A two-year series of institutes and workshops for faculty on the topic of incarceration and the humanities.

Our Summer Institute on Incarceration and the Humanities consists of two intensive summer institutes organized around central themes in the humanities scholarship on incarceration. Through selected readings, guest speaker presentations, and site visits, our faculty fellows will deepen their understanding of the ways in which research in the humanities contributes to knowledge about the history of incarceration in the United States, the goals and justifications of carceral punishment, as well as the connections between rehabilitation, education, and successful reentry. This knowledge will be shared with the community via the scholarly and classroom projects the fellows will create and assess during the institute. These projects will allow us to improve humanities education at LaGuardia Community College and to incorporate a humanist perspective into ongoing projects about incarceration.

The development of an interdisciplinary and place-based humanities minor that focuses on the writers, musicians, and artists of Paterson, New Jersey.

The IHP-Prism Paterson employs immersive place-based learning to engage 1st generation/at-risk college students in the study of humanities disciplines by focusing on Paterson's important writers, musicians and artists. Creating new experiential courses in the humanities that reflect Felician University's 1^st generation students' identities will increase student engagement, improve skills, enhance retention, and build connections between the city and the University, while enriching humanities learning.

A two-year project collaboration of university faculty and high school teachers to study the relationship between migration and cultural heritage preservation in Albuquerque, New Mexico.

The Culturally Mapping Albuquerque project brings together scholars, educators, cultural workers, and students to collect, analyze, and interpret narratives on the relationship between migration and cultural heritage preservation in the city of Albuquerque, New Mexico. Over a 24-month period, faculty from across the US and UNM, high school teachers from Albuquerque Public Schools, and cultural workers from the city of Albuquerque will meet in workshops, roundtables, and a major public symposium to develop humanistic understandings of the ways human mobility and cultural heritage efforts shape city landscapes. The city of Albuquerque is a critical site of analysis because of its rich cultural services and long history of multicultural and multi-ethnic communities. Participants will examine Indigenous migration stories, artistic and literary presentations of transcontinental settlement, and global art productions of migrations and relocations that define New Mexicans in the 21^st century.

The development of discipline-relevant reading and writing instruction to be incorporated into the core and elective courses of six majors.

This is a three-year project that will infuse humanities learning and reading/writing instruction into the core electives and majors at California State University Monterey Bay (CSUMB). By adapting methods from the Writing Enriched Curriculum (WEC) model from the University of Minnesota, CSUMB faculty will improve their capacity to research, analyze and design reading and writing instruction plans relevant to their disciplines, and to integrate them into their curriculum. With this faculty-driven approach, the project will create a positive shift in reading, writing, and critical thinking skills of students across the disciplines so that they can effectively prepare their research and writing-intensive projects, senior capstones, and succeed in professional careers.

A one-year project to develop three new courses and related curricular resources in Kurdish language and culture.

The proposed project will develop and implement a program in Kurdish language and culture, and develop resources and curricula for use in teaching. The project builds on the mission of the National Council of Less Commonly Taught Languages to enhance cross-cultural communication among US and global citizens. 

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

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

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

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

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

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

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

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

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

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

A three-year initiative to develop and pilot a minor in digital humanities at City College, to be housed in the Division of Humanities and the Arts.

The City College of New York proposes to develop and pilot a curriculum for a minor in Digital Humanities. For humanities majors these courses and this minor will serve three central purposes: they will increase students' inquiry-driven and experiential learning in the humanities, they will augment and enrich traditional humanistic study by providing our students with a broader array of techniques in performing critical analysis and problem-solving (two of the central values of a humanities education), and they will expand students' understanding of the analytical frameworks that are available to them. By emphasizing the points of convergence between humanities and technology the Digital Humanities minor will enrich students' understanding of how the humanities fit within broader contexts; it will also prepare them for a broader array of career options. These courses may also attract technologically-oriented students to pursue humanistic study.

A collaborative project to collect and archive oral histories of the HIV epidemic, bringing together medical students, faculty, and members of the San Antonio community.

This project in digital humanities will be a collaboration between UT Health researchers and persons living with HIV and their advocates who have organized as the End Stigma End HIV Alliance (ESEHA). In its curricular component, researchers and ESEHA advocates will train health professions students in the history of HIV and HIV advocacy, the experience of living with HIV in South Texas, oral history, and digital storytelling production. Students will then work with research participants to develop compelling, participant-driven digital narratives from the South Texas HIV epidemic, and archive these narratives for use by the participants themselves as well as by medical educators and learners, community members and humanities researchers.

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

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

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

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

A two-year project to develop 10 new courses and a certificate program in comic studies.

Scholars who study comics and graphic novels have long recognized their power to perpetuate harmful stereotypes; but also, more recently, their capacity to challenge injustice. Through engagement with issues like racial discrimination, gender inequality, sexual identity, and immigration, the ever-changing medium of comics is a change-maker. Humanists are well-positioned to trace that change and, through scholarship and teaching, make meaning of its power. Comics@SDSU seeks $150,000 for a two-year initiative to 1) develop ten new courses that will deepen and expand our humanistic comics curriculum, 2) use these courses to populate a proposed certificate in Comic Studies, and 3) support workshops that bring scholars to campus to energize comic studies at our Hispanic Serving Institution. The humanistic approach to the study of comics that we will cultivate through workshops, courses and a certificate program will empower thousands of students to visualize and manifest a more just future.

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

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

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

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

The creation of an advanced course, a community-wide speaker series, and digital humanities resources for the study and teaching of Spanish language and culture for heritage speakers.  

“Building Community and Belonging for Hispanic Students through the Humanities” (BCBHS) is a 2.5-year language, literature, oral and urban history, and community engagement initiative. We propose to create an advanced Spanish language literacy program for heritage speakers that combines oral history, urban history, literature, and digital humanities. The program will use a multiliteracies approach that seeks to adapt the teaching of linguistic and cultural literacy to the current trends in the digital globalized world that students navigate in their everyday lives. BCBHS will incorporate advanced literature and history into the multimodal format and the production of an open-source Spanish language and literature textbook created, in-part, through collaboration with students. The BCBHS program will also create a space and medium for community members to engage in listening to and learning from each other.

The creation of interdisciplinary minors in three areas: race and ethnic studies, women and gender studies, and disability studies. 

The UHV College of Liberal Arts and Social Science will develop, implement and evaluate three minor curricula for Race and Ethics Studies, Women and Gender Studies, and Disability Studies.

A three-year project for development and curricular integration of a digital library of interdisciplinary teaching materials exploring connections between science and fiction.

Florida International University’s Science & Fiction Lab propagates humanities across the undergraduate curriculum by creating, storing, and disseminating portable course content (PCC). The subject matter of these “plug-and-play” modules derives from the myriad connections between science and fiction, in pairings such as genetics and clone stories; engineering and dystopian tales; computer science and artificial intelligence ethics. The Lab proposes to sponsor a series of institutes, wherein faculty fellows work in interdisciplinary teams to develop PCC. They integrate their designs into their own courses, and contribute them to the Lab’s digital library of teaching resources. With each institute, this open-access repository grows into a database of PCC available to FIU instructors across disciplines. Bundled in adaptable units, intersections of science and fiction form a starship that conveys humanities throughout the curriculum, transforming the undergraduate classroom experience.

Faculty and curriculum development for a newly created Native American and Indigenous Studies certificate program, in collaboration with Tribal historians in the region.  

This project will support the expansion of Native American and Indigenous Studies at Texas Tech University. The three-year project will include workshops for faculty to develop courses on Native American and Indigenous themes in direct collaboration with local Native communities, specifically the Comanche Nation, Kiowa Tribe of Oklahoma, and the Cheyenne and Arapaho Tribe. Project funds will support visiting speakers from these communities to visit classrooms at Texas Tech. Project participants will hold a symposium at the end of the process to reflect on this collaboration and ensure continued support for faculty training, community engagement, and curriculum development. The project will coordinate teaching initiatives with the Humanities Center at Texas Tech, and support integration of new courses in the Certificate Program in Native American and Indigenous Studies.

A two-year humanities initiative to expand curricular offerings in rhetoric-based writing for transfer students.

The Vertical Writing Program at John Jay College of Criminal Justice (a CUNY senior college, HSI, and MSI) proposes a two-year humanities initiative to expand curricular offerings in rhetoric-based writing for transfer students, a population identified in our assessment data as performing poorly in research-based academic writing. This humanities-driven project would expand upon an existing pilot of four upper-division “Writing in the Disciplines” (WID) courses: Writing in Humanities, Writing in Social Sciences, Technical Writing in Computer Science and Math, and Writing in Criminal Justice. Development of an upper-division writing program based in rhetoric would include curriculum design, faculty development, a case study of transfer students’ ability to write in increasingly complex contexts, and outcomes assessment. This coherent curriculum will improve transfer student academic and career success to address COVID-19 learning loss and its exacerbated effect on minority students.

A two-year project to digitize primary documents related to the history of medicine and public health in Puerto Rico and their incorporation into multiple courses. 

This project will promote the humanities on the University of Puerto Rico Medical Sciences Campus (UPR-MSC) by expanding “Libraria”, the Historical Repository for Health Science Information in Puerto Rico and the Caribbean, and its implementation as a teaching resource for seven courses taught at UPR-MSC. The expanded digital repository will also be a vital resource for an elective course on the history of health in Puerto Rico that the proponents of this project will create and offer with the collaboration of the Library's Special Collections section, the UPR-MSC Institute of History of Health Sciences, and the Museum of Pharmacy and Medicinal Plants of the School of Pharmacy.

a two-year project to develop an archival project involving students and the surrounding community.

“Blank Spaces in the CSUN University Library Archives” is a community-based learning pedagogical preservation and digitization project that brings together students, community members, and local experts to document and publicize the underrepresented lived experiences of people of color from the eighteenth to the twentieth centuries.