AB-226623-15 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Virginia Union University | Teaching African-American Heritage through Learning Communities | 1/1/2015 - 6/30/2017 | $98,456.00 | Zakir | | Hossain | | | | Virginia Union University | Richmond | VA | 23220-1784 | USA | 2014 | African American Studies | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 98456 | 0 | 98372.55 | 0 | A project to establish an interdisciplinary Learning Community Program in the humanities at Virginia Union University, centered on African-American heritage.
This grant supports the implementation of a Learning Community Program (LCP) that involves three humanities departments at Virginia Union University. The LCP focuses on teaching African American Heritage in humanities. The LCP’s mission is to create an educational environment where students acquire and expand their intellectual and academic skills through an interdisciplinary core of courses, with a group of faculty achieving a coordinated effort to deliver the best academic preparation in humanities. The LCP’s vision is to promote student ownership of their learning experience, gain a deeper appreciation of the African American Heritage, and encourage life-long study through high quality educational experiences. The LCP supports the VUU mission to “provide a nurturing intellectually challenging and spiritually enriching environment for learning; empower students to develop strong moral values for success; and develop scholars, leaders, and lifelong learners of a global society.” |
AB-226757-15 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Dillard University | Defining, Documenting, and Teaching New Orleans Creole Culture | 1/1/2015 - 12/31/2017 | $100,000.00 | Mona Lisa | | Saloy | | | | Dillard University | New Orleans | LA | 70122-3043 | USA | 2014 | Interdisciplinary Studies, General | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 100000 | 0 | 95756.36 | 0 | 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. |
AB-226792-15 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Morehouse College | Humanities Teaching and the Martin Luther King, Jr. Collection at Morehouse College | 1/1/2015 - 12/31/2017 | $99,976.00 | Vicki | Lynn | Crawford | | | | Morehouse College | Atlanta | GA | 30314-3776 | USA | 2014 | U.S. History | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 99976 | 0 | 95749.36 | 0 | A series of activities to incorporate primary documents from the Morehouse College Martin Luther King Jr. Collection into humanities teaching.
The Morehouse College Martin Luther King Jr. Collection provides an unparalleled intellectual resource in teaching across the humanities. Containing approximately 13, 000 original items belonging to Dr. Martin Luther King, Jr. and housed in the Atlanta University Center Robert W. Woodruff Library, the collection offers a rich pedagogical tool for deep teaching and learning with primary source materials. This proposal comprises four components: 1) curriculum enhancement; 2) college-museum partnership; 3) digital resource development initiative; 4) public programming. A major element of the project entails deepening and expanding humanities instruction through the study and use of primary documents from the Morehouse College King Collection. Core faculty participants will develop project-based instructional modules to enhance courses in history, English, African-American Studies and Philosophy. The college-museum partnership will engage both faculty and museum educators. |
AB-226799-15 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Virginia State University | Imagining Sustainable Environments: Place and Culture in the Global Community | 1/1/2015 - 6/30/2018 | $94,581.00 | Maxine | J. | Sample | | | | Virginia State University | Petersburg | VA | 23803-2520 | USA | 2014 | Interdisciplinary Studies, General | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 94581 | 0 | 93628 | 0 | 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. |
AB-234269-16 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Howard University | Sheshat: A Digital Humanities Initiative in Literature, Language, and Criticism | 1/1/2016 - 12/31/2016 | $100,000.00 | Dana | A. | Williams | | | | Howard University | Washington | DC | 20059-0001 | USA | 2015 | Literature, General | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 100000 | 0 | 67197.49 | 0 | A series of activities, including developing digital tools, conducting a summer faculty development workshop, and modifying course curricula, that would enhance humanities teaching and learning at Howard University.
“Sheshat: A Howard University Digital Humanities Initiative” aims to improve the quality of humanities teaching and learning by providing faculty (and, by extension, students) with tools that can be used to expand the parameters of humanistic inquiry. The proposed project, developed in collaboration with the College Language Association (CLA) and the Project on the History of Black Writing (HBW), will also digitize the first fifty years of College Language Association Journal (CLAJ) and select African American novels as well as redesign four existing humanities division courses that will be designated as DH specific and offered each semester at Howard University (HU). |
AB-234469-16 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Hinds Community College | Black Man's Burden: William Holtzclaw and the Mississippi HBCU Connection | 1/1/2016 - 12/31/2017 | $99,582.00 | Dan | | Fuller | | | | Hinds Community College | Raymond | MS | 39154-9799 | USA | 2015 | African American History | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 99582 | 0 | 99095.03 | 0 | 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. |
AB-253407-17 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Howard University | Inscribing the Institute for the Arts and Humanities' National Black Writers Conference, 1975-1983 | 1/1/2017 - 12/31/2018 | $100,000.00 | Dana | A. | Williams | | | | Howard University | Washington | DC | 20059-0001 | USA | 2016 | American Literature | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 100000 | 0 | 85876.84 | 0 | A project to digitize,
provide critical commentary on, and develop a series of short films about
material from the National Black Writers’ Conference, 1975-1983, for use by scholars
and teachers.
Between 1974 and 1983, the Howard University Institute for the Arts and Humanities (IAH) sponsored the largest single regular convening of African American writers, artists, critics and culture workers as part of its “National Black Writers Conference” series. As part of the ongoing work of documenting and elevating key moments and figures in contemporary African American arts and letters, especially as they emerged at Historically Black Colleges and Universities, the “Reading the Oral Archive as an Act of Recovery” project, which we refer to throughout as “ROARR,” has three primary objectives: (1) reformatting/digitizing audio/visual recordings of the National Black Writers Conferences to make them available to researchers/scholars in viewable form; (2) creating critical commentary for each major conference and the contexts out of which the conferences and the writers who participated in them emerge; and (3) generating a ROAAR “Preview” video along with six “Fireside Chats.” |
AB-253419-17 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Bethune-Cookman University | Bridging the Gap through Public History | 1/1/2017 - 12/31/2018 | $98,897.00 | Anthony | | Dixon | | | | Bethune-Cookman University | Daytona Beach | FL | 32114-3012 | USA | 2016 | Public History | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 98897 | 0 | 97664.64 | 0 | 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. |
AB-253450-17 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Albany State University | "Strength from Adversity": A Reading, Discussion, and Mentorship Program | 1/1/2017 - 12/31/2018 | $101,209.00 | Timothy | | Sweet-Holp | | | | Albany State University | Albany | GA | 31705-2796 | USA | 2016 | History, Criticism, and Theory of the Arts | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 101209 | 0 | 64265.22 | 0 | A two-year program of book discussions, field trips to museums,
concerts, and historical sites as well as related creative activities on the
theme of strength from adversity for twenty-five General Education Development
students paired with twenty-five Albany State University undergraduate adult
learners.
The idea of “strength from adversity” is a central theme in the Humanities and it is expressed within great works of literature, art, music, history and philosophy. The underlying theme of our project, reflected in the selected readings and activities, is one of understanding and overcoming adversity. Our project impacts students actively working on earning their General Educational Development (GED) and others that are currently enrolled in college, who have been sidetracked by adversity, such as poverty. By pairing the students, and then introducing them to literature, performing arts, fine arts, and history, our program enhances their capacity to better understand their experiences and how those experiences are often shared by others. In addition, authors that have overcome adversity will share their stories and lead book discussions. |
AB-50069-11 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Alcorn State University | Stories That Heal: Embedding Narrative Medicine in the Sciences, English, and Nursing Curricula | 5/1/2011 - 5/31/2013 | $97,603.00 | Cecile | Dianne | Bunch | | | | Alcorn State University | Lorman | MS | 39096-7510 | USA | 2010 | Interdisciplinary Studies, General | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 97603 | 0 | 97505.55 | 0 | 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. |
AB-50084-11 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Savannah State University | STUDYING THE AFRICAN AMERICAN EXPERIENCE IN SAVANNAH AND SOUTHEAST GEORGIA: DEVELOPING RESOURCES FOR INTERDISCIPLINARY EXPLO | 1/1/2011 - 6/30/2015 | $99,929.00 | Robert | W. | Smith | | | | Savannah State University | Savannah | GA | 31404-5255 | USA | 2010 | African American Studies | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 99929 | 0 | 96094.37 | 0 | An eighteen-month forum, consisting of public lectures, colloquia, and curriculum development activities, on the African-American experience in Savannah and Southeast Georgia during the historical periods of slavery and emancipation.
This project seeks to enhance knowledge of the African American experience among faculty, build collaborations to create innovations in interdisciplinary humanities teaching and learning, and establish an on-going forum for exploring the African American experience in Savannah and Southeast Georgia. Activities will include developing an interdisciplinary learning community of faculty, hosting several nationally recognized scholars for public lectures and colloquia, and creating new teaching and learning resources that can be integrated in the Savannah State curriculum and shared with others. The primary focus will be on the historical periods of slavery and emancipation, a focus suggested in part by commemorations of the Civil War’s 150th anniversary between 2011 and 2015, with other time periods and issues explored in the future. The project should lend momentum for institutionalizing an ongoing program of innovative interdisciplinary activities. |
AB-50086-11 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Rust College | Center for the Study of Ida B. Wells and the African American Heritage in North Mississippi | 1/1/2011 - 8/31/2013 | $100,000.00 | Marco | | Robinson | | | | Rust College | Holly Springs | MS | 38635-2330 | USA | 2010 | Interdisciplinary Studies, General | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 100000 | 0 | 99949.33 | 0 | 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. |
AB-50097-12 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Claflin University | Reading Classical and Contemporary Literature from South Asia through an Interdisciplinary Literary Lens | 1/1/2012 - 12/31/2013 | $99,922.00 | Mitali | Pati | Wong | | | | Claflin University | Orangeburg | SC | 29115-6815 | USA | 2011 | Comparative Literature | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 99922 | 0 | 98695.58 | 0 | A two-year series of faculty workshops, course development, and public lectures on classical and contemporary literature from South Asia.
"Classical and Contemporary Literature from South Asia" is a two-year series of faculty workshops, public lectures, and course development at Claflin University on classical and contemporary literature from South Asia. Ten faculty members participate in three major project activities: faculty study workshops; discussion forums following four public lectures by visiting scholars Muhammad Umar Memon, University of Wisconsin, Madison; Thibaut d'Hubert, University of Chicago; Waqas Khwaja, Agnes Scott College; and Deepika Bahri, Emory University; and faculty-student presentations at Claflin University's annual Regional English and Language Arts Pedagogy Conference. They also create an interdisciplinary special topics course, South Asia: Texts and Contexts, in both on-campus and studyabroad formats. Readings from the Classical period include the autobiography of Mughal dynasty founder Zaheeruddin Babur and the memoir of his daughter Gulbadan Begum, as well as works by Persian poets Abolqasem Firdousi and Shamsuddin Hafiz; Urdu poet Mirza Ghalib; Indian poets Amir Khusro and Kabir Das; and Indian philosopher Tulsi Das. Colonial-era readings include the writings of M. K. Gandhi, novels by Mulk Raj Anand and Raja Rao, a memoir by Dhan Gopal Mukerji, and works by Indian, Bangladeshi, and Pakistani poets Rabindranath Tagore, Kazi Nazrul Islam, and Sir Muhammad Iqbal. Postcolonial and contemporary readings include works by the Afghan novelists Khaled Hosseini and Atiq Rahimi; other novels by Salman Rushdie, Mohsin Hamid, and Arvind Adiga; the memoirs of poets Meena Alexander and Bapsi Sidhwa; and works by Urdu poet Faiz Ahmed Faiz and Jewish Indian poet Nissim Ezekiel. The selected texts contribute to an understanding of the diverse literary heritage of South Asia and build upon Claflin University's existing faculty and student exchange programs with nine universities in the Indian subcontinent. |
AB-50103-12 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Albany State University | Albany, Georgia: Gateway to the National Civil Rights Struggle | 1/1/2012 - 12/31/2013 | $100,458.00 | Kimberly | | Harper | Kimberly | | Harper | Albany State University | Albany | GA | 31705-2796 | USA | 2011 | American Studies | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 100458 | 0 | 96296.86 | 0 | 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. |
AB-50109-12 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Winston-Salem State University | Integrating Teaching and Learning about India in the Curriculum through the Humanities and the Liberal Arts | 1/1/2012 - 12/31/2015 | $99,285.00 | Joti | | Sekhon | Robert | N. | Anderson | Winston-Salem State University | Winston-Salem | NC | 27110-0001 | USA | 2011 | Interdisciplinary Studies, General | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 99285 | 0 | 98003.62 | 0 | A three-year series of faculty study workshops, guest lectures, and seminars providing an overview of India from historical and contemporary perspectives.
"Integrating India into the Liberal Arts Curriculum" is a three-year series of faculty study workshops, guest lectures, and follow-up seminars at Winston-Salem State University (WSSU) providing an overview of India from historical and contemporary perspectives. As a part of the project, an interdisciplinary group of twelve WSSU faculty members (consisting of a core group of five humanities faculty, one faculty member each from the School of Business and Economics and the School of Health Sciences, and five faculty members chosen at large from across the campus) undertake an overview of India from historical and contemporary perspectives. The study group's focus is on classical and modern Indian literature, the country's diverse religious traditions, mainstream and subaltern perspectives on Indian history, Indian art and musical traditions, language diversity in India, and Indian women. In addition to the core group, eleven invited scholars participate in a kick-off workshop, deliver lectures, and lead seminars over three semesters. They are: South Asian studies scholars Afroz Taj, Pamela Lothspeich, and John Caldwell (all University of North Carolina, Chapel Hill); Neil DeVotta (Wake Forest University); anthropologists Lisa Mitchell (University of Pennsylvania) and Sandya Hewamanne (Wake Forest University); historian Ramnarayan Rawat (University of Delaware); religious studies scholar Christian Lee Novetzke (University of Washington); English and communications studies professor Sheila Nayar (Greensboro College); art historian Rebecca M. Brown (Johns Hopkins University); international business professor Jacobus Boers (Georgia State University); women's studies scholar Anita Nahal (Howard University); and social work professor Murali Nair (Cleveland State University). The aim of the project is to develop new courses focusing on India and to infuse existing courses with knowledge about Indian culture and society in a global context to enrich the Humanities and Liberal Arts foundation of the WSSU curriculum. |
AB-50120-12 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Lincoln University, Pennsylvania | Lincoln University of Pennsylvania's Global Heritage and Legacy: a Humanities Initiative | 1/1/2012 - 6/30/2015 | $100,000.00 | Marilyn | | Button | Chiekde | | Ihejirika | Lincoln University, Pennsylvania | Lincoln University | PA | 19352-9141 | USA | 2011 | African American Studies | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 100000 | 0 | 100000 | 0 | 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. |
AB-50131-13 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Norfolk State University | Observing 1619: The African Diaspora in American History and Culture | 10/1/2012 - 12/31/2014 | $69,529.00 | Cassandra | L. | Newby-Alexander | | | | Norfolk State University | Norfolk | VA | 23504-8050 | USA | 2012 | History, General | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 69529 | 0 | 69528.99 | 0 | Two symposia, several teacher workshops, and the development of educational resources on the African diaspora in the New World, with a focus on the arrival of twenty Africans at Old Point Comfort (Fort Monroe, Virginia) in August 1619.
The Joseph Jenkins Roberts Center of Norfolk State University (NSU) proposes two symposia and teacher workshops to focus on the arrival of the "20. and odd" West-Central Africans to the Chesapeake shores in 1619. These meetings will use the approaching 400th anniversary of this landmark year to fulfill three objectives related to teaching and studying the humanities. First, these sessions will broaden the way in which Virginia primary and secondary school instructors view and teach the history of American race relations. Second, they will create a forum for educators from all levels to gather and discuss the direction of Atlantic studies and scholarship on the African Diaspora. Finally, these meetings will provide a jumping off point for a series of public and commemorative events to be held throughout the Hampton Roads region of Virginia that will mark and publicize the significance of 1619 to American society. |
AB-50132-13 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Howard University | From Classics to Ancient Mediterranean Studies: Departmental Innovation | 1/1/2013 - 12/31/2015 | $59,147.00 | Molly | Myerowitz | Levine | | | | Howard University | Washington | DC | 20059-0001 | USA | 2012 | Classics | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 59147 | 0 | 29846.09 | 0 | 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. |
AB-50158-14 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Tuskegee University | A Critical Reappraisal of Booker T. Washington: A Tuskegee Humanities Initiative | 1/1/2014 - 12/31/2015 | $99,999.00 | Loretta | S. | Burns | | | | Tuskegee University | Tuskegee | AL | 36088-1923 | USA | 2013 | Interdisciplinary Studies, General | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 99999 | 0 | 99999 | 0 | A two-year archival digitization, faculty-student research, and course development project on the work and legacy of Booker T. Washington, to take place at Tuskegee University.
This project seeks to strengthen humanities education and scholarship at Tuskegee University by re-examining Booker T. Washington's influence in education, politics and civil rights, business, and literature and the arts. Although considerable scholarship on Washington already exists, the extent of his regional, national, and global impact has not been fully explored. The project will include faculty-student research collaborations; enrichment of existing English and History courses; development of a new interdisciplinary, team-taught course; a public symposium; creation of a new section of the Tuskegee University Archives Web site to include previously unexplored archival materials on Washington's life and work; and initiation of an ongoing Humanities Institute. |
AB-50185-14 | Education Programs: Humanities Initiatives at Historically Black Colleges and Universities | Grambling State University | Enhancing the Teaching of Ancient Greek Drama at Historically Black Colleges and Universities | 1/1/2014 - 12/31/2014 | $99,848.00 | Hugh | F. | Wilson | | | | Grambling State University | Grambling | LA | 71245-2715 | USA | 2013 | Literature, General | Humanities Initiatives at Historically Black Colleges and Universities | Education Programs | 99848 | 0 | 98461.19 | 0 | 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. |
AC-226761-15 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Modesto Junior College | The Search for Common Ground: Culture in California's Central Valley | 1/1/2015 - 12/31/2016 | $99,882.00 | Chad | | Redwing | | | | Modesto Junior College | Modesto | CA | 95350-5800 | USA | 2014 | U.S. Regional Studies | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 99882 | 0 | 99882 | 0 | A curricular development project to bring humanities faculty from Central Valley community colleges to Modesto Junior College to study the local and regional culture of California’s Central Valley.
Five faculty members from the humanities disciplines (humanities, history, philosophy, and literature) will explore the diverse cultural backgrounds of the populations in our community in order to make the curriculum in these disciplines more relevant to the students in humanities courses. The project includes lectures by imminent scholars from California universities; multi-week seminars on specific topics; exploration of arts, museums, centers and festivals; development of learning modules that reflect the findings of the seminars; and a symposium to share findings with community college faculty from around the Valley. Humanities curriculum will be revised to reflect the local and regional culture of the people of California's Central Valley. |
AC-226771-15 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Angelo State University | West Texans and the Experience of War: World War I to the Present | 1/1/2015 - 12/31/2018 | $99,982.00 | Kanisorn | | Wongsrichanalai | Christine | | Lamberson | Angelo State University | San Angelo | TX | 76909-2601 | USA | 2014 | Cultural History | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 99982 | 0 | 94920.12 | 0 | 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. |
AC-226779-15 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Research Foundation Of The City University Of New York | Cultivating Global Competencies in a Diverse World | 1/1/2015 - 12/31/2018 | $100,000.00 | Alex | | d'Erizans | | | | Research Foundation Of The City University Of New York | New York | NY | 10007-1044 | USA | 2014 | Interdisciplinary Studies, General | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 100000 | 0 | 99992.5 | 0 | A series of faculty workshops, curriculum development activities, and a regional symposium on world cultures and global interdependence at the Borough of Manhattan Community College.
The BMCC NEH initiative, Cultivating Intercultural Competencies in the Globalized Classroom, is an interdisciplinary three-year project designed to equip students with greater intercultural competencies to participate in a globalized world. More than simply embracing the notion of cultural diversity by encouraging the toleration of group differences, BMCC seeks to develop a broader agenda based on a common theme of enhancing intercultural competencies across course offerings in the Humanities so that BMCC students can better understand the interconnected world around them and be prepared to become effective agents of social justice and social change. |
AC-234211-16 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Pima County Community College District | Border Culture in the Classroom and the Public Square | 1/1/2016 - 12/31/2018 | $100,000.00 | Brian | | Stewart | | | | Pima County Community College District | Tucson | AZ | 85709-6000 | USA | 2015 | Hispanic American Studies | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 100000 | 0 | 89799.14 | 0 | 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. |
AC-234254-16 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Board of Trustees of the University of Illinois | Securing the Common Good: Hull-House History at the University of Illinois at Chicago | 1/1/2016 - 4/1/2018 | $100,000.00 | Jennifer | | Scott | | | | Board of Trustees of the University of Illinois | Chicago | IL | 60612-4305 | USA | 2015 | U.S. History | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 100000 | 0 | 100000 | 0 | A two-year project that seeks to integrate the Jane Adams Hull House Museum and its history of social reform into the university curriculum and bring the humanities to public service fields.
“Securing the Common Good” is a two-year initiative designed to strengthen the teaching and learning of the humanities at the University of Illinois at Chicago (UIC) and expand the reach of the campus’ most significant humanities resource, the Jane Addams Hull-House Museum (JAHHM). Through a year long seminar for faculty in the humanities and social sciences, the creation of new teaching modules, and the development of a new undergraduate course, the history and philosophies of the Hull-House Settlement will be integrated into curricula across the UIC campus as never before. |
AC-234283-16 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | University of the Incarnate Word | Trauma: Conflict and Aftermath | 1/1/2016 - 12/31/2019 | $98,819.00 | Frederick | Zenon | Culverhouse | | | | University of the Incarnate Word | San Antonio | TX | 78209-6318 | USA | 2015 | Interdisciplinary Studies, General | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 98819 | 0 | 98778.15 | 0 | 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. |
AC-234284-16 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | University Auxiliary and Research Services Corporation | Building a Twenty-first-Century American Indian Studies Program | 1/1/2016 - 6/30/2017 | $99,605.00 | Joely | | Proudfit | | | | University Auxiliary and Research Services Corporation | San Marcos | CA | 92096-0001 | USA | 2015 | Native American Studies | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 99605 | 0 | 99605 | 0 | An eighteen-month faculty and curricular development project to establish a minor in American Indian Studies.
The goal of this project is to engage CSUSM faculty and representatives from California tribal nations in the design of a minimum of four American Indian Studies courses to support the American Indian Studies Department dialogue and to foster continuing collaborative dialogues that bridge cultures while enhancing access and retention efforts on campus. Objective 1: Use faculty and American Indian SME dialogues to inform humanities course content for a minimum of four courses (heritage languages, visual and performing arts, history, and politics). Objective 2: Engage CSUSM faculty in the delivery of humanities curricula using indigenous epistemologies to support access and retention of diverse populations in courses which include content relevant to American Indians, particularly American Indians in California. |
AC-234498-16 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | CSU, Bakersfiled | Crossing Borders, Making Connections: The Humanities and Ethnic Studies | 1/1/2016 - 6/30/2017 | $98,284.00 | Liora | | Gubkin | Mark | Dustin | Knepp | CSU, Bakersfiled | Bakersfield | CA | 93311-1022 | USA | 2015 | Ethnic Studies | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 98284 | 0 | 82836.72 | 0 | 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. |
AC-234555-16 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | CUNY Research Foundation, NYC College of Technology | A Cultural History of Digital Technology | 1/1/2016 - 2/28/2018 | $99,998.00 | Anne | E. | Leonhardt | | | | CUNY Research Foundation, NYC College of Technology | Brooklyn | NY | 11201-1909 | USA | 2015 | Interdisciplinary Studies, General | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 99998 | 0 | 99998 | 0 | An eighteen-month interdisciplinary faculty and curricular development project focused on placing digital technologies in cultural, historical, and philosophical context.
New York City College of Technology (CUNY) proposes an eighteen-month interdisciplinary faculty development project designed to equip faculty from both STEM and humanities disciplines with an understanding of the cultural, historical, and philosophical dimensions of three major contemporary technologies that are focal points in our curriculum: geospatial technology, digital fabrication, and robotics. A Cultural History of Digital Technology will engage prominent theorists who work at the interface of technology and culture with City Tech faculty in situating these particular technologies in a cultural and historical framework so that they are understood both as expressions of cultural values and as technological innovations. The broad aim of this project is to equip faculty and ultimately our students not only with technical knowledge and specific skills sets but with a broader vision of the rich interplay between technological developments and specific cultural contexts. |
AC-253204-17 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Texas A & M University, Kingsville | Toward an Aesthetics of South Texas Women Artists | 1/1/2017 - 5/30/2019 | $99,755.00 | Susan | Louise | Roberson | | | | Texas A & M University, Kingsville | Kingsville | TX | 78363-8202 | USA | 2016 | U.S. Regional Studies | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 99755 | 0 | 59140.91 | 0 | 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. |
AC-253405-17 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | CUNY Research Foundation, Bronx Community College | "Presente": Developing Latino-Centered Learning Communities | 1/1/2017 - 12/31/2018 | $100,000.00 | Peter | | Kolozi | | | | CUNY Research Foundation, Bronx Community College | Bronx | NY | 10453-2804 | USA | 2016 | Latino History | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 100000 | 0 | 87266.61 | 0 | A project that would provide the opportunity for faculty
to study and to develop courses on Latino history and culture at Bronx Community College.
Presente: Latino-Centered Learning Communities is a two-year professional development program designed to increase understanding of Latino history and culture for 18 faculty from Bronx Community College (CUNY) with a focus on two broad themes: citizenship and the law, and racial and gendered identities. The objectives of the program are: 1) to introduce faculty from across disciplines and First Year Seminars to new scholarship; 2) to help faculty identify common topics and approaches that can be incorporated into their courses; 3) to assist faculty in developing integrated Learning Community clusters of courses that include First Year Seminars; and 4) to strengthen the humanities curriculum by incorporating broadly applicable Latino themes and content into a broad range of courses. BCC will partner with the American Social History Project building on their work in the NEH-funded Bridging Historias Through Latino History and Culture, a three year professional development program. |
AC-253408-17 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | CUNY Research Foundation, LaGuardia Community College | Meanings of War: Its Technologies and Aftermaths | 1/1/2017 - 12/31/2019 | $100,000.00 | Naomi | J. | Stubbs | | | | CUNY Research Foundation, LaGuardia Community College | Long Island City | NY | 11101-3007 | USA | 2016 | Interdisciplinary Studies, Other | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 100000 | 0 | 100000 | 0 | 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. |
AC-253409-17 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | University Of Houston | Activating the Archive in Latin American and Latino Art History | 1/1/2017 - 12/31/2019 | $102,000.00 | Rex | A. | Koontz | | | | University Of Houston | Houston | TX | 77204-3067 | USA | 2016 | Art History and Criticism | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 102000 | 0 | 101124.85 | 0 | A two-year collaborative project between the University of Houston (UH)
and the Museum of Fine Arts, Houston (MFAH) to enable public and curricular use
of MFAH’s International Center for the Art of the Americas resources.
"Activating the Archive" is a two-year project that brings together the University of Houston (UH) and the Museum of Fine Arts, Houston (MFAH) in a collaboration that will allow a large audience to access and study Latin American and Latino culture history and art criticism through primary documents in Spanish and English. This University-Museum collaboration focuses on what is already the most significant open-access, digital database of Latino and Latin American art history and criticism--the Documents of 20th-century Latin American and Latino Art (hereafter the "Documents Project"). Here we activate the archive through the addition of English translations, geospatial data, and Latino art journals. |
AC-253411-17 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Texas Lutheran University | "¡Sí, Más!": Building Bridges with the Center for Mexican American Studies (CMAS) | 1/1/2017 - 6/30/2020 | $100,000.00 | Jennifer | R. | Mata | | | | Texas Lutheran University | Seguin | TX | 78155-5978 | USA | 2016 | Hispanic American Studies | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 100000 | 0 | 79838.26 | 0 | 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). |
AC-253418-17 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | University of Texas, Permian Basin | Boom or Bust: A Collection and Study of Energy Narratives | 1/1/2017 - 12/31/2018 | $83,799.00 | Rebecca | Susan | Babcock | Jason | | Lagapa | University of Texas, Permian Basin | Odessa | TX | 79762-8122 | USA | 2016 | Interdisciplinary Studies, Other | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 83799 | 0 | 71099.88 | 0 | A two-year program of writing workshops, reading and
discussion groups, and a speaker’s series bringing humanities perspectives to
fields of energy production and consumption in West Texas.
“Boom or Bust: A Collection and Investigation of Energy Narratives” is a two year project at the University of Texas of the Permian Basin (UTPB) designed to bring humanities content and perspectives on the field of energy production and consumption, a field often discussed primarily through a STEM lens. The project directors, our students, and members of the West Texas community will examine the effects of energy harvesting and production on the area, with a particular emphasis on how the oil field and similar sectors of energy production affect the community, as West Texans of all races and backgrounds bridge social strata through the economic opportunity provided by the energy sector. Our primary objective in this project is to make accessible the voices of those community members who have been affected by the energy sector in this area. |
AC-253436-17 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | University of Texas Rio Grande Valley | Revising the Women's Studies Program | 2/1/2017 - 8/31/2018 | $68,028.00 | Linda | Christine | English | Friederike | | Bruehoefener | University of Texas Rio Grande Valley | Edinburg | TX | 78539-2909 | USA | 2016 | Gender Studies | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 68028 | 0 | 51034.78 | 0 | 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. |
AC-253445-17 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Galveston College | Coastal Culinary: Exploring Food Narratives | 4/1/2017 - 5/31/2019 | $99,429.00 | David | Shane | Wallace | Michael | P. | Berberich | Galveston College | Galveston | TX | 77550-7447 | USA | 2016 | Literature, General | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 99429 | 0 | 88457.69 | 0 | A two-year project for faculty to study and develop
courses on food studies.
The “Coastal Culinary: Tasting Food Narratives” project is a two-year (25 month) effort to strengthen the teaching and study of humanities within the Galveston region, specifically at Galveston College, a small Hispanic serving community college. The humanities topic of focus is food studies, food pathways, and the use of personal narratives informed by family recipes – story-telling focused on food. Twelve faculty participants in addition to the Director and Co-Director (n=14) will engage in a four-phase professional development sequence of (1) group study, (2) curriculum re-design, (3) implementation, and (4) assessment of practice through self-study. |
AC-253456-17 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | California State University East Bay Foundation | Developing a Religious Studies Minor | 1/1/2017 - 5/31/2018 | $99,993.00 | Christopher | M. | Moreman | | | | California State University East Bay Foundation | Hayward | CA | 94542-1602 | USA | 2016 | Comparative Religion | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 99993 | 0 | 99881.28 | 0 | 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. |
AC-50089-11 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | California State University, Northridge, University Corporation | Creating a New Minor in Middle Eastern and Islamic Studies at CSUN | 1/1/2011 - 12/31/2016 | $99,969.00 | Nayereh | | Tohidi | | | | California State University, Northridge, University Corporation | Northridge | CA | 91330-8316 | USA | 2010 | Area Studies | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 99969 | 0 | 98320.44 | 0 | A two-year project to establish a minor in Middle Eastern and Islamic Studies.
The College of Humanities at California State University, Northridge (CSUN) is seeking funding to establish a minor in Middle East and Islamic Studies. As an interdisciplinary program, the minor will offer the study of Islamic and Middle East cultures, politics and societies. An important component of the minor will be training in languages widely spoken in the Middle East and other Muslim majority countries. In Year One (2010/2011 academic year), CSUN will establish three new courses: an Arabic language class, Women in Islamic Literature, and Gender Issues among the Muslim Community of North America. The addition of these three courses to the existing course offerings in the area of Muslim and Middle Eastern studies will allow for the establishment of a new minor in Islamic and Middle Eastern Studies. In Year Two (2011/2012 academic year), the following courses will be added: Sufism, Turkish language, intermediate Farsi and advanced Farsi. |
AC-50098-11 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Mercy College | The Latino and Latin American Studies Project | 1/1/2011 - 12/31/2013 | $98,928.00 | Celia | Karen | Reissig-Vasile | | | | Mercy College | Dobbs Ferry | NY | 10522-1186 | USA | 2010 | Hispanic American Studies | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 98928 | 0 | 97418.78 | 0 | 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. |
AC-50106-11 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | CSU, Fresno | Ethics, Religion, and Civil Discourse in Central California | 1/1/2011 - 12/31/2012 | $95,329.00 | Andrew | Gordon | Fiala | Vincent | F. | Biondo | CSU, Fresno | Fresno | CA | 93740-0001 | USA | 2010 | Religion, General | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 95329 | 0 | 84003.92 | 0 | A conference, curriculum development workshops, a new college course, and an edited conference volume on the range of ethical and religious responses to increased religious diversity in Central California.
This project will promote civil discourse about religion and religious diversity. With support from the College of Arts and Humanities and the interdisciplinary Ethics Center at Fresno State, the project will sponsor an academic conference in the first year. This will be followed, in year two, by a curricular workshop organized in conjunction with the School of Education. Humanities scholars from campuses throughout the state of California will participate in both conferences along with practitioners of interfaith dialogue and K-12 educators. The project will produce a book that can be used for teaching about religious diversity. It will build partnerships among humanities scholars at campuses across California. It will contribute humanities scholarship to growing interfaith and inter-religious networks in California. And it will result in curricular innovations: a course on “Religion in California” and suggestions for connecting humanities scholarship to the K-12 curriculum. |
AC-50107-11 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Capital Community College | Hartford Heritage: Enhancing Writing Courses with New Humanities Content | 1/1/2011 - 12/31/2012 | $98,645.00 | Jeffrey | F. L. | Partridge | | | | Capital Community College | Hartford | CT | 06103-1211 | USA | 2010 | Interdisciplinary Studies, General | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 98645 | 0 | 98645 | 0 | 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. |
AC-50118-11 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | University Enterprises Corporation at CSUSB | Integrating Area Studies and Humanities Through Faculty Teaching and Learning Communities: Bridging Cultures in an Era of Internationalization and Web 2.0 | 1/1/2011 - 12/31/2014 | $96,734.00 | Rueyling | | Chuang | | | | University Enterprises Corporation at CSUSB | San Bernardino | CA | 92407-2318 | USA | 2010 | Ethnic Studies | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 96734 | 0 | 96570.69 | 0 | A two-year project to support the linking and integration of programs in three interdisciplinary areas: Asian, Latin American, and Islamic and Arabic studies.
The goals of this new humanities initiative are to: (1) promote cultural competency by bridging cultural differences and promoting appreciation of cultural diversity through integration of Asian, Latin American, and Islamic and Arabic studies; (2) enhance teaching excellence by forming a faculty learning community that augments course contents and encourages innovative pedagogical strategies; (3) expand faculty and student knowledge by inviting outside consultants and scholars who are content experts in the areas; (4) establish digital humanities networks that systematically create resources, such as a CSUSB YouTube channel, CSUSB Wikis, and podcasting, for campus and local communities; and (5) reach out to the wider campus community and local communities by sponsoring public lectures that enhance intellectual life and by inviting participation from community members, local high school teachers and students to participate. |
AC-50119-11 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Whittier College | EXPANDING THE INTEGRATION OF GLOBAL PERSPECTIVES IN A FIRST YEAR WRITING PROGRAM | 1/1/2011 - 6/30/2015 | $86,620.00 | Charles | | Eastman | | | | Whittier College | Whittier | CA | 90601-4446 | USA | 2010 | Interdisciplinary Studies, General | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 86620 | 0 | 78990 | 0 | 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. |
AC-50120-11 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Center for Advanced Studies on Puerto Rico and the Caribbean | Master's Program in Puerto Rican and Caribbean Art History | 1/1/2011 - 12/31/2013 | $100,000.00 | Jaime | L. | Rodriguez Cancel | | | | Center for Advanced Studies on Puerto Rico and the Caribbean | San Juan | PR | 00902-3970 | USA | 2010 | Arts, General | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 100000 | 0 | 97736 | 0 | A series of public lectures and faculty development seminars in anticipation of the creation of a new master's program in Puerto Rican and Caribbean art history.
The Center for Advanced Studies on Puerto Rico and the Caribbean proposes a 2-year grant to strengthen and enrich humanities education and scholarship at the Center, an institution with high Hispanic enrollment, through a new master??s level program in Puerto Rican and Caribbean Art History. NEH resources will provide faculty development seminars to six qualified doctoral faculty members by six leading hemispheric authorities in the field, who will help develop a strong faculty core with a shared body of knowledge in the field; assist in the design and implementation of course contents that are practical, intellectually sound, pertinent to regional and international theory and practice, and responsive to student needs. Moreover, the project will cement strong academic collaborations; develop a supportive scholarship and professional environment; encourage student recruitment; and foster public dissemination of humanities knowledge related to art history. |
AC-50128-12 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | California State University, Long Beach Foundation | French and Italian for Spanish Speakers | 1/1/2012 - 12/31/2014 | $99,990.00 | Clorinda | | Donato | | | | California State University, Long Beach Foundation | Long Beach | CA | 90840-0004 | USA | 2011 | French Language | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 99990 | 0 | 96411.69 | 0 | 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-50136-12 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Valencia College, Osceola Campus | PreColumbian Humanities Expansion and Integration Initiative | 1/1/2012 - 12/31/2013 | $100,000.00 | Marlene | | Temes | | | | Valencia College, Osceola Campus | Kissimmee | FL | 34744 | USA | 2011 | Interdisciplinary Studies, General | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 100000 | 0 | 99290.96 | 0 | A two-year project for a study group of twelve community college faculty to create new course content on Mesoamerican cultures before Columbus.
"Integrating Pre-Columbian Studies into the Humanities Curriculum" is a two-year project beginning in 2012 at Valencia College that supports a study group of twelve community college faculty as they create new course content on Mesoamerican cultures before Columbus. Project director Marlene Temes (Latin American humanities) heads a faculty study group on the Aztec, Maya, and Inca cultures; this group expands curricular offerings by developing a new course in Pre-Columbian Humanities. The group also integrates the knowledge gained about these cultures into the existing curriculum of Introduction to Humanities, the highest-enrollment humanities class at the college. The study group unites seven part-time faculty who teach Introduction to Humanities with four full-time faculty members (in Latin American studies and in humanities) and the project director. For year one, faculty readings address such areas as pre-Columbian worldview and religion, visual arts and architecture, and indigenous communities today. In year two, the material developed for course integration allows comparison between the rise and fall of Mayan civilization and that of the Roman empire, and consideration of Mesoamerican ballgames alongside ancient Olympic games. Robert Sitler (Stetson University, modern languages) provides external expertise on Mesoamerican civilizations and guides faculty on a Spring 2013 site visit to Guatemala for first-hand study of major architectural and cultural monuments. The resulting curriculum, which serves as a model for colleges nationwide, is disseminated via a website and through conference presentations (e.g., for the Community College Humanities Association). |
AC-50146-12 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | Mount Saint Mary's University | Women in China: Internationalizing the Humanities and Professional Studies Curricula | 5/1/2012 - 9/30/2014 | $100,000.00 | Montserrat | | Reguant | Julie | | Feldman-Abe | Mount Saint Mary's University | Los Angeles | CA | 90049-1599 | USA | 2011 | Interdisciplinary Studies, General | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 100000 | 0 | 97602.52 | 0 | 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. |
AC-50147-12 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | University of Puerto Rico, Rio Piedras Campus | El Puente a UPR-RP y Hacia el Mundo (The Bridge to UPR-RP and the World) | 2/1/2012 - 1/31/2015 | $97,045.00 | Brenda | Ann | Camara | | | | University of Puerto Rico, Rio Piedras Campus | San Juan | PR | 00925-2512 | USA | 2011 | Interdisciplinary Studies, General | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 97045 | 0 | 63773.62 | 0 | A three-year project offering a yearly summer bridge program engaging at-risk high school students in humanities study at the university, followed by additional school-year support.
"El Puente: A Bridge to the University and the World" is a three-year project beginning in 2012 to offer a yearly summer "bridge" program at the University of Puerto Rico, Rio Piedras (UPR-RP), engaging at-risk high school students in humanities study at the university, followed by additional school-year support. The goal of the project is to broaden the worldview and deepen the humanities knowledge of students from neighboring secondary schools, where project directors find that "thousands of at-risk public high school students who live across the pedestrian bridge to UPR-RP believe their chances of attending it, or any university, are as remote as their chances of visiting Antarctica." A ten-day interdisciplinary humanities workshop takes place each of three summers, reaching eighty students: twenty students each year supported by NEH, and an additional twenty in the first year supported by the college. In one workshop session, philosophy department chair Anayra Santory Jorge leads students in an examination of ethics through current news articles. In others, professors open up their disciplines for students by focusing their study on the Caribbean-its music and writing; its cultural history; its connections to West Africa; and its masks in comparison with other cultures' mask traditions. The workshop requires daily writing and oral presentations from the students to strengthen their analytical and communication skills and engages them in working with resources in the university library, museum, and Hispanic Studies Seminar Room. High school teachers from participating schools assist in sessions and four upper-level humanities undergraduates serve as tutors. This bridge program also takes advantage of a little-known university policy permitting high school students to enroll in university courses but defer tuition and fee payment until they are officially admitted as first-year students. Students thus enrolled in university courses during the academic year are supported by a network drawn from their summer program experience, including workshop tutors, faculty, and project director Elsa Marin-Lopez. |
AC-50152-12 | Education Programs: Humanities Initiatives at Hispanic-Serving Institutions | University of Texas Rio Grande Valley | From Porciones to Colonias: Curriculum Innovation in the Rio Grande Valley | 1/1/2012 - 12/31/2014 | $99,425.00 | Russell | K. | Skowronek | Sonia | | Hernandez | University of Texas Rio Grande Valley | Edinburg | TX | 78539-2909 | USA | 2011 | History, General | Humanities Initiatives at Hispanic-Serving Institutions | Education Programs | 99425 | 0 | 88225.94 | 0 | 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. |