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Funded Projects Query Form
32 matches

Program: Humanities Initiatives: HSIs*
Date range: 2017-2020
Sort order: Award year, descending

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AC-269129-20

National-Louis University (Chicago, IL 60603-6191)
Christopher Martin Caver (Project Director: July 2019 to present)
Creating an Interdisciplinary Humanities Minor for Career-Focused Students

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.

Project fields:
Interdisciplinary Studies, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,548 (approved)
$99,548 (awarded)

Grant period:
2/1/2020 – 1/31/2023


AC-269185-20

San Antonio College (San Antonio, TX 78212-4299)
Erik Anderson (Project Director: July 2019 to present)
San Anto History GO!

A three-year faculty development project to incorporate geographic information system technology into college and middle school history courses.

San Antonio College proposes "San Anto History GO!": a humanities initiative that uses the ArcGIS Online platform to build location-based learning and augmented reality mobile applications to connect students and the community to marginalized historical places and histories in and around the San Antonio area. Supporting the NEH area of interest, “Protecting Our Cultural Heritage,” "San Anto History GO!" seeks to empower students at both the college and middle school levels to document, share and preserve the history of the spaces they inhabit, and which reflects their lives and their own community’s history.

Project fields:
History, General

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,659 (approved)
$99,659 (awarded)

Grant period:
2/1/2020 – 1/31/2023


AC-269245-20

University of Arizona (Tucson, AZ 85721-0001)
Carine Bourget (Project Director: July 2019 to present)
Developing Foreign Cultures Courses for the Professions

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.

Project fields:
Languages, General

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,999 (approved)
$99,999 (awarded)

Grant period:
2/1/2020 – 1/31/2023


AC-269259-20

Texas Tech University (Lubbock, TX 79409-0006)
Aliza S. Wong (Project Director: July 2019 to present)
A New Humanities for the 21st Century: Honors Arts and Letters

The strategic planning and curricular revision for a reframed Humanities Arts and Letters major in the Honors College.

A liberal arts education embraces the breadth of human existence. Traditionally, the liberal arts included arithmetic, astronomy, geometry, grammar, logic, and music. In the modern world, the liberal arts have matured to include such fields as art, science, history, languages, and literature, to name a few. This proposal will look to revamp the current liberal arts degree of the TTU Honors College, Humanities Arts and Letters (HAL). The planning process would include 1) faculty members working closely together to create a new framework: renaming the major; reconceptualizing the concentrations; and working closely with an advisor to create workable degree plans; 2) workshops for faculty from across the TTU campus to develop core classes for each humanities centered concentration; and 3) creating a marketing campaign that will internally and externally communicate the vigor and rigor of the new major. All Honors students would experience this humanities centered curriculum to graduate.

Project fields:
History and Philosophy of Science, Technology, and Medicine; Interdisciplinary Studies, General

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$99,865 (awarded)

Grant period:
2/1/2020 – 1/31/2023


AC-269265-20

Texas Tech University (Lubbock, TX 79409-0006)
Mellinee K Lesley (Project Director: July 2019 to present)
Lane Sobehrad (Co Project Director: November 2019 to present)
Julie Smit (Co Project Director: November 2019 to present)
Rene Saldana (Co Project Director: November 2019 to present)
Advancing Culturally Sustainable Pedagogy Together: Using History Labs to Enhance College Readiness

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.

Project fields:
History, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$97,905 (approved)
$85,094 (awarded)

Grant period:
2/1/2020 – 1/31/2023


AC-269280-20

Azusa Pacific University (Azusa, CA 91702-2701)
Theodore Szeto (Project Director: July 2019 to present)
Our Declaration: A Summer Bridge Engaging GEN1 Scholars

This program will test a new approach to closing the engagement gap between first generation students and students of color and the humanities (HUM) at APU through enhanced partnerships between advising, administration, and instruction. Piloted in summer 2020, this four (4) week residential bridge program designed in recognition of and preparation for the 250th anniversary of American independence will foster the academic and personal development of two (2) cohorts of 20 students each at the APU campus through a three (3) unit introductory humanities course (HUM 221) and complementary labs, field trips, and community building. This course will help students: - express an informed understanding of the ideas, arguments, and points of view contained in the Declaration of Independence. - articulate the relevance of the Declaration of Independence to citizenship in 21st-century America - explain how faith interacts with their understanding of the Declaration of Independence

Project fields:
U.S. History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,991 (approved)
$99,852 (awarded)

Grant period:
2/1/2020 – 1/31/2022


AC-263982-19

CUNY Research Foundation, LaGuardia Community College (Long Island City, NY 11101-3007)
Naomi J. Stubbs (Project Director: July 2018 to present)
Shannon Proctor (Co Project Director: December 2018 to present)
Summer Institute on Incarceration and the Humanities

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.

[Grant products]

Project fields:
American Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$100,000 (awarded)

Grant period:
1/1/2019 – 12/31/2020


AC-264007-19

San Jose State University Research Foundation (San Jose, CA 95112-5569)
Richard McNabb (Project Director: July 2018 to present)
Arguing the Humanities: A Course for STEM Students

The integration of humanities texts and methods of inquiry into a required writing course for STEM students, followed by faculty training, implementation of the course, and the creation of a digital archive.

Arguing the Humanities is a course redesign project that seeks to integrate substantial humanities content and texts into a required developmental course for STEM students that focuses on close reading and analytical writing. The project goal is to give STEM students broader exposure to significant works of the human intellect and imagination, and to develop the habits of mind required to analyze these works and write persuasively from and about them.

Project fields:
Composition and Rhetoric; Interdisciplinary Studies, General; Languages, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$100,000 (awarded)

Grant period:
1/1/2019 – 12/31/2020


AC-264090-19

Felician University (Lodi, NJ 07644-2198)
Sherida Yoder (Project Director: July 2018 to present)
Julie A. O'Connell (Co Project Director: December 2018 to present)
Interdisciplinary Humanities Program on the History and Culture of Paterson

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 1st generation students' identities will increase student engagement, improve skills, enhance retention, and build connections between the city and the University, while enriching humanities learning.

[Grant products]

Project fields:
Arts, General; Interdisciplinary Studies, General; Literature, General

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,995 (approved)
$99,955 (awarded)

Grant period:
1/1/2019 – 12/31/2021


AC-264104-19

Vanguard University (Costa Mesa, CA 92626-6520)
Kristen Lashua (Project Director: July 2018 to present)
American Stories: A Humanities Summer Bridge Program

The development and implementation of a summer bridge program based on American history and culture for at-risk students.

This project will develop and launch American Stories, a 5-week summer residential Bridge program for first-generation and other at-risk incoming freshmen at Vanguard University. Students will take HIST 156C: American Stories, a class to fulfill their freshman history requirement. The curriculum focuses on movement and ethnicity in American history, with a special emphasis on introducing students to digital humanities projects and oral history. Students will also take a one-unit Writing Lab designed to ready them for composition at the college level. A Humanities Initiatives Grant would allow Vanguard to run the program for its first two years, establishing several cohorts of at-risk students who are better prepared for college and for their study of the humanities. Vanguard has achieved great success with its STEM Bridge program and seeks to build on that success with this new humanities initiative.

[Grant products]

Project fields:
English; U.S. History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$98,317 (approved)
$98,317 (awarded)

Grant period:
1/1/2019 – 9/30/2020


AC-264148-19

University of New Mexico (Albuquerque, NM 87131-0001)
Levi Romero (Project Director: July 2018 to present)
Irene Vasquez (Co Project Director: December 2018 to present)
Culturally Mapping Albuquerque

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 21st century.

Project fields:
American Studies; Ethnic Studies; U.S. Regional Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,922 (approved)
$99,922 (awarded)

Grant period:
1/1/2019 – 12/31/2021


AC-264174-19

Florida International University (Miami, FL 33199-2516)
Melissa Baralt (Project Director: July 2018 to present)
Improving Spanish-Language Teacher Retention and Success

A collaborative partnership between Florida International University and Florida Memorial University to improve course content and teacher training in Spanish language and culture at both institutions.

This project will improve Spanish language teacher training at a Hispanic-Serving Institution in Miami, FL so that graduates are better prepared to teach in the culturally diverse settings where they are employed, primarily a Miami HBCU. Thus this project will help black Spanish-language learners at the HBCU have better Spanish-learning experiences and outcomes and reduce teacher attrition of HSI graduates at the HBCU. A team of Spanish-language learning scholars and instructors will conduct a needs analysis on learners’ and teachers’ needs at the HSI and HBCU. Then, they will redesign the Spanish-learning curriculum for black students, prepare and deliver new teacher-training workshops, and evaluate and modify the new curriculum for both teachers and students as needed over the course of the project. Finally, they will disseminate findings and pedagogical materials through a national teacher-training website, academic conferences and journals, and public teacher-training workshops.

[Grant products]

Project fields:
African American Studies; Linguistic Anthropology; Spanish Language

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$99,832 (awarded)

Grant period:
1/1/2019 – 8/31/2021


AC-264249-19

University Corporation at Monterey Bay (Seaside, CA 93955-8001)
Nelson Graff (Project Director: July 2018 to present)
Improving Learning and Achievement with Reading/Writing-Enriched Curriculum in the Disciplines

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.

Project fields:
Composition and Rhetoric

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,441 (approved)
$99,441 (awarded)

Grant period:
1/1/2019 – 12/31/2021


AC-264286-19

University of Texas Rio Grande Valley (Edinburg, TX 78539-2909)
Jennifer Joy Esquierdo (Project Director: July 2018 to present)
Stephanie M. Alvarez (Co Project Director: December 2018 to present)
Promoting Humanities Learning in Elementary Schools

Collaboration with local school districts to design a social studies curriculum for kindergarten through fifth grade that focuses on the history and culture of the Rio Grande Valley community.

Project SSTARC (Social Studies Through Authentic and Relevant Content) is a 2-year collaborative project between the Center for Bilingual Studies and the Center for Mexican American Studies at the University of Texas Rio Grande Valley and local school districts in south Texas. The project aims to provide an opportunity for local K-5 teachers to gain better knowledge of local and regional history, create relevant social studies content for their students in both English and Spanish, and disseminate the content on a wide scale to enrich the schooling experience of students by exposing them to authentic humanities content. This project will bring together four humanities scholars of Mexican American Studies to work with a total of 42 K-5 teachers during two different 4-day workshops. At the workshops teachers will collaborate to design lesson plans based on the content presented by the scholars. In Year 2, a one-day conference will showcase the redesigned curriculum to 100 K-5 teachers.

[Grant products]

Project fields:
Ethnic Studies; Hispanic American Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,991 (approved)
$99,356 (awarded)

Grant period:
1/1/2019 – 12/31/2021


AC-264292-19

Northeastern Illinois University (Chicago, IL 60625-4699)
Jeanine Ntihirageza (Project Director: July 2018 to present)
Denise Cloonan (Co Project Director: January 2019 to present)
Developing a Kurdish Language and Culture Studies Program

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. 

[Grant products]

Project fields:
Languages, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$100,000 (awarded)

Grant period:
1/1/2019 – 12/31/2019


AC-264295-19

University of Texas, San Antonio (San Antonio, TX 78249-1644)
Kirsten Elizabeth Gardner (Project Director: July 2018 to present)
Valerie A. Martinez (Co Project Director: December 2018 to present)
An Oral History Project Dedicated to Women and War

The creation of a digital archive of oral histories of women in the military to be used in the classroom and the training of faculty and students in the professional practice of oral history.

Military City, USA: An Oral History Project Dedicated to Women and War is a two-year collaborative project between faculty at two Hispanic-Serving Institutions, the University of Texas at San Antonio and Our Lady of the Lake University, designed to integrate oral history practices into humanities education and professional training. Just as importantly, the grant will expand the scope of traditional military history for students and faculty to better understand the militarization of women's lives from World War II to the present. The project takes advantage of this unique time in contemporary society whereby as of 2016, three years after the un/official end of the Global War on Terror, women are eligible for all roles within the U.S military including combat. As women begin to occupy these historically exclusive male positions, our project will be one of the first to document and analyze the significance of female military combat participation.

[Grant products]

Project fields:
Military History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$99,219 (awarded)

Grant period:
1/1/2019 – 12/31/2021


AC-258909-18

University of Illinois at Chicago (Chicago, IL 60607-3320)
Sandra Sufian (Project Director: June 2017 to present)
The Human Story of Illness: Health Humanities Portraits for Physicians in Training

The creation of health humanities portraits as case studies for use in the curriculum of the University of Illinois College of Medicine.

The Human Story of Illness: Health Humanities Portraits for Physicians in Training will establish a series of workshops over two years in which a core group of UI-COM faculty will develop “health humanities portraits” for the medical student curriculum. This process has three steps: 1) Using their distinct disciplinary lenses, invited humanities experts will develop portraits and refine them with our faculty during on-site workshops. Each portrait will consist of a first-person patient story and humanities scholarship that illuminates the story’s social, cultural, ethical and affective themes; 2) With the experts’ guidance, our faculty core will then develop additional portraits using the same process; 3) Project personnel will create an online repository of these portraits that will be utilized by the medical school and shared with other institutions. Our project will enrich medical training by creating rigorous portraits that reveal the full texture of people’s illness experiences.

[Grant products]

Project fields:
History and Philosophy of Science, Technology, and Medicine; Interdisciplinary Studies, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,873 (approved)
$100,873 (awarded)

Grant period:
1/1/2018 – 12/31/2020


AC-258915-18

Kean University (Union, NJ 07083-7133)
Elizabeth Hyde (Project Director: June 2017 to present)
Jonathan Mercantini (Co Project Director: December 2017 to present)
MakeHISTORY@Kean: William Livingston’s World

Development at Kean University of a new History Lab and undergraduate history curriculum focused on the life and times of William Livingston, first elected governor of New Jersey.

“MakeHistory@Kean: William Livingston’s World” is a three-year project to develop the Kean University Department of History curriculum around the concept of a History Lab. Using untapped archival resources and facilities of Kean, Liberty Hall Museum and the Liberty Hall Academic Center, undergraduates will generate a portfolio of original historical research to be shared with a broad public through talks, exhibits, websites, lesson plans, and other genres. Students will reconstruct and disseminate political, intellectual, and social worlds of William Livingston, first elected governor of New Jersey, signer of the U.S. Constitution, and builder of Liberty Hall, the estate on which Kean University now sits. The development of this curriculum writes an important chapter in American History, prepares history majors to compete in the 21st-century job market, and culminates in a 5-year BA/MA degree in History and Public Humanities.

[Grant products]

Project fields:
U.S. History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$84,932 (approved)
$84,932 (awarded)

Grant period:
1/1/2018 – 6/30/2022


AC-258929-18

Passaic County Community College (Paterson, NJ 07505-1102)
Martha A. Brozyna (Project Director: June 2017 to present)
Alexandra Lucignani Della Fera (Co Project Director: February 2018 to present)
Discovering Paterson: An Interdisciplinary Approach to Teaching History and English Literature

Enhancement of required undergraduate humanities courses at Passaic County Community College through engagement with local cultural organizations in Paterson, New Jersey.

Passaic County Community College’s proposed project entitled "Discovering Paterson: An Interdisciplinary Approach to Teaching History and English Literature" will improve coursework in History and English Literature by integrating important themes such as Industrialization, the Abolitionist Movement, and Immigration into course content. Using the early industrial city of Paterson, New Jersey, as a context, students enrolled in U.S. History I, U.S. History II, and English Literature will learn about key historical, social, and literary movements. The project is significant because it extends learning beyond the classroom environment while connecting students with vast historical, cultural, and literary resources in the surrounding community. Key partner organizations will include the Passaic County Historical Society, the Paterson Great Falls National Historical Park, the Paterson Public Library, the American Labor Museum, and the Paterson Poetry Center.

[Grant products]

Project fields:
Literature, General; U.S. History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$100,000 (awarded)

Grant period:
1/1/2018 – 12/31/2020


AC-258930-18

University of Texas, El Paso (El Paso, TX 79968-8900)
Isabel Baca (Project Director: June 2017 to present)
Developing a Humanities-Based Bilingual Professional Writing Certificate for Undergraduates

Creation at the University of Texas, El Paso, of an undergraduate bilingual professional writing certificate with a focus on translation theory and ethics.

The Undergraduate Bilingual Professional Writing Certificate Program project addresses the most essential dimensions of English-Spanish bilingual professional writing through a focus on ethics, translation, language, and rhetoric. The proposed project involves substantive curricular development and faculty training on the intrinsic role of ethics in professional writing and translation by focusing on three goals: To prepare English-Spanish bilingual students to write and translate ethically both Spanish and English, in print and online, in professional settings; to deepen faculty preparation in the teaching of ethics in professional writing and translation; to collaborate with community partners through professional writing and ethical translation workshops and student internships. The UBPWC Program is planned in two phases: Phase 1 focuses on offering the redesigned UPBPWC Program face-to-face while Phase 2 focuses on offering the program in full online format.

Project fields:
Composition and Rhetoric; Ethics; Languages, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$100,000 (awarded)

Grant period:
1/1/2018 – 12/31/2019


AC-258931-18

City Colleges of Chicago, Wilbur Wright College (Chicago, IL 60634-1500)
Daniel Borzutzky (Project Director: June 2017 to March 2019)
Anna M. Proffit (Project Director: March 2019 to present)
Anna M. Proffit (Co Project Director: November 2017 to March 2019)
Yolanda Nieves (Co Project Director: March 2019 to present)
Latino/a Studies: Curriculum for the College Community

Curricular development and faculty workshops to enhance a new certificate program in Latin American and Latino/a Studies at Wilbur Wright College.

Wright College of the City Colleges of Chicago is proposing a two-year initiative to enhance our offerings in Latino/a Studies and to bolster our newly-formed Latin American and Latino/a Studies Program. This supports our mission as a Hispanic Serving Institution as research indicates that graduation and retention rates are improved when students see their own experiences reflected in the classroom and their college communities. The project will entail three phases: 1) research and new course design; 2) faculty development to enrich previously existing humanities courses with Latino/a content; 3) partnerships with community organizations and transfer institutions. Our goal is to improve the quality of humanities teaching and learning at our institution.

Project fields:
Composition and Rhetoric; Hispanic American Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,907 (approved)
$99,907 (awarded)

Grant period:
1/1/2018 – 12/31/2020


AC-258965-18

Texas Woman's University (Denton, TX 76204-5589)
Gretchen Busl (Project Director: June 2017 to present)
Ashley Brookner Bender (Co Project Director: November 2017 to present)
Building Global Perspectives in the Humanities

A faculty development project to incorporate global perspectives into additional humanities courses at Texas Woman’s University.

The "Building Global Perspectives" project's primary aims are to increase the number of humanities courses offered that qualify for the Global Perspective requirement, and strengthen the Global Studies minor with the intent of creating an accompanying interdisciplinary major. The project will also bolster TWU's connection to the DFW community by creating experiential learning partnerships and broadening existing Global Connections Initiative programming.

[Grant products]

Project fields:
Interdisciplinary Studies, General

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,803 (approved)
$99,803 (awarded)

Grant period:
4/1/2018 – 8/31/2020


AC-258966-18

CUNY Research Foundation, LaGuardia Community College (Long Island City, NY 11101-3007)
Ana Maria Hernandez (Project Director: June 2017 to present)
Enriching the Latin American Studies Program

Faculty development and the expansion of the Latin American Studies program at LaGuardia Community College.

This project will strengthen and deepen Latin American Studies at LaGuardia by providing faculty with opportunities to develop and expand their knowledge of the humanities in Latin America and thus increase and improve the range of courses offered. The Latin American Studies option is an interdisciplinary curriculum housed in the Departments of Humanities (art, music, film, philosophy, and theater), Education and Language Acquisition (modern language and literature), and Social Science (history). Expanding Latin American Studies is important at LaGuardia as forty-one percent of its student body is of Hispanic background and the majority of the college’s international students come from a Latin American or Caribbean country. Offering a curriculum that reflects the students’ diverse origins will help improve student success and increase students' engagement with the humanities.

[Grant products]

Project fields:
Latin American Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$83,195 (approved)
$83,195 (awarded)

Grant period:
1/1/2018 – 12/31/2020


AC-253204-17

Texas A & M University, Kingsville (Kingsville, TX 78363-8202)
Susan Louise Roberson (Project Director: June 2016 to September 2019)
Toward an Aesthetics of South Texas Women Artists

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.

[Grant products]

Project fields:
American Studies; Hispanic American Studies; U.S. Regional Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,755 (approved)
$59,141 (awarded)

Grant period:
1/1/2017 – 5/30/2019


AC-253405-17

CUNY Research Foundation, Bronx Community College (Bronx, NY 10453-2804)
Peter Kolozi (Project Director: June 2016 to May 2019)
"Presente": Developing Latino-Centered Learning Communities

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.

Project fields:
Latino History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$87,267 (awarded)

Grant period:
1/1/2017 – 12/31/2018


AC-253408-17

CUNY Research Foundation, LaGuardia Community College (Long Island City, NY 11101-3007)
Naomi J. Stubbs (Project Director: June 2016 to present)
Meanings of War: Its Technologies and Aftermaths

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.

[Grant products]

Project fields:
Interdisciplinary Studies, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$100,000 (awarded)

Grant period:
1/1/2017 – 12/31/2019


AC-253409-17

University of Houston System (Houston, TX 77204-0001)
Rex A. Koontz (Project Director: June 2016 to present)
Activating the Archive in Latin American and Latino Art History

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.

[Grant products]

Project fields:
Art History and Criticism; Latin American Literature; Latin American Studies

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$102,000 (approved)
$102,000 (awarded)

Grant period:
1/1/2017 – 12/31/2019


AC-253411-17

Texas Lutheran University (Seguin, TX 78155-5978)
Jennifer R. Mata (Project Director: June 2016 to present)
"¡Sí, Más!": Building Bridges with the Center for Mexican American Studies (CMAS)

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).

Project fields:
Hispanic American Studies; Latino History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$100,000 (approved)
$100,000 (awarded)

Grant period:
1/1/2017 – 6/30/2020


AC-253418-17

University of Texas, Permian Basin (Odessa, TX 79762-8122)
Rebecca Susan Babcock (Project Director: June 2016 to July 2019)
Jason Lagapa (Co Project Director: December 2016 to July 2019)
Boom or Bust: A Collection and Study of Energy Narratives

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.

Project fields:
American Literature; English; Interdisciplinary Studies, Other

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$83,799 (approved)
$71,100 (awarded)

Grant period:
1/1/2017 – 12/31/2018


AC-253436-17

University of Texas Rio Grande Valley (Edinburg, TX 78539-2909)
Linda Christine English (Project Director: June 2016 to May 2019)
Friederike Bruehoefe (Co Project Director: May 2017 to May 2019)
Revising the Women's Studies Program

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.

Project fields:
Gender Studies; Women's History

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$68,028 (approved)
$51,035 (awarded)

Grant period:
2/1/2017 – 8/31/2018


AC-253445-17

Galveston College (Galveston, TX 77550-7496)
David Shane Wallace (Project Director: June 2016 to November 2019)
Michael P. Berberich (Co Project Director: March 2017 to November 2019)
Coastal Culinary: Exploring Food Narratives

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.

[Grant products]

Project fields:
Composition and Rhetoric; Ethnic Studies; Literature, General

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,429 (approved)
$88,458 (awarded)

Grant period:
4/1/2017 – 5/31/2019


AC-253456-17

California State University East Bay Foundation (Hayward, CA 94542-1602)
Christopher M. Moreman (Project Director: June 2016 to June 2019)
Developing a Religious Studies Minor

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.

Project fields:
Comparative Religion

Program:
Humanities Initiatives: HSIs

Division:
Education Programs

Totals:
$99,993 (approved)
$99,881 (awarded)

Grant period:
1/1/2017 – 5/31/2018