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Page size:
 423 items in 9 pages
Award Number Grant ProgramAward RecipientProject TitleAward PeriodApproved Award Total
Page size:
 423 items in 9 pages
AA-277700-21Education Programs: Humanities Initiatives at Colleges and UniversitiesPrinceton UniversityCreating a Committee for Manuscript, Rare Book, and Archive Studies2/1/2021 - 1/31/2025$150,000.00MarinaA.Rustow   Princeton UniversityPrincetonNJ08540-5228USA2020History, GeneralHumanities Initiatives at Colleges and UniversitiesEducation Programs15000001477490

The development of undergraduate and graduate curricula in Manuscript, Rare Book and Archive Studies.

This is a proposal to launch a Committee on Manuscript, Rare Book and Archive Studies (MARBAS) at Princeton University. MARBAS is the initiative of a group of faculty and library staff devoted to teaching with original objects from global cultures before 1600, including manuscripts, documents, early printed books, papyri, coins, inscriptions and archives. Our goals are to bring students into contact with premodern texts and objects, to make specialized techniques (including digital methods) accessible to an expanded pool of instructors and non-specialists, to encourage comparison, and to make the use of physical evidence central to the humanities. We will help make the techniques for teaching with objects widely accessible, develop and distribute tools for undergraduate and graduate teaching with original artifacts, and make these tools scalable and replicable with or without physical access to special collections, whether due to geography, resources or travel restrictions.

AA-284562-22Education Programs: Humanities Initiatives at Colleges and UniversitiesUniversity of Southern CaliforniaImages Out of Time: Visual and Material Culture in a Digital Age7/1/2022 - 6/30/2025$149,968.00VanessaRuthSchwartz   University of Southern CaliforniaLos AngelesCA90089-0012USA2021History, Criticism, and Theory of the ArtsHumanities Initiatives at Colleges and UniversitiesEducation Programs14996801499680

A three-year project creating an undergraduate curriculum in visual studies.

"Images Out of Time" is a new humanities curriculum developed in partnership with the Visual Studies Research Institute and Thematic Option Program in General Education at USC. This three-year project brings together faculty, graduate students, and undergraduates to study visual and material culture in periods of rapid cultural change and social upheaval. Monuments to unjust pasts; icons manifesting gods; ancient ruins in modern structures; old images restored by new technology: these images challenge linear historical narratives. Understanding how they pass through time helps us find our place between past and future. Our project enhances the humanities at USC through undergraduate courses and internships, object-based learning site visits, graduate training and mentorship, and public programming. Activities will intersect art history, religion, literature, history, and anthropology, and bridge divisions of premodern and modern, as well as European, Atlantic, and Pacific spheres.

AA-284617-22Education Programs: Humanities Initiatives at Colleges and UniversitiesUniversity of IowaSalud, to your health! Resources for Teaching Health Narratives in English and Spanish7/1/2022 - 6/30/2025$149,999.00Kristine MunozDaenaJ.GoldsmithUniversity of IowaIowa CityIA52242-1320USA2021CommunicationsHumanities Initiatives at Colleges and UniversitiesEducation Programs14999901499990

A three-year project to develop a digital resource for teaching health narratives in English and Spanish.

This project will construct a digital resource bank for teaching and learning health narratives at the postsecondary level, emphasizing the benefits to many kinds of learners of both reading and writing stories about health, illness, and caregiving. By the time they reach college age, many college students have increasingly complex experiences of mental and physical illness, their own or that of their loved ones. Courses that lead students through reading and writing about health issues teach them to contextualize those experiences within broader perspectives on language, meaning, relationship, and ethics. The digital resource bank will facilitate courses in many English disciplines and for Spanish majors and minors, encouraging both health humanities programming and community outreach. PIs will lead in person workshops and webinars to maximize use of the website, and an online journal will be created to publish peer-reviewed undergraduate health narratives in Spanish.

AA-295615-24Education Programs: Humanities Initiatives at Colleges and UniversitiesTrustees of Indiana UniversityCreating a Book Studies Minor3/1/2024 - 2/28/2027$142,765.00PatriciaClareInghamElizabeth HebbardTrustees of Indiana UniversityBloomingtonIN47405-7000USA2023Cultural HistoryHumanities Initiatives at Colleges and UniversitiesEducation Programs14276501427650

A three-year project to develop an undergraduate minor in book studies.

We seek funding to develop a cross-disciplinary, undergraduate minor in Book Studies, a broad field that includes book history, manuscript studies, text and page design, fabrication and conservation, and books as material culture. In addition to the rigorous training of a traditional book studies program, we aim to take advantage of the current pedagogical shift toward experiential learning in and for interdisciplinary humanities teaching. Our proposed undergraduate minor thus contributes to the further development of “experimental humanities” programs on the Bloomington campus, with a particular emphasis on immersive undergraduate experiences. In particular, we combine the collaborative, lab-based techniques familiar in the proliferation of makerspaces with more conventional archival research and teaching on the materiality of books and manuscripts in historical, trans-historical, and cross-cultural perspectives.

AB-258961-18Education Programs: Humanities Initiatives at Historically Black Colleges and UniversitiesHoward UniversityThe Africana Theatre and Dance Collection as a Teaching Resource1/1/2018 - 12/31/2019$99,948.00OfosuwaM.Abiola   Howard UniversityWashingtonDC20059-0001USA2017Theater History and CriticismHumanities Initiatives at Historically Black Colleges and UniversitiesEducation Programs99948098373.840

Student training in archival methods, cataloguing, and digitization, leading to the establishment of an Africana Theatre and Dance Collection in Howard University’s Founders Library.

This project seeks to establish an Africana Theatre and Dance Collection in Howard University’s Founders Library. The Africana Theatre and Dance Collection will make an extensive number of rich primary sources which are currently uncatalogued and housed in Founders, available for Howard University students, faculty, and staff, area colleges and universities, and the community at large.

AC-269245-20Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsArizona Board of RegentsDeveloping Foreign Cultures Courses for the Professions2/1/2020 - 1/31/2024$99,999.00Carine Bourget   Arizona Board of RegentsTucsonAZ85721-0073USA2019Languages, GeneralHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs999990999990

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.

AC-284519-22Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsRegents of the University of California, Santa CruzHumanizing Technology3/1/2022 - 2/28/2025$149,500.00Jasmine AlinderPranav AnandRegents of the University of California, Santa CruzSanta CruzCA95064-1077USA2021Interdisciplinary Studies, OtherHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs14950001495000

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.

AC-50002-06Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsFlorida International University Board of TrusteesThe Miami-China Connection: Enhancing Chinese Cultural Studies at Florida International University and Miami-Dade College4/1/2006 - 5/31/2008$73,823.00Steven Heine   Florida International University Board of TrusteesMiamiFL33199-2516USA2006Asian LanguagesHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs738230738230

The development of a full-time instructorship in Chinese language and culture for Florida International University and an aligned adjunct instructorship to teach beginning Chinese language courses at Miami-Dade Community College.

Florida International University and Miami Dade College, the largest Hispanic-serving institutions in the nation, request a grant of $140,935 for a two-year project (Aug. 2006-May 2008) to enhance Chinese language/cultural studies in Miami. The overriding goal of Miami-China Connection is to create a full-time instructorship position in Chinese cultural studies to be made permanent by FIU following the grant cycle. The instructor will have responsibilities for creating courses on Chinese language and culture, organizing cultural activities, and helping coordinate study abroad programs. Another main component of the new position will be to help a qualified adjunct instructor develop Chinese I and II at MDC and organize joint cultural events.

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).

AC-50156-12Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsUniversity of Puerto Rico, MayaguezThe Convergence of Culture and Science: Expanding the Humanities Curriculum1/1/2012 - 6/30/2016$99,737.00DanaL.Collins   University of Puerto Rico, MayaguezMayaguezPR00680-6475USA2011Interdisciplinary Studies, GeneralHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs99737094976.10

A series of faculty seminars and curriculum development activities on artificial intelligence; the confluence of philosophy, engineering, and technological choice; and theism, cosmology, and evolution.

"The Convergence of Culture and Science: Expanding the Humanities Curriculum" is a three-year project at the University of Puerto Rico, Mayaguez, consisting of a series of faculty development seminars and related follow-up activities on artificial intelligence; the confluence of philosophy, engineering, and technological choice; and theism, cosmology, and evolution. The project explores the intersection of the humanities and the growing density and depth of scientific discoveries and bourgeoning changes in technologies. Over the three years, faculty from the humanities, engineering, and the social, natural, and agricultural sciences read and discuss key texts with invited scholars in preparation for developing three interdisciplinary courses on artificial intelligence; appropriate technology: engineering, philosophy, and technology choice; and theism, cosmology, and evolution. In year one, participants read Descartes' Discourse on Method and Meditations on First Philosophy, Pamela McCorduck's Machines Who Think, and Tim Crane's The Mechanical Mind: A Philosophical Introduction to Minds, Machines and Mental Representation, among other works, to consider the social, philosophical, psychological, and technical aspects of the creation and use of artificial intelligence. In year two, guest scholars Carl Mitcham (Colorado School of Mines) and Indira Nair (Carnegie Mellon University) lead faculty in explorations of the philosophical and social aspects of engineering design and technological innovation, related questions of policy, and the "idea of 'progress,'" using such works as Mitcham's Thinking Through Technology: The Path Between Engineering and Philosophy and D. Riley's Engineering and Social Justice. Year three features scholars Jorge Ferrer-Negron (UPRM), Enectali Figueroa-Feliciano (Massachusetts Institute of Technology), and Donald Pfister (Harvard University) in discussions of the history of theism, the philosophy of religion, the Big Bang and String theories of the origins of the universe, and Darwin's On the Origin of Species and its impact in the world. Teleconferences extend the academic exchanges with scholars.

AC-50213-14Education Programs: Humanities Initiatives at Hispanic-Serving InstitutionsCSU, FresnoThe California Pluralism Project: A Digital Humanities Archive for Civility and Citizenship Education1/1/2014 - 12/31/2016$99,991.00VincentF.Biondo   CSU, FresnoFresnoCA93740-0001USA2013Philosophy of ReligionHumanities Initiatives at Hispanic-Serving InstitutionsEducation Programs99991096138.820

A two-year project, comprised of a conference and online materials development activities, on the subject of religious and cultural pluralism in California.

The two-year "California Pluralism Project" will make religious literacy available to high school students and teachers to improve civility and college readiness. According to the Pew Forum, Hispanic students have the nation's lowest religious literacy and highest college drop out rate. In the nation's most diverse state, we learned from our initial 2010-2012 "Ethics, Religion and Civil Discourse" NEH project that religious literacy is necessary to support the First Amendment, civil society, and democratic participation. A Humanities curriculum that incorporates religious literacy in classrooms that are ethnically and religiously pluralistic will improve retention rates.

AD-226783-15Education Programs: Humanities Initiatives at Tribal Colleges and UniversitiesIlisagvik CollegeDeveloping an Iñupiaq Language Database at Ilisagvik College1/1/2015 - 12/31/2016$100,000.00Erin Hollingsworth   Ilisagvik CollegeBarrowAK99723-0749USA2014Languages, OtherHumanities Initiatives at Tribal Colleges and UniversitiesEducation Programs100000099968.230

A two-year project at Ilisagvik College to create an online, interactive Inupiaq language database, to produce Inupiaq language materials for an online library, and to train faculty in the use of the database and related software.

The Iupiaq language, classified by UNESCO as severely endangered, is the regional language of Alaska's North Slope. The region, similar in size to Minnesota, is home to only 13,000 Iupiaq people, approximately 2,000 of which are fluent speakers. This project will create a simplified, online Iupiaq language database to provide multiple communities of users, from youth to elders, a platform to create, collaborate, and share dynamic content in Iupiaq. The project will facilitate the Iupiaq Studies Faculty and students in generating content in the form of Iupiaq books, both in digital and print format and applications for digital devices. This effort is grounded in the traditional Iupiaq values of sharing, knowledge of language and cooperation.

AH-276573-20Education Programs: Cooperative Agreements and Special Projects (Education)Atlanta History CenterAmerican History Virtual Learning Resources7/1/2020 - 5/31/2021$293,946.74Shatavia Elder   Atlanta History CenterAtlantaGA30305-1380USA2020U.S. HistoryCooperative Agreements and Special Projects (Education)Education Programs293946.7402939460

Continued employment of staff to create curriculum and virtual field trips for grades 3-12, along with digitized museum exhibits for the general public.

Six-month project to develop two public virtual field trips focused on Reconstruction and the Civil Rights Movement. Project team will also develop virtual learning training materials for staff and community partners, and digitize and make publicly accessible relevant archival materials.

AKA-260537-18Education Programs: Humanities Connections Planning GrantsMarquette UniversityForging Disciplinary Connections with the Humanities: The Marquette Integrated Core Curriculum5/1/2018 - 4/30/2019$29,296.00Sarah Feldner   Marquette UniversityMilwaukeeWI53233-2225USA2018Interdisciplinary Studies, OtherHumanities Connections Planning GrantsEducation Programs29296026799.80

The development of a three-tiered Integrated Core Curriculum for undergraduates.

The Marquette Integrated Core Curriculum is an inquiry based curriculum that will introduce students to the foundations of a Jesuit liberal arts education while allowing them to explore the intersections of the humanities, social sciences and natural sciences. This project focuses on refining two key aspects of this curriculum: A Methods of Inquiry (MOI) Course and the Discovery Tier of courses. These curricular elements intentionally seek to develop student ability to make meaningful connections between the Humanities and the Natural and Social Sciences. This curriculum requires focus on planning pedagogy strategies and preparing faculty. This grant will provide the means to consult with subject matter experts and offer a summer Core Curriculum Faculty Development Institute that will provide training for faculty to allow them to engage in integrative teaching strategies and deliver on the promise of this Curriculum.

AKA-265666-19Education Programs: Humanities Connections Planning GrantsTrustees of Roanoke CollegeA Liberal Arts Approach to an Archaeological Curriculum7/1/2019 - 6/30/2021$35,000.00LeslieAWarden   Trustees of Roanoke CollegeSalemVA24153-3794USA2019ArchaeologyHumanities Connections Planning GrantsEducation Programs35000021593.270

The development of an interdisciplinary archaeological curriculum incorporating skills and perspectives from humanities and the sciences.

This proposal seeks to create an interdisciplinary archaeological curriculum at Roanoke College that will focus on the skillsets needed for understanding and working with the archaeological past. During a planning year, we will create a curriculum that explores the archaeological intersections in the disciplines of Art History, History, Anthropology, Biology, Computer Science, Environmental Studies, and Statistics; we expect to create a minor or certificate in Archaeology. A committee of nine faculty members from six different disciplines will work together on lectures and exercises for archaeology classes, create new syllabi or restructure old ones, and meet with outside consultants. A key element of our work will be to design a field school using our on-campus archaeological site, Monterey House, to train students in excavation and analysis. We plan to place successful exercises and, once implemented, our curriculum online for other colleges and universities to use as a model.

AKA-285806-22Education Programs: Humanities Connections Planning GrantsDelaware Valley UniversityRhetoric and Science6/1/2022 - 5/31/2023$34,856.95Brian LutzJessica McCallDelaware Valley UniversityDoylestownPA18901-2607USA2022Composition and RhetoricHumanities Connections Planning GrantsEducation Programs34856.950348560

The development of a One Health Communications minor, a set of five interdisciplinary courses focused on how ideas and meanings are produced and delivered, connecting humanities training with scientific thinking.

When and where the STEM fields have failed, it has often been as much a communication as a scientific issue. These fields struggle to translate knowledge both for public consumption and for the purpose of intellectual collaboration. The humanities have long been overlooked as a resource for improving the communication of scientific knowledge. The creation of a One Health Communications minor, the main outcome of this proposal, will elevate the role of the humanities, particularly English and rhetorical studies, within Delaware Valley University’s very popular One Health initiative which offers programming designed to better connect the various pre-vet, pre-health and other STEM programs. In addition to a new minor, the project outcomes will include a professional development workshop focused on integrating lessons from the field of rhetoric into the sciences; and campus-wide presentations that will address topics related to rhetoric and science as part of the One Health speaker series.

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.

AKB-265735-19Education Programs: Humanities Connections Implementation GrantsUniversity of South FloridaMedical Humanities in a Global Context5/1/2019 - 4/30/2022$98,483.00BenjaminScottYoungCatherine WilkinsUniversity of South FloridaTampaFL33620-9951USA2019Interdisciplinary Studies, GeneralHumanities Connections Implementation GrantsEducation Programs98483088782.750

Implementation of a new general education pathway in the Honors College that would integrate the humanities into the institution’s medical and global programs.

The Honors College at the University of South Florida proposes to develop ten new, and seven revised, interdisciplinary courses as part of a new program entitled “Medical Humanities in a Global Context.” These integrated interdisciplinary courses will offer students a pathway through the USF Honors College curriculum and aims to cultivate more critical, holistic, and experiential perspectives on health and human experience.

AKB-270210-20Education Programs: Humanities Connections Implementation GrantsDoane CollegeImplementing a Certificate in Integrated Humanities6/1/2020 - 5/31/2024$100,000.00Jared List   Doane CollegeCreteNE68333-2426USA2020Interdisciplinary Studies, OtherHumanities Connections Implementation GrantsEducation Programs10000001000000

A three-year project to implement a new general education certificate program in integrated humanities for psychology and biology majors.

Doane University proposes a $100K Humanities Connections Implementation Grant to implement a new Certificate in Integrated Humanities Program (CIHP). Faculty from the Departments of English, Biology, and Psychology will lead implementation of the CIHP which will be designed for students of any undergraduate major, but particularly in areas of health and social services. The objective of this proposal is to develop three pathways towards certification within the general education core by the end of the grant period – Opioids & Addiction, Fear in the Present Age, and Medicine in America – that will take a multidisciplinary approach to explore a contemporary issue. Each pathway will include three components: (1) two new and innovative eight-week courses called short courses; (2) two revised sections of complementary introductory courses from the undergraduate core curriculum; and (3) a capstone course designed to synthesize the knowledge, values, and skills acquired within each pathway.

AKB-279460-21Education Programs: Humanities Connections Implementation GrantsAuburn UniversityBuilding Lasting Bridges: German and Engineering6/1/2021 - 5/31/2024$99,056.00TraciS.O'BrienDean HendrixAuburn UniversityAuburnAL36849-0001USA2021German LanguageHumanities Connections Implementation GrantsEducation Programs990560990560

The development of five courses for a dual degree program in German and engineering.

The Project, “Building Lasting Bridges: German and Engineering at Auburn University,” seeks funding to create five innovative courses that strengthen the collaboration between humanities and STEM fields at Auburn University. Comprised of faculty from both German and Engineering, the collaborative team will build on the recently approved dual degree program in German and Engineering to develop four courses that support dual degree students in attaining high levels of linguistic, intercultural, and technical expertise. For the fifth course, the team will transform an already existing pre-engineering course to make intercultural competence central to student learning outcomes. By shifting its project development focus to an international context, the pilot version of this course will train hundreds of pre-engineering students in intercultural competence. As a result of this collaboration, students will learn to build bridges, both literally and figuratively.

AKB-285835-22Education Programs: Humanities Connections Implementation GrantsSalisbury UniversityRe-envisioning Ethics Access and Community Humanities (R.E.A.C.H.) Initiative: Integrating Community and Curricular Ethics6/1/2022 - 12/31/2024$146,322.00Timothy StockMicheleM.SchlehoferSalisbury UniversitySalisburyMD21801-6837USA2022EthicsHumanities Connections Implementation GrantsEducation Programs14632201463220

A two-year project to implement an integrated ethics curriculum.

The REACH Initiative is a collaboration between the departments of Philosophy, Psychology, and Biology at SU. The humanities are at the center of a reframing of the role and meaning of ethics in undergraduate education at our institution, state-assisted university with a public mission. We bring together, via a slate of new community-sourced resources focused on ethics, two major elements of institutional revision: (i) Curriculum change in the sciences via early exposure to public ethics, and (ii) Community-driven learning, where our immediate community has a say in defining areas of ethical concern. Our implementation will extend the REACH model to four targeted curricular areas: Biology, Honors First Year Seminars, Henson Science Honors and Social Work. We will utilize REACH planning phase outputs to generate resources for faculty implementation in the classroom, assess ethics learning outcomes, and create workshops and internships for our 200-member Community Ethics Network.

AO-10351-77Agency-wide Projects: Program Development/Planning GrantsNational Academy of SciencesSurvey of Earned Doctorates7/1/1977 - 6/30/1978$50,000.00Philip Handler   National Academy of SciencesWashingtonDC20418-0006USA1977Interdisciplinary Studies, GeneralProgram Development/Planning GrantsAgency-wide Projects500000500000

To continue NEH support of the Annual Survey of Earned Doctorates and maintenance of the Doctorate Records File. From information collected by means of a questionnaire filled out by graduates the National Research Council publishes a summary report Doctorate Recipients from U.S. Universities and returns a computer printout of data to the degree-granting institution, makes detailed statistical data available and updates its historical file. This survey covers all research doctorates awarded since 1920 and is a valuable source of information on highly trained manpower in the U.S.

AQ-228955-15Education Programs: Enduring Questions: Pilot Course GrantsUniversity of New HampshireNEH Enduring Questions Course on Definitions of the Criminal5/1/2015 - 4/30/2018$21,507.00Katherine Gaudet   University of New HampshireDurhamNH03824-2620USA2015American StudiesEnduring Questions: Pilot Course GrantsEducation Programs21507021506.840

The development and teaching of a new honors course for first- and second-year students on philosophical, legal, and literary perspectives on the criminal.

This course will form part of the UNH's University Honors Program new curriculum, which will be launched in 2014 or 2015. It will be one of four core courses on "Justice and Ethics," a cornerstone theme of the revised curriculum.

AQ-50660-12Education Programs: Enduring Questions: Pilot Course GrantsNew York UniversityNEH Enduring Questions Course on "What Is Memory?"9/1/2012 - 8/31/2016$25,000.00MarthaDanaRust   New York UniversityNew YorkNY10012-1019USA2012Interdisciplinary Studies, GeneralEnduring Questions: Pilot Course GrantsEducation Programs25000024743.970

The development of an undergraduate honors seminar on the question, What is memory?

Martha Rust, an associate professor of English with a specialty in medieval literature and a background in nursing, and Suzanne England, a professor of social work with an interest in gerontology, develop a course on memory as a source "from which we draw both in acting as morally astute agents in the present and in envisioning new possibilities for the future." In approaching the subject, the course addresses such subsidiary questions and issues as, Where does memory exist in the brain, and what are its connections with sensory organs? Why do our memories change, and how accurate are they? What is the connection between memory and the self-and with language and story-telling? Can a preoccupation with memories forestall beneficial growth and change? and What events are best forgotten and how do we go about forgetting them? The course is divided into six units, the first three on memory in its "untrained and personal states" and the last three on the "training of memory, its uses and abuses." The first unit approaches childhood memories through readings in Augustine's Confessions, Eric Kandel's In Search of Memory: The Emergence of a New Science of Mind, and Tolstoy's The Death of Ivan Ilyich. The second unit, on the idea of memory, draws on David Bloch, Aristotle on Memory and Recollection; Henri Bergson, Matter and Memory; Sigmund Freud, "Screen Memories"; John Locke, An Essay Concerning Human Understanding; Plato, Theaetetus; William Wordsworth, "Tintern Abbey"; and W.G. Sebald, Vertigo. In the third section, on the science of memory, the class reads more from Kandel's book, studies Jamie Ward's The Student's Guide to Cognitive Neuroscience, and views Akira Kurosawa's film Rashomon. The fourth unit, on memory in art, draws on additional chapters from Augustine, Borges's "Funes the Memorious," Thomas Bradwardine's "On Acquiring a Trained Memory," and A. R. Luria's The Mind of a Mnemonist: A Little Book about a Vast Memory. The fifth section, on cultural memory, includes Italo Calvino's "World Memory," Primo Levi's The Drowned and the Saved, and George Orwell's Nineteen Eighty-Four. In the final unit, on forgetting, the class utilizes Janna Quitney Anderson, "Does Google Make Us Stupid?"; Alice Munro, "The Bear Came Over the Mountain"; and Sarah Polley's film version of Munro's story. Professors Rust and England draw on the materials in the course bibliography to grow intellectually in such areas as cultural memory studies and the practice of memory in a variety of time periods; in addition, Professor England benefits from Professor Rust's nursing background and knowledge of cognitive neuroscience and Professor Rust benefits from Professor England's scholarly expertise. The course includes a website and an electronic discussion board to foster intellectual community.

AQ-51006-14Education Programs: Enduring Questions: Pilot Course GrantsAdministrators of the Tulane Educational Fund, TheNEH Enduring Questions Course on Conceptions of Authenticity and Originality5/1/2014 - 6/30/2016$20,234.00StephanieChristinePorras   Administrators of the Tulane Educational Fund, TheNew OrleansLA70118-5698USA2014Interdisciplinary Studies, GeneralEnduring Questions: Pilot Course GrantsEducation Programs20234018650.790

The development of an undergraduate honors colloquium on conceptions of authenticity and originality as debated in literature, music, philosophy, art, and the sciences.

The development of an undergraduate honors colloquium on conceptions of authenticity and originality as debated in literature, music, philosophy, art, and the sciences. Stephanie Porras, assistant professor of art history at Tulane University, develops a course that draws on legal, ethical, and technological issues alongside historical analysis and philosophical debate to explore the question, What is a copy? The first unit, Technology of the Copy, considers the history of reproduction from the invention of print, photography, digital duplication, and three-dimensional molds to gene sequencing. Readings include Elizabeth Eisenstein's The Printing Press as an Agent of Change, Paul Craddock's Scientific Investigation of Copies, Hillel Schwartz's The Culture of the Copy, Erasmus on printed books, Rainer Maria Rilke on Auguste Rodin's bronzes, and Jorge Luis Borges's "The Circular Ruins." The second unit, Copy/Original, explores philosophical views on copying, cognition, and being. Readings include extracts from Plato, Aristotle, Bacon, Leibniz, Kant, Heidegger, Benjamin, and Marcus Boon. These theoretical perspectives are then integrated into discussions of aesthetic theory, anthropology, and psychology, thus providing a rich array of conceptual and critical vocabulary for students. Additional readings include Coleridge's On Poesy or Art; Freud's Totem and Taboo; Girard's Deceit, Desire and the Novel; and Michael Taussig's Mimesis and Alterity. The third unit, Copies and Authorship, focuses on debates about innovation, originality, and artistic ownership. Topics include Dürer's ideas about copy and invention, sixth-century Chinese art theory, Brahms' defense of his first symphony, Arthur Danto on Warhol, and Gus van Sant's remake of Psycho. Readings include Forrest and Koos's Dead Ringers: The Remake in Theory and Practice; Jacques Derrida's Copy, Archive, Signature; Marvin Carlson's The Haunted Stage: The Theater as Memory Machine; and David Evans's Appropriation. The final unit, Appropriation, Depropriation and Theft, focuses on ethical, legal, and political ramifications of the copy. Students stage mock trials of recent high profile cases in plagiarism, forgery, and patent litigation. They read sections from Richard Posner's The Little Book of Plagiarism, Siva Vaidhyanathan's Copyrights and Copywrongs, and Howard Brody's Future of Bioethics. Films screened for the course include Banksy's 2010 Exit Through the Gift Shop, the Hong Kong film Infernal Affairs and its remake The Departed, and the documentary Good Copy, Bad Copy. Students create a course wiki and write a detailed analysis of a copy that they own.

AQ-51123-14Education Programs: Enduring Questions: Pilot Course GrantsNorth Georgia College and State UniversityNEH Enduring Questions Course on Concepts of Peace in Western and Eastern Cultures5/1/2014 - 12/31/2017$36,399.00Renee BrickerMichael ProulxNorth Georgia College and State UniversityDahlonegaGA30597-0001USA2014Philosophy, GeneralEnduring Questions: Pilot Course GrantsEducation Programs36399032978.490

The development of an upper-level undergraduate seminar on ideas about how to attain and secure peace, open to cadets and civilian students at a military college.

The development of an upper-level undergraduate seminar on ideas about how to attain and secure peace, open to cadets and civilian students at a military college. Four faculty members develop an upper-level seminar open to all students on the enduring question, What is peace? In addition to the question of what constitutes peace, the subject involves the additional consideration of whether peace should be established and maintained whatever the cost, or if it should be constrained by attempts to achieve justice. In order to address these questions, the course considers classic authors and works from western and eastern traditions, including Thucydides, Aristophanes, Sun Tzu, the Song of Roland, Christine de Pizan, Erasmus, Shakespeare, the Abbe St. Pierre, Rousseau, Kant, Clausewitz, Gandhi, Mao Zedong, and Kurt Vonnegut, plus modern scholars and theorists including Hannah Arendt, Michael Howard, and Michael Doyle. The participating faculty members include Renee Bricker (early modern history), Donna Gessell (English), Michael Proulx (ancient history), and Yi Deng (philosophy); course preparation allows each to expand his or her academic perspectives. The course itself meets once a week for two and a half hours in seminar format; it also takes advantage of electronic media to post weekly student "talking-papers" and facilitate intellectual interchange outside the classroom. The students are also expected to present papers at the college's undergraduate research conference and revise them for an undergraduate journal.

AV-248473-16Education Programs: Dialogues on the Experience of WarUniversity of Maryland, College ParkOne Hundred Years of American Women in Uniform5/1/2016 - 7/31/2017$82,693.00MarianMoserJones   University of Maryland, College ParkCollege ParkMD20742-5141USA2016Military HistoryDialogues on the Experience of WarEducation Programs82693068759.150

Four fifteen-member discussion groups for veterans, to be held at University of Maryland, College Park and the National Museum of American History in Washington, DC on the experiences of female veterans in World War I and the current Iraq and Afghanistan wars.

Our program will engage veteran-participants in reflecting upon on the experiences of female veterans in World War I and in OIF/OEF – the recent Iraq and Afghanistan was. These two conflicts have bracketed a century of American women’s participation in war. World War I, which sparked seismic social changes still being felt today, marked the official entry of women into the U.S. Armed Forces. OIF and OEF have involved women warriors in ways that would have been unthinkable a century ago. The contexts and consequences of these two conflicts also bear striking similarities, including large numbers of casualties from small explosives, swings in public opinion about the proper role of the U.S. in the conflict, and ambiguous outcomes. Such similarities make World War I and OIF/OEF particularly suitable for comparative discussion. Our program, to be held during four weekends and facilitated by student veteran discussion leaders who have undergone special training during a preparatory weekend

AV-248487-16Education Programs: Dialogues on the Experience of WarUniversity of FloridaNational Endowment for the Humanities Dialogues on The Experience of War7/1/2016 - 12/31/2017$96,900.00PaulA.Ortiz   University of FloridaGainesvilleFL32611-0001USA2016Western CivilizationDialogues on the Experience of WarEducation Programs96900080718.20

A series of public discussions for veterans on experiences and representations of war, to be held at the University of Florida and at Gainesville’s Hippodrome State Theater.

Project designed to highlight the experiences of veterans in wartime situation using humanities sources as a means to discuss and explore those experiences. This project includes a preparatory graduate seminar led by UF faculty to train NEH Discussion Leaders who will then lead groups of local veterans in discussions based on 5 central themes. The discussion leaders will use humanities sources as a means to pose questions about the experiences of war in an attempt to make the experiences of veterans more visible.

AV-255491-17Education Programs: Dialogues on the Experience of WarGovernors State UniversityWar, Trauma, and the Humanities5/1/2017 - 6/30/2018$100,000.00RosemaryEricksonJohnsenAndrae MarakGovernors State UniversityUniversity ParkIL60484-3165USA2017Literature, GeneralDialogues on the Experience of WarEducation Programs100000092063.040

An undergraduate course on war and trauma in four conflicts from World War I to the present, to be conducted with the assistance of trained student veterans.

The College of Arts and Sciences in conjunction with the Veterans Resource Center at Governors State University proposes to conduct a multi-part program with the assistance of the NEH Dialogues on the Experiences of War grant. The program will recruit and train veteran students to serve as supplemental instructors and small group discussion leaders for a special-offering course featuring multiple literary genres, film, and digital humanities sources. The course will focus on the ways in which members of the military and their families experience trauma, culminating in a professional-quality video-recorded public townhall event and followed up the next semester by roundtable discussions. Exploring the expression of war experience in a range of humanities sources, military veterans and others involved in our program will make new connections among the humanities, war and trauma, and personal worldviews.

AV-260596-18Education Programs: Dialogues on the Experience of WarGovernors State UniversityWar, Memory, and Commemoration in the Humanities5/1/2018 - 6/30/2019$100,000.00RosemaryEricksonJohnsenAndrae MarakGovernors State UniversityUniversity ParkIL60484-3165USA2018Literature, GeneralDialogues on the Experience of WarEducation Programs10000001000000

The training of five student veterans to lead discussions for an interdisciplinary undergraduate course on war and its remembrance and four off-campus public discussions in the region.   

The College of Arts and Sciences in conjunction with the Veterans Resource Center at Governors State University proposes a multi-part project for 2018-19. Co-directors Rosemary Johnsen (Professor of English) and Andrae Marak (Professor of History & Dean) will recruit and train 5 GSU student-veterans to be embedded small-group discussion leaders in a special-topics course featuring multiple literary genres, film, and digital humanities sources. The course focuses on themes of commemoration, particularly recent centenary observations of WWI, and war memory as it impacts veterans. The student-veterans will also participate in a public program on campus, and in the spring they will visit 4 off-campus sites to lead discussions. Exploring the expression of war experience in a range of humanities sources produced by veterans, military veterans and others involved in our program will make new connections among the humanities, themes of war memory and commemoration, and personal worldviews.

AV-260606-18Education Programs: Dialogues on the Experience of WarOhio UniversityComing Home from War: Conversations for Veterans in Southern Ohio and the Appalachian Region8/1/2018 - 7/31/2019$80,321.00Ingo Trauschweizer   Ohio UniversityAthensOH45701-1361USA2018Interdisciplinary Studies, GeneralDialogues on the Experience of WarEducation Programs80321073164.930

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

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

AV-279594-21Education Programs: Dialogues on the Experience of WarUtah State UniversityBringing War Home: Object Stories, Memory, and Modern War5/1/2021 - 4/30/2024$99,890.00SusanR.GrayzelMollySwansonCannonUtah State UniversityLoganUT84322-1400USA2021American StudiesDialogues on the Experience of WarEducation Programs998900998900

The training of student veterans to lead statewide public discussions for veterans and civilians on the experiences and commemoration of war through material culture.

Bringing War Home enables participants to develop a deeper understanding of the material world of modern war and its incorporation into our families and our efforts to memorialize and commemorate these conflicts. We will do so in several ways. First, through community conversations, aimed at bridging the divide between combatant and civilian memories of war, of Tim O’Brien’s classic story of the Vietnam War, The Things They Carried. Second, by co-teaching a web broadcast class on the material culture and history of 20th-century war that trains students especially those who are veterans to collect and document material culture narratives. Third, via public events featuring workshops on material culture preservation and oral history, where veterans and families are encouraged to bring objects from their own collections for documentation and inclusion in our digital archive. Finally, through community discussions based on the object stories collected in the digital archive.

BA-50018-09Education Programs: Picturing AmericaPhiladelphia Museum of ArtPicturing America Teacher Seminar3/1/2009 - 9/30/2009$24,200.00MarlaKShoemaker   Philadelphia Museum of ArtPhiladelphiaPA19101-7646USA2009Art History and CriticismPicturing AmericaEducation Programs242000242000

The applicant requested a Chairman's grant of $24,200 to run a one-day in-service seminar that focuses on the images and themes of Picturing America (PA), together with the PA Teachers Resource Book. The seminar, taking place on September 19, will serve approximately 175 teachers and librarians from the Philadelphia-area schools, including the entire public school system and schools of the Roman Catholic Archdiocese, both of which have adopted PA system-wide. The teachers will be drawn from arts, humanities, and social studies fields, with the goal of advancing instruction in American history, civics, government, literature, and culture. The distinguished American collection of the Philadelphia Museum of Art will receive attention for its relevance to the PA portfolio; however, the primary emphasis and the majority of time will be spent on actual PA reproductions and the Teachers Resource Book. The seminar presenters, who are well-established humanities scholars at local universities, will impart rich humanities content and background knowledge to participants. Training in basic visual analysis of art objects will be included. Three themes of Picturing America- Freedom and Equality, Democracy, and Landscape-will inform presentations and discussions; and the seminar will devote approximately equal attention to the works from the several centuries. The NEH Chairman's Grant of $24,200 will cover the total budget for running this seminar, including modest teacher stipends and working lunches, speakers' honoraria, and museum staff and facilities.

A one-day teacher seminar that will explore the works of art in the NEH's Picturing America image set. Up to 175 Philadelphia area teachers and school librarians whose schools have received the image set will have the opportunity to connect these select works of art--representing three centuries of our share national heritage--to humanities-based classroom studies. As a result, each participant will gain tools they need to use Picturing America images and resources in the classroom and make curricular connections.

BC-50250-05Federal/State Partnership: Grants for State Humanities CouncilsNew Hampshire Humanities Council1905: America Reinvents Itself7/1/2005 - 11/30/2005$52,780.00Deborah Watrous   New Hampshire Humanities CouncilConcordNH03301-3852USA2005U.S. HistoryGrants for State Humanities CouncilsFederal/State Partnership37780150003778015000

To support chautauqua programming, "1905: America Reinvents Itself," in Keene, Portsmouth, Nashua, and Manchester. In addition to the evening presentations, programming will include Young Chautauqua presentations by teen-agers, teacher workshops, breakfast discussion, and musical performances.

The NH Humanities Council (NHHC) will make history come alive during 8 days of Chautauqua in 4 NH regions: Keene (west), Portsmouth (southeast), Nashua (southwest), and Manchester (central). Chautauqua will offer 8 evening presentations by nationally acclaimed scholars assuming personas of historical American figures; 8 Young Chautauqua presentations by teen-aged students who spend 8 weeks studying historical figures and training for public presentation; 2 daylong teacher workshops for K-12 curriculum development; 3 breakfast discussions with Chautauqua scholars; and 8 musical performances.

BH-50316-09Education Programs: Landmarks of American History and CultureMolly Brown House MuseumMolly Brown and Western Biography: A Look at Life and Legend10/1/2009 - 12/31/2010$155,892.00AnneRobbLevinsky   Molly Brown House MuseumDenverCO80203-2417USA2009U.S. HistoryLandmarks of American History and CultureEducation Programs15589201558920

Two one-week workshops for eighty school teachers using the life and biography of Molly Brown to examine the American West in the late nineteenth and early twentieth centuries.

The Molly Brown House Museum plans to conduct two week-long teacher training workshops to explore biography and its relationship to the larger narrative of the trans-Mississippi West in the 19th and early 20th century. Expressing myth or fiction, community identity, popular story telling or the historical narrative of a particular time and place, biography has numerous uses that make tangible important humanities themes. These themes include the use of biography in history, the application of biography as a tool to express regional identity, and the presentation of the past through popular culture outlets, such as literature, theater, opera and cinema.

BH-50336-09Education Programs: Landmarks of American History and CultureMinnesota Humanities CenterBuilding America: Minnesota's Iron Range, U.S. Industrialization, and the Creation of a World Power10/1/2009 - 12/31/2010$160,000.00Casey DeMarais   Minnesota Humanities CenterSt. PaulMN55106-2046USA2009U.S. HistoryLandmarks of American History and CultureEducation Programs16000001600000

Two one-week workshops for eighty school teachers to explore the role of Minnesota's Iron Range in American history.

Minnesota's Iron Range supplied late 19th and 20th century America with the iron needed to fuel industrialization, economic expansion, and military might. During the summer of 2010, the Minnesota Humanities Center will offer two week-long, residence-based workshops that use this unique region of Minnesota to address themes and issues central to American history. A National Endowment for the Humanities Landmarks of American History and Culture: Workshops for School Teachers program, these workshops will help K-12 educators increase their knowledge and appreciation of Minnesota's Iron Range, a region significant to American history and culture, but often overlooked. The workshops will provide teachers with training and experience in the use and interpretation of this historic landmark region, and make available the material resources and archival evidence unique to this significant place in American history and culture.

CH-50112-05Challenge Programs: Challenge GrantsJazz at Lincoln Center, Inc.Jazz Humanities Education Endowment Fund6/1/2003 - 7/31/2008$600,000.00Laura Johnson   Jazz at Lincoln Center, Inc.New YorkNY10023USA2004Music History and CriticismChallenge GrantsChallenge Programs06000000400000

Endowment and bridge funding for staff salaries and for humanities programming.

JALC requests a $600,000 NEH challenge grant to create a $2 million endowment fund to support its humanities educational programming. This programming will expand considerably upon the fall 2004 opening of JALC's new home--Frederick P. Rose Hall, a 100,000 square-foot education, performance and broadcast facility located within the new Time Warner Center at Columbus Circle. While challenge funds are being raised, bridging funds will be used to create an ongoing professional development training program for school teachers, a new educational jazz performance program for school groups, to continue developing student and teacher resources to enhance JALC's new Jazz for Young People Curriculum, and to create publications and mount symposia that analyze the achievements of the inductees selected for the Jazz Hall of Fame that will be located within the new facility. Bridging funds will also support the hiring of a new Education Associate position to make this expanded programming possible.

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-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-50600-09Challenge Programs: Challenge GrantsUniversity of WashingtonDigital Humanities Commons12/1/2007 - 7/31/2013$625,000.00KathleenM.Woodward   University of WashingtonSeattleWA98105-6613USA2008Interdisciplinary Studies, GeneralChallenge GrantsChallenge Programs06250000625000

Endowment to support faculty and student fellowships and graduate courses on digital humanities, other humanities programs, and a part-time research assistant.

With a $625,000 Challenge Grant from the National Endowment for the Humanities and a successful match of $1,875,000 to establish an endowment of $2,500,000, the Simpson Center for the Humanities at the University of Washington will create the Digital Humanities Commons. The goal is to seed and strengthen work in the digital humanities, with three objectives: the animation of knowledge; the public circulation of scholarship; and the historical, social, and cross-cultural understanding of digital culture. Each year the endowment will support: summer faculty fellowships emphasizing collaborative projects; summer digital dissertation fellowships; modest funds for digital tools; three one-credit graduate courses on digital scholarship; a lecture by a seminal visiting scholar; and funds for an hourly research assistant. We will fold our work from the Digital Humanities Commons into our programs in the public humanities, a prime mission of the Simpson Center.

CH-50765-10Challenge Programs: Challenge GrantsDonnelly CollegeEndowment Support to Advance the Humanities at Donnelly College12/1/2008 - 7/31/2014$485,000.00Melissa Lenos   Donnelly CollegeKansas CityKS66102-4298USA2009Interdisciplinary Studies, GeneralChallenge GrantsChallenge Programs04850000485000

Endowment for a faculty position in Philosophy and Ethics and for a lecture series; direct expenditures for library acquisitions.

The Donnelly College NEH Challenge Grant proposal seeks to ensure high-quality, integrated humanities instruction by endowing a faculty position in Philosophy and Ethics in keeping with our institutional mission, and simultaneously seeks to ensure the future of a significant campus humanities event, the Sister Jerome Keeler Distinguished Lecture Series. Additionally, this proposal seeks to establish a small endowment to support the acquisition of full-text database resources in the humanities, and provides for a small direct expenditure budget to equip the humanities classrooms with instructional technology.

CH-50824-11Challenge Programs: Challenge GrantsAmerican Antiquarian SocietyChallenge Grant for endowing AAS's Center for Historic American Visual Culture12/1/2009 - 7/31/2015$500,000.00Nan Wolverton   American Antiquarian SocietyWorcesterMA01609-1634USA2010Art History and CriticismChallenge GrantsChallenge Programs05000000500000

Endowment (and bridge funding) for the Center for Historic American Visual Culture, including salary for a part-time director and a part-time graphic arts cataloger, as well as expenses for conferences, workshops, and seminars.

AAS proposes to endow a Center for Historic American Visual Culture with the mission of providing educational opportunities, promoting the awareness of AAS's collections and other visual resources, and stimulating research and intellectual inquiry into American visual culture. It will accomplish its goals by offering fellowships, exhibitions, workshops, seminars, publications, and conferences and by improving access to AAS's unmatched collections of printed graphic arts materials. The Center was launched in 2008 with a foundation grant for pilot activities. It has exceeded expectations in every category of evaluative measure that we laid out, and the Council and staff of AAS are committed to making the Center a permanent feature of the Society's academic programming. The requested $500,000 grant and the $1,500,000 in matching funds will provide bridge funding to underwrite the operations of the Center as the permanent endowment is raised.

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.

CHA-261908-19Challenge Programs: Infrastructure and Capacity Building Challenge GrantsAlexandria Archive Institute, Inc.Expanding and Sustaining an Open Future for the Past: Data Literacy and Community-Building in Digital Heritage1/1/2019 - 12/31/2028$500,000.00SarahWhitcherKansa   Alexandria Archive Institute, Inc.San FranciscoCA94127-2036USA2018ArchaeologyInfrastructure and Capacity Building Challenge GrantsChallenge Programs05000000420714

The expansion of archaeological data publishing and archiving services, development of a data literacy program for the broader public, and establishment of a consortium to sustain open access to archaeological data in the future.

Digital data increasingly informs our understandings of the present and the past. We seek funding to expand on our achievements in data sharing and address critical and immediate needs to broaden fundamental data literacy competencies. Our Challenge Grant plans include: (1) expanding our core archaeological data publishing and curation services; (2) launching a Data Literacy Program for broader public education; and (3) establishing a network of museum, library, publisher, and other institutional sponsors to financially sustain open access research data. By reinforcing and expanding collaborative ties across institutions, we can help insure a more sustainable, open, and inclusive historical and archaeological record for generations to come.

CHA-264398-19Challenge Programs: Infrastructure and Capacity Building Challenge GrantsHartford Public Library, MIArt & Bonna Vanderlyn Community Center/Hartford Public Library5/1/2019 - 4/30/2021$400,000.00StephanieAnneDaniels   Hartford Public Library, MIHartfordMI49057-1002USA2019Literature, GeneralInfrastructure and Capacity Building Challenge GrantsChallenge Programs04000000400000

Construction of a new public library and community center in Hartford, Michigan, located in the southwest part of the state, with a service area of 6,573 residents.

To construct an 8,000 sq. ft. public library and community center dedicated to education, humanities, scholarship, research and cultural activities in the Hartford community and surrounding areas. The present facility, due to its limited space of 2,500 sq. ft., does not provide opportunities for life long learning. With a new 21st century building, we will be able to provide access to cultural and educational resources in all formats; strengthen teaching and learning; facilitate research and scholarship to meet the growing needs of all people in our community. Our goal is to be the center of cultural and humanities study within our multicultural, low income community. We strive to provide opportunities for learning in all formats to prepare children and adults for the present and the future.

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 Programs03750000234070

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.

CHA-276882-22Challenge Programs: Infrastructure and Capacity Building Challenge GrantsUniversity of Kentucky Research FoundationThe Digital Restoration Initiative: A Cultural Heritage Imaging and Analysis Lab6/1/2021 - 5/30/2026$500,000.00WilliamBrentSeales   University of Kentucky Research FoundationLexingtonKY40506-0004USA2020Interdisciplinary Studies, GeneralInfrastructure and Capacity Building Challenge GrantsChallenge Programs05000000138305

Renovation and expansion of the facilities of the Digital Restoration Initiative (DRI), a cultural heritage imaging and analysis lab, as well as the acquisition of imaging tools and equipment. The outcomes would enable the establishment of the “Ancient Worlds Now” consortium, which is dedicated to training and researching non-invasive analysis of delicate materials that hitherto have eluded research.

Advancing technologies now make it possible to image some of the world’s most fragile heritage items without inflicting harm, providing scholarly access to rich visual representations for study. Unfortunately, no facility exists specifically for the non-invasive imaging of friable objects or for investigating new technical approaches to the unique challenges they pose. The Digital Restoration Initiative (DRI), led by Professor Brent Seales at the University of Kentucky, seeks funding to fill this gap by creating a highly specialized, object-centered digital humanities laboratory focused on the non-destructive imaging and “virtual unwrapping” of damaged manuscripts and other delicate heritage objects, such as scrolls from Herculaneum.

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.

DOI-293825-23Digital Humanities: Dangers and Opportunities of Technology: Perspectives from the Humanities (Individuals)University of VirginiaThe Spontaneity Deficit: Dangers and Opportunities of the Age of Distraction1/1/2024 - 12/31/2024$75,000.00ZacharyClintIrving   University of VirginiaCharlottesvilleVA22903-4833USA2023Philosophy of ScienceDangers and Opportunities of Technology: Perspectives from the Humanities (Individuals)Digital Humanities750000750000

Research and writing a book on the ethical impact of distraction by digital technology. 

The founder of Napster said that digital distractions like notifications and ads are made to “consume as much of your time and conscious attention as possible… God only knows what it’s doing to our children’s brains.” This is typical of Silicon Valley’s “move fast, break things” ethos. Companies change our lives and minds without knowing the risks and opportunities. One risk is familiar: digital distractions undermine our capacity to pay attention. The Spontaneity Deficit will identify another risk. Digital technologies not only make us more distracted; they also change how we are distracted. Our minds used to wander during idly times like riding a bus or walking. Digital distractions are instead designed to leave us “stuck” on a salient topic, such as moral outrage or doom-scrolling. This deficit of mind-wandering––the eponymous spontaneity deficit––is a problem because our idly ramblings are a fount of creative insight.