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

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

Compensation for six staff members for the further development and application of Lakota-language e-learning resources for teachers and schools in North and South Dakota.

This project seeks to expand Owóksape, a Lakota e-Learning platform, add create classroom integration to the platform, and create intermediate and advanced Lakota Readers. Both products will provide needed curricula expansion.

With the funding assistance of the National Endowment of the Humanities, Indiana University’s Institute for the Study of Contemporary Antisemitism (ISCA) is prepared to organize an important conference in the coming academic year to raise questions related to major developments in campus antisemitism since October 7, 2023.

A curricular development project integrating the humanities with global engineering through an expanded program of language and cultural study.

This project expands the role of humanities in undergraduate education at Purdue by integrating language and cultural studies with global engineering. The project has four initiatives, an engineering design course linking engineering and cultural analyses, a research course in which students use a second language and apply humanistic-engineering skills in an internship abroad, a speaker series and associated hands-on academic activities that join cross-disciplinary programs, and a redesign of both pre- and post-internship abroad workshops based on our framework. Purdue, a world leader in engineering education and well-known for cross disciplinary humanities programs, is the ideal institution to highlight the professional and societal value of the humanities. This project will give students a unique set of analytical skills, shape the future practices of global engineering industries, and impact the broader society that will benefit from culturally-relevant engineering solutions.

A one-year initiative to develop courses for a new program that integrates business and the humanities. 

Our proposed planning grant seeks to bring humanistic analysis to business education by laying an intellectual foundation and to plan a coherent curricular structure that will support the development of new courses, and the revision of existing courses. Our goal is to tie these courses together under a curricular structure that allows all our students, including those who are pursuing a degree in business, to benefit from the humanistic (e.g. historical, philosophical, ethical) insights that connect to current models of economic practices. Similarly, we want all of our students, including those who are pursuing a degree in the humanities, to benefit from a firm understanding of business practice and economic decision-making so they are equipped to address the interlocking political, economic, and environmental crises of our times.

Implementation of a two-year curricular revision to integrate humanistic method and inquiry into the engineering program

The project, Integrating the Humanities and Global Engineering, significantly expands the role of the humanities in engineering degree options and also offers new interdisciplinary learning opportunities to all students at Purdue University. We will raise the stature of the humanities at the local level of campus and community, as well as at the national and international level. The proposed humanistic-engineering approach will be implemented through a series of five courses that intersect with students’ international experiential learning activities and an invited speaker series. Through educating students to be critically thinking people who have greater appreciation for learning from cultural products (e.g., literature, film, arts) and local perspectives (e.g., via history, narrative), this project will shape the choices that students make as people and professionals, as well as the future of higher education.

To compile and annotate a reading list in contemporary American linguistics for distribution to the non-specialist reader.

A five-day Picturing America conference for fifty Indiana and Kentucky high school teachers on the place of landscapes and rivers in American history and culture.

The Rivers Institute at Hanover College will host a week long workshop to help fifty high school teachers integrate Picturing America landscapes into the core subjects of fine arts, American history and government, social studies, and English/language arts, employing images, primary, and secondary documents in their classrooms to see how artists have responded to changing American landscapes—physical, social, and political.

The development and teaching of a new undergraduate course on questions about neighborliness.

This Enduring Questions course will pose the question: who is my neighbor? Questions of how to relate to those who are not family, kin, or clan have ancient roots in our religious and philosophical traditions, and how we define the neighbor and our responsibility towards the neighbor remains deeply relevant today. Is proximity any longer the best or most meaningful measure of this given relationship, or does the neighbor now include people in the next county, across the country, or on a different continent? And what are my responsibilities to this neighbor? How do they differ from my responsibilities to a family member, a friend, a spouse, or a stranger? Will certain conditions promote or inhibit neighborliness, and how much control do I have over those conditions? Students from a variety of majors and programs at Valparaiso University will be invited to explore these and other questions in a humanities, reading-intensive course.

The development of a two-semester first-year seminar to explore the diverse functions of comedy, with attention to its cultural variation and its role in handling difficult topics.

The development of a two-semester first-year seminar to explore the diverse functions of comedy, with attention to its cultural variation and its role in handling difficult topics. Classics professor Christopher Bungard develops a two-semester first-year seminar that explores the role of comedy in human experience. From the laughter of God to the film The Gods Must Be Crazy, the question, Why is it funny? has endured since antiquity. More pointedly, the subject of comedy raises serious questions of its own. To what extent is comedy bound up in cultural norms? Does comedy alienate or invite? How does comedy play with human perceptions? What is the role of comedy in civic discourse? Can we laugh at war? Should we? After an introductory study of how comedy works, students engage in probing these deeper questions while exploring major trends in comedic history. Readings span ancient Athens and Rome, Renaissance Europe, the Middle East, Japan, Nigeria, South Africa, and modern America. They also span diverse genres, from plays and films to traditional fables and comic strips. Students read Aristotle, Aristophanes, and Aesop; Shakespeare, Molière, and Oscar Wilde. They also study Kyogen, a traditional form of Japanese comic theatre; they read Nigerian playwright and Nobel prize winner Wole Soyinka and contemporary philosopher Alenka Zupancic. Classic films such as The Great Dictator, Duck Soup, and episodes of M*A*S*H round out the repertoire. Through performance of plays, a shared blog, and several writing assignments, students formulate their own theories about comedy. Bungard supplements his expertise on Roman comedy by reading primarily modern and global materials. He also attends local performances and speaks with professional comedians to familiarize himself with contemporary practice. He involves his students in Butler's annual undergraduate research conference and presents the work at other venues.

A facilitator training program and subsequent public discussion series on justice and war for 25-30 veterans and civilians in the Indianapolis area, and a publicly-accessible online platform for related humanities, pedagogical, and training resources.

The “Justice and War: The Experiences of Military Personnel and their Families” program works with veterans, active service members, their families, and civilians to explore the relationship between the lived experiences of war and concepts of justice. Comparing two key moments in US history—the Spanish-American War and the Vietnam War—we will put participants’ own experiences in dialogue with the past by focusing on: historical justice; duty and justice; heroism and justice; suffering and justice; loyalty and justice; and patriotism and justice. There are 4 outputs of this project: 1) a new university course on justice and war; 2) a 3-seminar public humanities program, which will be offered twice over the course of the funding period; 3) a training program for seminar leaders; 4) and an open access, online platform that includes pedagogical materials, training frameworks, historical documents, and video so that the program can be replicated in other communities.

A public forum entitled "We the People: Founders and Founding Ideals of Indiana and the Northwest Territories" and an educational workshop for teachers and scholars to develop a "We the People" electronic historical resources toolkit.

The Indiana Humanities Council proposes two "We the People" projects. The first is a public forum in the 2004 Indiana Leadership Summit, entitled “We the People: Founders and Founding Ideals of Indiana and the Northwest Territories.” Through this presentation, the Council will inform a group of leaders from across Indiana about founding leaders and their ideals. Second, the Council will sponsor an educational workshop for K-12 teachers and university scholars to develop "We the People" historical resources and electronic toolkits for the IHC Smart Desktop.

To support a series of readings and seminars on America's founding documents and principles to be offered in various locations throughout Indiana, and to support interactive resources for elementary and secondary students with a special focus on Abraham Lincoln and the early years of national expansion.

The Indiana Humanities Council proposes two “We the People” projects. The first continues a series of readings and seminars on founding documents and principles of America, offered in venues around Indiana in conjunction with the council’s leadership program. Additionally, the Council will develop interactive resources for elementary and secondary students, with a special focus on Abraham Lincoln and the early years of national expansion.

Programs focused on the themes of immigration and citizenship including a public conference, a reading and discussion program in libraries, a conference for K-12 teachers, online resources for teachers, and programming related to Picturing America.

The Indiana Humanities Council will sponsor We the People programs in 2008-2009 around the themes of immigration and citizenship. A public conference in fall 2008, a reading and discussion program, and a look back at Indiana's ethnic heritage will focus on immigration. The citizenship theme will be explored through a catalog of learning resources on post-war U.S. history, a teachers' conference, and a project using the "Picturing America" collection.

To support the second year of "Food for Thought," including a traveling exhibition, reading and discussion programs, resources for K-12 teachers, and public programs; a series of civic discussions and regional forums bringing humanities perspectives to conversations about government reform, sustainability, and community development; and digital resources to encourage conversations and commentary on topics in American history and culture.

The Indiana Humanities Council will sponsor We the People programs in 2010-2011 that bring Hoosiers together for dialogue and exploration of national, regional, and community history and culture. The project will be comprised of three components: the second year of a theme program on "Food for Thought", civic discussions in regional forums and citywide conversations, and a digital platform to showcase American history and cultural programs in colleges, universities, and public humanities institutions.

To support creation of an endowment for operations of the living history museum; to renovate and repair exhibit buildings; to support new development and membership departments; and to assist in collections acquisitions, cataloguing, and restoration.

To support an endowment for library acquisitions and chairs in history and American literature.

To support the endowment of a humanities chair and to support endowment funds for humanities faculty development.

No project description available

No project description available

To endow a chair in history; for endowments for the library and library acquisitions; faculty development, a general endowment for the humanities; and for management improvement.

To endow a distinguished teaching professorship in the humanities for a three-year term. The incumbent will mentor other faculty members who teach core courses and will conduct a summer workshop on primary texts in the humanities.

To support endowments for two interrelated initiatives: 1)a Faculty Fellows Fund for Medieval and Irish Studies and 2)an acquisitions fund for Northern Medieval Vernacular Literature.

Endowment for humanities programming and for additions to the library's humanities collections.

Over the past five years, the Indianapolis-Marion County Public Library has experienced remarkable growth in door count and circulation due to the opening of new facilities coupled with the increased demand for library services in Indianapolis. With a service area of 832,693 residents, the Library serves Marion County. The Library has been creating greater efficiencies as well as expanding staff, collections, and operations to answer the increased demand, but limited funds have made this a challenge. Since available resources have been focused on basic library service, program expansion has been restricted. Thus, the Library seeks to establish a humanities endowment to fund ongoing humanities outreach-including lectures, exhibitions, outreach programs, collection purchases and more-creating a guaranteed future income source.

Endowment for two professorships, acquisitions, conferences, and visiting lectures in Byzantine Studies.

For over a millennium (330-1453) Byzantium integrated and disseminated the rich cultures of Classical and Hellenistic Greece, Ancient Rome, Asia Minor, Early Christianity, and the Slavic worlds. It was a great civilization at the crossroads of interchange between Christianity, Judaism, and Islam. To understand the history and thought of Byzantium is to better understand the cultures and religious dynamics of those regions and religions today. Unfortunately, Byzantine Studies is a discipline often overlooked and misunderstood by academics in the West. The University of Notre Dame requests $1 million from the NEH to establish one of the strongest Byzantine Studies programs in North America. The proposed challenge grant will endow two new tenure-track positions in Byzantine history and theology; two graduate student fellowships in Byzantine Studies; conferences and visiting lecturers; and library acquisitions. Notre Dame will raise $4 million from external sources to match the NEH grant.