A project at Dillard University to infuse New Orleans Creole culture, history, and literature into humanities courses and to produce digital and media materials for the university and the wider public.

The project, "Defining, Documenting, and Teaching New Orleans Creole Culture at Dillard," aims to create a digital archive and enhanced humanities course offerings at Dillard University that explore critical aspects of the historic, multi-cultural, and racial identity in New Orleans. Using selected oral histories to document the evolution of Creole culture, the first area of course enhancement is to create themed freshmen writing courses open to cohorts of students majoring in humanities programs. Additionally, faculty will create a new English course, "Black Creole New Orleans" and create enhanced content on Creole culture to be infused into existing English courses, "Caribbean Literature" and "Linguistics," and the African World Studies course, "Black New Orleans." The oral histories collected will form a new digital archive at Dillard University, and be presented in a short documentary. A culminating event will consist of a panel of Creole scholars from Dillard, LSU, and Tulane.

A summer faculty development institute, curricular enhancement activities, and a series of campus and community dialogues on environmental history and literature at Virginia State University.

Imagining Sustainable Environments: Exploring Culture and Place in a Global Community proposes ways that faculty can promote students' global learning through humanistic approaches that explore the intersection of history, culture, gender, class, ethnicity and nationality and environmental issues. This approach helps redefine narrow concepts of environment and unravel the complexities of humankind's engagement with the natural and built spaces we occupy. Through integrating environmental thought and representation into humanities courses, students gain cross-cultural perspectives of global environmental challenges that communities encounter daily. Thinking and writing critically about these connections enable students to understand complex debates about ethics and the cultural parameters of the environment. The program includes a Summer Faculty Development Institute on Environmental Humanities; Curriculum Enhancement in the Humanities; and Campus Awareness/Community Dialogue.

A two-year program that would bring the history of William Holtzclaw, an important but overlooked black educator, to the institution he founded, to the region, and to the nation.

The topic, Black Man’s Burden: Holtzclaw and The Mississippi HBCU Connection, will allow us the opportunity to integrate the history of the institution into our humanities courses by developing summer faculty workshops; creating curriculum and teaching toolkits; and digitizing the work product. The founder, William H. Holtzclaw, utilized his connection to Booker T. Washington and Tuskegee to implement the Tuskegee Normal and Industrial Institute model to create educational opportunities for African Americans in Mississippi. Holtzclaw was a pioneer of the ‘sustainable agriculture’ movement.

A two-year project that would establish a center for historic preservation at Bethune-Cookman University and that would enhance the program in public history at the institution.

The intent of this program is to bridge the gap between academia and the public through research, publications, presentations, and public programming while training the next generation of historic preservationists. In order to accomplish this goal, this project will assist in the creation of a Historic Preservation Center. This center will provide academic research (which includes preservation practicums) with public programming (which is geared toward community development through historic preservation). The creation of a new Public History academic program completes the foundation necessary to complete the overall task at hand. It will be combined the Swisher Library Archives and the Mary McLeod Bethune Foundation and Museum. However, the creation of a Historic Preservation Center will consolidate the work and efforts of the three entities in a concerted effort.

A two-year project on narrative medicine for twenty science and humanities professors to enrich undergraduate and graduate health care programs with literary studies.

The purpose of the project is to train science, English,and nursing faculty at Alcorn State University in the field of literature and medicine. During year one of the project, we will use seminars and guest speakers to disseminate information on narrative medicine. In addition, a year-long reading group will meet and discuss seminal texts on literature and medicine. The final phase of the project will conclude with a three day seminar during which science, English and nursing faculty will design courses in literature and medicine.

The development of a website and searchable database on the life work of pioneer journalist and civil rights advocate Ida B. Wells.

Rust College proposes to develop an online repository (database) with an innovative front-end website entitled, The Center for the Study of Ida B. Wells and the African American Heritage in North Mississippi. We propose a collaborative effort involving three humanities faculty members (in English, journalism and music) and one Social Science (history) faculty member to create content and educational material using web-based technology. Funds will be used to develop an electronically searchable collection of electronic texts written in or about Ida B. Wells and the African-American community of Holly Springs/Marshall County and North Mississippi from which she was born.

A humanities bridge program over two summers for selected high school students on the history, literature, art, and music of the Civil Rights Movement.

"Albany, Georgia: Gateway to the National Civil Rights Struggle" is a two-year project at Albany State University (ASU) supporting a humanities summer bridge program for students from Dougherty and nearby counties in Southwest Georgia. The project allows under-achieving students to learn about the history, literature, art, and music of the Civil Rights Movement. Under the leadership of project director Marva Banks (African-American, African, and Caribbean literature), the program engages tenth and eleventh graders in the study of the Civil Rights Movement, focusing on the catalytic Albany Movement (1961-1963), a collective protest against Jim Crow laws that laid the foundation for subsequent demonstrations in the South and throughout the nation. The project's goals are to improve the participants' critical reading, writing, and communications skills; to lead students in an examination of the history, art, and music of the era; and to involve them in collecting oral histories of surviving participants in the Albany Movement. "ASU alumni helped launch the Albany Movement," notes the project director, "while other activists joined students at Albany State . . . to advance the cause of Civil Rights." During each of two summers, twenty-five students spend six weeks learning about this important history. They study, for example, the role of Charles M. Sherrod, now on the history faculty at ASU and available for interview, as a leader of the Student Nonviolent Coordinating Committee (SNCC) who "helped lead the charge against segregation laws and policies in the city"; and that of former ASU student Bernice Johnson Reagon (Sweet Honey in the Rock) as one of the original Albany "Freedom Singers." They read works by Frederick Douglass, James Weldon Johnson, Rudolph Fisher, Ernest J. Gaines, Maya Angelou, Robert Frost, and Amy Tan, as well as study Billie Holiday's rendition of "Strange Fruit," an anti-lynching piece. They also travel to Montgomery and Selma, Alabama, and Atlanta, Georgia, to visit other sites related to the Civil Rights Movement in addition to those visited in Albany.

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.

A three-year series of faculty workshops, public lectures, and course development activities leading to the transformation of Howard University's Classics Department into a Department of Ancient Mediterranean Studies.

The Department of Classics at Howard University requests NEH support for a series of workshops and public lectures by visiting scholars who work in two areas: (1) cultural connections in the ancient Mediterranean and (2) the classical tradition with emphasis on Classica Africana. The planned workshops will provide the intellectual underpinning for our process of transformation into a Department of Ancient Mediterranean Studies. The public lectures will introduce the Howard community to a new degree program in ancient Mediterranean studies planned to replace the former Classical Civilization degree, terminated as of 2015. The grant proposal requests funds to develop the full Ancient Mediterranean Studies degree program, especially (1) to provide funds to bring in outside scholars as guest lecturers/workshop leaders; (2) to procure reading materials to be used as shared readings for our core team; (3) to create opportunities for our core team to study, innovate and plan together.

A three-week curricular development institute on teaching ancient Greek drama for faculty from multiple Historically Black Colleges and Universities (HBCUs) that would be held at Grambling State University.

In order to bridge the chasm between minority and majority culture, several faculty members at Grambling propose a three week summer institute that will focus on the resonance of the tragedies of Aeschylus, Sophocles and Euripides to the plight of those often marginalize. Our program is meant to improve the comprehension and appreciation of classics of world literature in order to encourage scholarship, improve teaching, and enhance student learning. We already have tentative commitments from three prominent senior scholars who will lead discussions. There will be four daily sessions, each for one and a half hours, five days a week for three weeks. Discussion sessions, led by senior scholars, will be supplemented by pertinent films in the week-day evenings. Each week will be led by two senior scholars and we will invite participants to apply for fellowships from other HBCUs and regional universities.

A three-year project at Angelo State University in West Texas to preserve and examine the experiences of America’s military veterans and their families from World War I to the present day.

A Century Apart: West Texans and America's Wars is a three year project at Angelo State University (ASU) designed to compile, preserve, share, and analyze the experiences of America's warriors and their families from World War I to the present day. The project directors and their students will examine the similarities, differences, and challenges faced by American soldiers with a connection to West Texas in those conflicts by focusing on six themes: motivation for service, public support for the conflict, familial support and challenges, experience of wartime service, interaction with and articulation of American national identity to foreigners, and challenges of returning to civilian life.

An eighteen-month interdisciplinary project on border culture for faculty, students, and community, incorporating curriculum development, enhancement of writing skills, and a public dialog program.

The Desert Vista Campus of Pima Community College proposes an 18 month interdisciplinary humanities project. Our project entitled, The Common Good: The Humanities in the Public Square, Theme: Border Culture has three components: 1)teachers/scholars will develop new curriculum and teach within the interdisciplinary cohorts; 2) two semesters of piloting the three interdisciplinary courses that bring together writing and reading, writing and history, and writing and art. 3) development of a Public Dialogue Program on the Desert Vista Campus which will serve as an active dissemination site to showcase student work, and further provide a space for dialogue among and between the campus and the surrounding community and neighborhoods. These three components bring the work in humanities courses into a direct relationship with work beyond the academic setting and provide our teachers, students, and the larger community with a way to understand our unique experience at the border.

A series of faculty and curriculum development activities on the subject of trauma.

This project looks at Trauma and its Aftermath through an interdisciplinary humanities focusing on three populations 1) Veterans of War; 2) Refugees and 3) Sexual Violence Victims. While usually the province of the clinical sciences, the complexity of trauma induced through intentional violence increasingly requires a humanities perspective to add to the analysis. University of the Incarnate Word will enhance the undergraduate humanities curriculum by implementing new courses and embedding service learning opportunities within new and existing courses with a focus on psychological trauma. A faculty cohort led by the PI will receive development via readings and invited lecturers each spring, develop curriculum in the summer, and then implement and evaluation new courses each fall semester of the project period. At the end of the three-year project, a conference will be held highlighting student and faculty work and research in this area.

An eighteen-month collaborative project for faculty to develop an interdisciplinary Bachelor of Arts in Ethnic Studies.

During this project, faculty from six different disciplines in the humanities and three disciplines in the social sciences will develop interdisciplinary expertise in Ethnic Studies in order to offer an interdisciplinary BA in Ethnic Studies. Participants will meet monthly and co-lead discussions of assigned readings that address ethnicity from various perspectives. Participants will work with two expert visiting scholars and two community organizers to expand knowledge of underrepresented and hidden minorities in the Central Valley. Local organizers will facilitate meetings between faculty and minority community leaders in order to develop applied learning opportunities for students and assess potential partnerships between community and university. Public events include a panel discussion “Ethnic Diversity in the Valley” and two major multicultural learning events: a Tamalada and a Basques in California exhibit.

A two-year study and curricular development project on the theory and works of South Texas women artists and writers, for Texas A& M University faculty and Kingsville school teachers.

"Towards an Aesthetics of South Texas Women Artists,” seeks to study and listen to the underrepresented voices of women writers and artist from South Texas. Part of a larger regionalist project that “call[s] into question numerous cultural assumptions about literary history, poetics, thematics, genres, and reading strategies . . .” (Fetterley and Pryse 2), our proposal aims to recover and analyze regional artistic productions as modes of discourse about location (Fetterley and Pryse 11). We propose further to articulate a paradigm by which to discuss and characterize South Texas women’s art and literature in relation to the area, the larger traditions of women’s regionalist writing and art, and national discourses of nationhood.

A project on the topic of war designed to integrate course content and to strengthen faculty collaboration across divisions.

LaGuardia Community College proposes a project connecting liberal arts faculty, the college community, and our diverse student body,through interdisciplinary study and curriculum development inspired by visiting scholars and readings on the theme of meanings of war.

A three-year bridge program between Texas Lutheran University and an area high school, anchored in the study of Mexican-American culture.

The core focus of the ¡Sí, Más!: Building Bridges with the Center for Mexican American Studies (CMAS) project is to serve the surrounding community; strengthen both Texas Lutheran University (TLU) and Seguin High School (SHS) commitments as Hispanic Serving Institutions; address the changing demographics of TLU, SHS, and the surrounding community; and position more SHS Hispanic students to enroll in and graduate from TLU. This grant, in accordance with the National Endowment for the Humanities Common Good Initiative to foster engagement with Humanities scholarship in areas undergoing demographic change, will allow TLU CMAS and its Mexican American Studies (MAST) program to develop a Mexican American Studies Summer Bridge Program for 20 SHS Hispanic students (2 cohorts of 10 students).

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

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

An eighteen-month scholar-led seminar that would prepare an interdisciplinary faculty team at California State University, East Bay, to develop a comparative religion minor.

California State University, East Bay has recently been acknowledged as an Hispanic Serving Institution, by which we plan to increase the spectrum of our curriculum in Humanities to better serve a traditionally under-represented population. Our university prides itself on the diversity of its student population, and strives to address issues of diversity and social justice in our teaching, research, and engagements. In recognition of the need to bolster the Humanities, the departments of Philosophy, Ethnic Studies, History, English, Modern Languages & Literatures, and Liberal Studies have recently agreed to come together collectively to form a new School of Global Humanities and Cultural Studies, to foster interdisciplinary collaborations among Humanities scholars and to strengthen each of the disciplines within. As the first major initiative of the school, all of the departments in the school have agreed to support the formation of a program in Comparative Religion.

A two-year project to establish a new interdisciplinary minor in Latino and Latin American studies.

A four-member core committee of faculty from the School of Liberal Arts at Mercy College, a federally-designated Hispanic Serving Institution located in Dobbs Ferry, NY, is proposing the Latino and Latin American Awareness Project, a collaborative initiative that will work toward the establishment of a new undergraduate interdisciplinary minor in Latino and Latin American Studies. This two-year project will serve to strengthen and enrich humanities teaching and scholarship by supporting a community of faculty members who will work together to explore and examine the contributions of Latino culture and Latin America to the global community and who will develop a curriculum that will foster greater knowledge and expand students' views. The project will be informed by an ongoing lecture series presented by external experts devoted to issues that concern the Latino and Latin American communities. A total of six presentations will be offered over the course of the project.

A two-year project for twelve faculty members at Capital Community College to investigate the history, literature, and culture of Hartford, Connecticut, and to reframe the institution's first-year writing courses as writing-intensive humanities studies.

"Hartford Heritage: Enhancing Writing Courses with Humanities Content" is a two-year project to re-design and enhance first-year English Composition courses affecting 400 students annually. It will establish relationships with nationally significant cultural and historical institutions near Capital Community College benefiting 1,200 students annually. Twelve Humanities faculty members will participate in a series of 18 seminars and workshops leading to development of course work that will connect students with the heritage of Hartford in all of their courses. Seminars would be taught on themed writing courses, learning communities, learner-centered methodology, Hartford history, ethnic/immigrant trends and artists and authors of Hartford. The workshops would be held at historic sites such as The Mark Twain House and The Harriet Beecher Stowe Center. The outcomes including five to six new syllabi for English 101 courses in the fall, 2012 reflecting Hartford's rich and diverse past.

A three-year project for twenty university faculty to design twenty interdisciplinary writing courses with humanistic content for first-year students.

The integration of global perspectives into college curricula serves to prepare students best for the complex, interdependent world of many cultures they will enter after graduation. Whittier College plans to integrate such perspectives into its First Year Writing Program—building upon a successful pilot effort. Led by the Writing Program Director with aid from expert consultants, 20 faculty participants will engage in a series of seven workshops over the spring, summer and fall, designed to help them plan, develop, execute and evaluate 20 new writing seminars centered around global humanistic themes, ultimately impacting ¾ of the student body. The course development template utilized will be followed in subsequent years to continue introducing such courses in the Program. Assessment and dissemination paradigms will grow out of existing relationships and models. Los Angeles' leading museums & cultural organizations will contribute to the humanities content of new course offerings.

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).

A two-year curriculum and faculty development project to study women in China from antiquity to today and to produce content for courses in humanities, education, business, and health-related studies.

"Women in China: Internationalizing the Humanities and Professional Studies" is a two-year curriculum and faculty development project beginning in 2012 at Mount St. Mary's College (MSMC) for eight faculty members to study and produce new course content on women in China from antiquity to today. Through a focus on women in China, this project strengthens the college's offerings on this increasingly important country, which is nonetheless largely unknown to MSMC undergraduates-many of whom are Latina, first-generation college students from low-income family backgrounds. Project co-directors Montserrat Reguant (chair, Language and Culture) and Julie Feldman-Abe (director, Center for Cultural Fluency) are joined by six additional faculty members, three each from the humanities and the professions; over the two-year project, they work to modify or create fifteen courses across three degree levels and eight majors. One such new course compares Chinese and American poetry; existing courses incorporate new material on Confucian ethics in the Introduction to Philosophy and fold Chinese literature and philosophy about leadership in the business management seminar. During the first year of faculty reading and study, six visiting scholars from universities in the region bring their expertise to campus, each offering a public lecture followed by a faculty seminar on such topics as "Empresses, Art, and Agency" and "What Can Chinese Films Tell Us About Modern Chinese History?" The college itself funds the faculty cohort's seven-day "immersive experience" in China, building on an existing relationship with Nanjing University, which hosts faculty seminars and guides the cohort's visits to key cultural sites. Late in the second year, the faculty work to develop a China Resource Network as a forum for further dialogue and dissemination, with its website housing all project materials, including scholars' recorded public lectures.

A three-year project for twelve middle-school teachers on archival, oral, and archaeological research to develop place-based curricula on the history of the Rio Grande Valley.

"From Porciones to Colonias: Curriculum Innovation in the Rio Grande Valley" is a three-year project at the University of Texas, Pan America (UTPAS) to train twelve middle-school teachers in archival, oral, and archaeological research as they develop place-based curricula on the history of the Rio Grande Valley. Based at University of Texas-Pan American (UTPA), minutes from the U. S.-Mexican border, this program equips seventh- and eighth-grade teachers to incorporate the complex story of the Rio Grande Valley into the region's history curriculum. The story begins with the presence of diverse Indian peoples. It continues with Spanish settlers who received porciones (land grants) in the eighteenth and nineteenth centuries, the subsequent influx of Mexican and Anglo inhabitants, the rise of commercial agriculture, and the development of colonias (unincorporated subdivisions) which comprise Hidalgo county today. In the face of present-day border tensions and severe poverty, this project recovers the historic and cultural wealth of this dynamic borderlands region. It also fosters cross-cultural understanding by exposing teachers, and consequently their students, to their diverse cultural heritage. UTPA faculty affiliated with CHAPS (Community, Historical, Archeology Project with Schools) conduct a series of workshops on the region's land, family, architectural, and archaeological history. Based on these workshops and visits to local sites and archives, the teachers produce oral histories and lesson plans. Culminating the program, they present their work to other area teachers at a free public conference. CHAPS faculty produce an edited volume combining scholarly essays and the teacher projects.