections (including a newly established digital audio archive of extinct and endangered languages) and in the success of four prototype partnerships with tribes in the U.S. and Canada. The Center will promote Digital Knowledge Sharing as the linchpin of partnerships among archives and Native communities; establish a consortium of sister repositories (including emerging tribal archives) to undertake collaborative initiatives; and encourage a new generation of indigenous scholars to participate in academic pursuits as well as cultural revitalization projects.

CH-51229-15Challenge Programs: Challenge GrantsUniversity of FloridaRepositioning Florida's Judaic Library: Increasing Access to Humanities Resources from Florida, Latin America, and the Caribb12/1/2013 - 7/31/2021$500,000.00RebeccaJ.Jefferson   University of FloridaGainesvilleFL32611-0001USA2014Jewish StudiesChallenge GrantsChallenge Programs05000000470957

Endowment for library staff, acquisitions, public and scholarly outreach activities, and digitization projects related to the Jewish experience in Florida, Latin America, and the Caribbean.

The George A. Smathers Libraries at the University of Florida (UF) requests NEH support of $500,000 to match $1.5 million to be raised in the next four years to endow acquisitions, public and scholarly outreach activities, and collaborative digitization projects related to the Jewish experience in Florida, Latin America, and the Caribbean. With the Price Library of Judaica as its foundation, UF is uniquely qualified to lead a national and international effort to inspire greater study of the Jewish diaspora.The expanded and enhanced Judaica collections and services will be the foundation for the American portal of Florida, Latin American, and Caribbean Jewry, and will emphasize the importance of scholarship, preservation, and access to these exceptional resources.

CH-51264-15Challenge Programs: Challenge GrantsJapanese Garden Society of Oregon, Inc.Cultural Crossing at the Portland Japanese Garden: Enlarging Americans' understanding of Japanese perspectives and worldview12/1/2013 - 7/31/2019$500,000.00Diane Durston   Japanese Garden Society of Oregon, Inc.PortlandOR97205-5886USA2014East Asian StudiesChallenge GrantsChallenge Programs05000000500000

Construction of a new educational facility to expand the Garden’s humanities offerings.

This project will create new educational facilities for humanities programs providing formal and informal learning opportunities for varied audiences to acquire new knowledge and understanding of Japanese culture through gardens, architecture, visual and performing arts, literature, philosophy, religion, language and history. The facilities will combine classroom-style learning with hands-on workshops. Purpose-built for the specific requirements of Japanese arts and cultural practices, these facilities will provide American audiences with a variety of ways to learn from informally observing demonstrations to attending lectures by visiting scholars or intensive multi-week seminars. The new facilities will be adjacent to the five gardens which are beautiful physical artifacts illustrating the history of Japanese culture over 1,000 years. Together the facilities, programs, and gardens will provide a unique immersive experience of bridging cultures.

CHA-268768-20Challenge Programs: Infrastructure and Capacity Building Challenge GrantsJewish Federation of Saint LouisThe Holocaust Museum & Learning Center of St. Louis6/1/2020 - 5/31/2023$750,000.00Frances Levine   Jewish Federation of Saint LouisSt. LouisMO63146-5776USA2019European HistoryInfrastructure and Capacity Building Challenge GrantsChallenge Programs07500000750000

Renovation of the museum’s current space, as part of a larger construction project, for a new Center for Positive Change and a Learning Center, which would include multi-media capacities and would comply with the Americans with Disabilities Act (ADA).

The St. Louis Holocaust Museum & Learning Center is applying for a grant to renovate and expand the current museum transforming the museum into an ADA compliant multi-media experience where visitors can explore current events through the lens of lessons taught by the Holocaust. There will be a Center for Positive Change which will connect the lessons of the Holocaust to today’s local, national and global challenges through a highly-flexible, interactive and collaborative digital space for visitors of all ages and backgrounds. The Learning Center will offer expanded programs educating visitors through interdisciplinary programming, lectures by scholars and survivors, films, art installations, theater productions and temporary exhibits. The Archives and Research Center will ensure that our extensive and rapidly-expanding collection of artifacts from the Holocaust and the period surrounding the Holocaust will bring long term benefits to the community, scholars, and the humanities.

CHA-268801-20Challenge Programs: Infrastructure and Capacity Building Challenge GrantsUniversity of Central Florida Board of TrusteesExpanding UCF’s Center for Humanities and Digital Research (CHDR) Infrastructure, Research, and Public Programming5/1/2020 - 4/30/2026$193,736.00Mark Kamrath   University of Central Florida Board of TrusteesOrlandoFL32816-8005USA2019EnglishInfrastructure and Capacity Building Challenge GrantsChallenge Programs01937360193736

The construction of a digital humanities laboratory within a new campus building, and the purchase of equipment and software, server storage space, and other furnishings in order to foster collaborative humanities learning and research, digital preservation of collections, and public programming.

The Center for Humanities and Digital Research at the University of Central Florida seeks to expand its current facilities, research, and programming. The direct expenditures grant and the required matching funds will enable the addition of a digital humanities collaboratory in the newly constructed Trevor Colbourn Hall and update all our equipment to support collaborative research, digital preservation and access, and public programming. The grant will help increase the number of faculty and students learning design, programming, and digital archiving skills; generate new collaborative projects and scholarship; and accelerate institutional and public humanities programming. Plans for raising funds are closely tied to UCF’s IGNITE fundraising campaign and the College of Arts and Humanities’ goal within this campaign of raising $20 million by 2020. With the help of the Provost’s Office, the campaign plans to identify specific business and private donors.

CHA-276812-21Challenge Programs: Infrastructure and Capacity Building Challenge GrantsSan Jose State University Research FoundationGrounding the Digital Humanities at San Jose State University5/1/2021 - 4/30/2026$375,000.00Shannon MillerChristina MuneSan Jose State University Research FoundationSan JoseCA95112-5569USA2020Arts, OtherInfrastructure and Capacity Building Challenge GrantsChallenge Programs03750000283113

Establishment of a Digital Humanities (DH) Center at San José State University’s (SJSU) Dr. Martin Luther King, Jr. Library, including the installation of a virtual machine and computing node to expand the current digital infrastructure. The DH Center will serve both SJSU students and the San José community.

With support from the NEH Challenge Grant and the matching funds raised over the next five years, San José State University’s (SJSU) Dr. Martin Luther King, Jr. Library (King Library) and the College of Humanities and Arts (H&A) will establish a Digital Humanities (DH) Center. To be located in the King Library, the DH Center will support teaching and research in digital humanities and serve the 35,000 students at SJSU, as well as faculty across campus. As a joint-use library, in partnership with the City of San José, the DH Center will also serve the public and open possibilities for collaborations between the university and community. The DH Center will support the growing number of courses in digital humanities and impact the level of research at SJSU. As such, the DH Center will play a key role in supporting SJSU’s investment in research as a part of its ten-year strategic plan, Transformation 2030.

CZ-50300-13Challenge Programs: Special InitiativesMontgomery CollegeProposal to Launch an Institute for Global Humanities Initiatives and Program to Internationalize the Humanities Curriculum9/1/2011 - 7/31/2018$490,000.00Rita Kranidis   Montgomery CollegeRockvilleMD20850-1728USA2012Interdisciplinary Studies, GeneralSpecial InitiativesChallenge Programs0490000-485.64490000

Endowment and a spend-down fund for an Institute for Global Humanities Initiatives.

Seeking new ways to engage and retain students, Montgomery College seeks $500,000 in Challenge Grant funds to revitalize its humanities programs and implement an Institute for Global Humanities Initiatives, responding to the Endowment-wide Bridging Cultures theme. The Institute, under the leadership of a distinguished faculty member and with guidance from a board of global humanities experts, will serve as the locus for a series of dynamic new learning initiatives in the humanities, including a faculty development program in Internationalizing the Humanities Curriculum, intentionally designed to expand scholarly and public discourse of diverse countries, peoples, and cultural and intellectual traditions worldwide. The College will match the federal funds two-to-one, raising $1,000,000 over the six-year grant period, for a total budget of $1.5 million. A six-year spend-down fund and endowment will be created to launch the Institute and its activities with comprehensive force and scope.

CZ-50322-13Challenge Programs: Special InitiativesCapital Community CollegeEndowing The Hartford Heritage Program9/1/2011 - 7/31/2019$300,000.00JeffreyF. L.Partridge   Capital Community CollegeHartfordCT06103-1211USA2012Interdisciplinary Studies, GeneralSpecial InitiativesChallenge Programs030000000

Endowment for program coordinator and web designer positions, course and faculty development, symposia, materials, and direct support for bridging expenses.

Capital Community College (Capital) proposes a focused program to strengthen its liberal arts curriculum with new humanities content anchored in the cultures and communities of Hartford. The project will establish an identity for the College as a center for Hartford-based humanistic exploration and instruction in Connecticut's historic and culturally diverse Capital City. A Hartford Heritage endowment fund will provide self-sustaining support for new Learning Communities that bring humanistic modes of inquiry to courses in the social sciences and other disciplines, create a Digital Humanities component that would underpin all Learning Communities and establish an annual Hartford Bridging Cultures Symposium. The College and its nonprofit foundation proposes a $300,000 NEH challenge grant as a catalyst to raise $600,000 in non-federal income through a challenge campaign.

CZ-50324-13Challenge Programs: Special InitiativesWestchester Community College FoundationEstablishing the Humanities Institute9/1/2011 - 7/31/2018$300,000.00HeatherE.Ostman   Westchester Community College FoundationValhallaNY10595-1550USA2012Interdisciplinary Studies, GeneralSpecial InitiativesChallenge Programs03000000300000

Endowment for programming in a new Westchester County Humanities Institute that explores humanities themes through the lens of the immigrant experience.

The Westchester Community College (WCC) Humanities Institute proposes to be a campus-wide initiative that supports the research and scholarship of faculty, students, and members of the community by developing and supporting events (including conferences, speaker series, reading series, exhibits, films, and community partnerships) that explore and celebrate the humanities from the perspective of the immigrant experience in a globalized world. The WCC Humanities Institute will shift and expand the study of the humanities from a traditional, western perspective to a multi-cultural lens in order to promote global understanding. The mission of the WCC Humanities Institute is to advance pluralistic and international approaches to humanities education by illuminating the differences and similarities within the disciplines of literature, language, history, philosophy, cultural studies, and communication.

CZ-50342-14Challenge Programs: Special InitiativesGreat Basin CollegeGreat Basin College Virtual Humanities Center9/1/2012 - 7/31/2019$500,000.00Scott GavorskyEvi BuellGreat Basin CollegeElkoNV89801-5032USA2013Interdisciplinary Studies, GeneralSpecial InitiativesChallenge Programs05000000500000

Acquisition of a lecture capture system through direct purchase, and endowment for a virtual humanities center by supporting faculty releases, course design, and software upgrades.

Great Basin College, located in rural Northeastern Nevada, requests support for the creation of an endowment that will sustain a Virtual Humanities Center. The overarching goal of this initiative is to broaden the education and skill-set of students, faculty, and community members while fostering a deep appreciation of our region’s complex cultural, historical, and human geography. The Center will include: 1) an interactive online portal - the “Humanities Crossroads” a place where many humanities resources converge; 2) a “Humanities Teaching Toolkit” for professional development, ongoing mentoring, and training opportunities of existing staff and faculty across all departments; and 3)an annual "Humanities in Action" series organized around an annual Theme, to provide the entire GBC community with opportunities to engage in civic conversation around significant issues of culture, place, and society.

CZ-50347-14Challenge Programs: Special InitiativesSeminole Community CollegeThe Cultural Understanding and Tolerance Initiative9/1/2012 - 7/31/2021$100,000.00Steven de Zwart   Seminole Community CollegeSanfordFL32773-6199USA2013Interdisciplinary Studies, GeneralSpecial InitiativesChallenge Programs01000000100000

Endowment for acquisitions and study abroad, a spend-down fund for a speaker series, curriculum development, exhibits, cultural service learning activities, and study abroad, as well as fundraising expenses.

To maximize impact on today's community college students, Humanities-related curricular and co-curricular content needs to address: (1) intersectionality, the examination of how categories of identity and structures of inequality are mutually constituted and need to continually be understood in relationship to one another; and (2) transnationalism, which focuses on cultures, structures, and relationships that are formed as a result of the flows of people and resources across geopolitical borders. Seminole State is seeking $100,000 in endowment and spend-down funding from NEH to establish a collegewide Cultural Understanding and Tolerance Initiative, which will take the integration of “culture” to deeper levels, offering students exposure to timely, contextual learning experiences atypical of the community college experience.

ED-50387-13Education Programs: Education Development and DemonstrationMLAMLA Survey of Enrollments in Languages other than English in Higher Education9/1/2013 - 8/31/2015$30,000.00DennisO.Looney   MLANew YorkNY10004-2434USA2013 Education Development and DemonstrationEducation Programs300000300000

The MLA has conducted twenty-two surverys of undergraduate and graduate fall semester course enrollments in all languages other than English at US Colleges and Universities. During a sixteen month period two full-time research assistants conduct research with a remarkably high response rate of over 95%. The MLA surverys are widley acknowledged by the field of lanuage teaching, government, and industry as the single, all-inclusive metric of United States post-secondary interest in the study of languages. This Chairman's grant will support the salary of one of the two research assistants who we hire to conduct data collection. Cost sharing, calculated at $150,000 will cover addtional funding for a second research assistant, IT development and for an verage 25% of the annual salaries of the three regular MLA staffers.

EE-50022-04Education Programs: Teaching and Learning Resources and Curriculum DevelopmentBrown UniversityThe Virtual Humanities Lab (VHL): Networked Resources for Early Modern Italian Studies7/1/2004 - 8/31/2006$188,000.00Massimo Riva   Brown UniversityProvidenceRI02912-9100USA2004Renaissance StudiesTeaching and Learning Resources and Curriculum DevelopmentEducation Programs1780001000017800010000

A materials development project to create an interactive website, the Virtual Humanities Lab to post and connect works by Boccaccio and Pico with other primary sources illuminating the civic and intellectual life of early modern Italy for teachers, students, and scholars.

We plan to develop a highly interactive web site where educators, scholars and students will find detailed information about the civic experience and the intellectual culture of Early Modern Italy, together with a variety of tools for collaborative teaching and research, organized as a multidisciplinary virtual laboratory.

EF-20238-93Education Programs: Special Opportunity in Foreign Language EducationExchange: JapanPilot Program on Teaching Japanese in High School: Teacher Training5/1/1993 - 4/30/1994$30,000.00LindaI.Corbett   Exchange: JapanAnn ArborMI48106USA1993Asian LanguagesSpecial Opportunity in Foreign Language EducationEducation Programs300000300000

To support a pilot project designed to equip native speakers of Japanese to teach the language in American schools.

EH-*0254-80Education Programs: Institutes for Higher Education FacultyTrustees of Indiana UniversityHandbook on Nonverbal Communication for Teachers of English as a Foreign Language1/1/1980 - 10/31/1981$75,409.00ThomasA.Sebeok   Trustees of Indiana UniversityBloomingtonIN47405-7000USA1979EnglishInstitutes for Higher Education FacultyEducation Programs75409075308.890

To support an illustated handbook of nonverbal signs used by American English speakers in day-to-day interaction, emphasizing those that seem ambigious as well as those most commonly used for teachers of English as a foreign language.

EH-50075-06Education Programs: Institutes for Higher Education FacultyGeorgia College and State UniversityReconsidering Flannery O’Connor10/1/2006 - 12/31/2007$155,604.00Bruce Gentry   Georgia College and State UniversityMilledgevilleGA31061-3375USA2006American LiteratureInstitutes for Higher Education FacultyEducation Programs15560401509840

A four-week institute for twenty-five college and university faculty on the meaning of Flannery O'Connor's works and the critical issues they raise.

Flannery O’Connor is the subject of numerous critical studies that arrive at widely varying conclusions about the value and meaning of her works. O’Connor is important for many reasons: her sophisticated explorations of religion; her intelligent engagement with significant theologians and philosophers; her investigations of violence and evil; her unique responses to the traditions of American literature and to the cultural forces of her time, esp. those having to do with race issues and social activism; her ability to identify with outsiders, including children and the disabled and even those who perpetrate violence; her fascinating conflictedness over gender; and her skill as a stylist whose intent was often satirical. “Reconsidering O’Connor” will assist participants in examining O’Connor in relation to all of the important issues raised by her works.

EH-50366-13Education Programs: Institutes for Higher Education FacultyGeorgia College and State UniversityReconsidering Flannery O'Connor10/1/2013 - 12/31/2014$193,448.00Bruce GentryRobertE.DonahooGeorgia College and State UniversityMilledgevilleGA31061-3375USA2013American LiteratureInstitutes for Higher Education FacultyEducation Programs1934480183539.220

A four-week institute for twenty-five college and university faculty to examine Flannery O'Connor's work through various critical and disciplinary perspectives.

Georgia College presents “Reconsidering Flannery O’Connor,” a four-week institute for twenty-five college and university teachers, in July 2014. Against the quaint, historic backdrop of O’Connor’s alma mater in Milledgeville, Summer Scholars will dive into the culture and environment that inspired O’Connor, examining thorny and teachable issues of religion, race, violence and human consciousness, and cultural conflicts in her work. Distinguished scholars will lead students through a variety of seminars, lectures, and hands-on work in GC’s O’Connor Collection. The institute will stimulate Scholars toward their career goals, in part by supplying them with key primary and secondary texts for vibrant teaching and up-to-date scholarship; support them as they begin or improve their teaching of O’Connor; and inspire them to produce internet postings, conference papers, articles, and books about O’Connor and her contemporary relevance. Project period will be Oct. 1, 2013-Dec. 31, 2014.