The creation of a “Collaborative Humanities Laboratory” as an online learning community for students to discover historical, visual, and material culture through Goucher’s  collections.

Goucher College requests a grant from the National Endowment for the Humanities to support the development of Goucher’s Collaborative Humanities Laboratory (CHL), a physical and virtual storytelling “space” where students across humanistic disciplines will gather, curate, and present original scholarship centered on images, objects, and artifacts. Under the guidance of humanities faculty and in consultation with faculty in allied disciplines, Goucher students will serve as the acting curators of the Collaborative Humanities Laboratory. CHL projects will extend classroom learning through innovative and interdisciplinary projects that showcase applied, object-centered research in the physical lab space and in an on-line format. The Collaborative Humanities Laboratory will mediate between the classroom and the community by providing a front-facing physical venue and an online presence that will enhance the intellectual life of Goucher College and our outreach to Greater Baltimore.

A two-year faculty development project that would incorporate global humanities content in professional fields.

Montgomery College proposes to place the humanities at the core of its student success program by increasing students’ critical thinking and intercultural competencies through a Many Voices, One College Faculty Fellows Professional Development Program, beginning October 1, 2017 and ending June 30, 2019. The project will enable non-humanities faculty from professional fields (business, law, engineering and nursing, among others) and faculty from Communication Studies to add humanistic content to their courses, including Introduction to Human Communication. It will expand on the highly successful work of the Global Humanities Institute, created by an NEH “Bridging Cultures” Challenge Grant. Fellows will discover how global humanities can enhance disciplinary thinking and learn how intercultural competencies can transform instruction. Students will benefit from courses infused with humanities content and instructional strategies designed to help them communicate clearly and persuasively.

A three-year faculty and curriculum development project on the history, culture, and folklore of the Antietam Creek region.

Bridging the Antietam, a project designed to boost student performance in composition classes and produce curricula to support writing across the disciplines, will focus on memory and its constructions as expressed through the folklore, narratives, and interpretation of history of the Antietam Creek region (western Maryland, south central Pennsylvania, and eastern West Virginia) Hagerstown Community College (HCC) serves. Specific grant deliverables include faculty professional development, a summer bridge program, revised humanities curriculum, a summer institute, and a digital archive featuring local "finds," to include oral history narratives.

Study and training for two faculty cohorts to produce 12 globally-focused humanities courses with international partnerships.

Howard Community College's (HCC) proposed project will deepen and internationalize humanities learning throughout its student body by infusing collaborative online international learning (COIL) into humanities courses within the college’s general education core. In collaboration with colleagues at partner institutions in Denmark, Ghana, Mexico, and Thailand, HCC faculty members will develop project-based assignments through which HCC students and their peers on a partner campus collaboratively explore topics pertaining to the overarching theme of globalization. The project will support course development by two consecutive cohorts of six HCC faculty members, and will feature a semester-long faculty seminar that explores key topics in the global humanities as well as strategies for effective use of the COIL model in humanities teaching.

The Veterans Metrics Initiative (TVMI) Study is a five-year research initiative of the Center for Public-Private Partnerships of the Henry M. Jackson Foundation for the Advancement of Military Medicine (HJF).  Multidisciplinary researchers will collaborate to develop evidence-based methods to identify and measure factors that improve transitioning veterans' long-term health and well-being outcomes.  The study began in April 2015 with three goals: to document veteran well-being in four key domains (mental and physical health, education and career vocation, finances, and social relationships); to describe programs used by veterans as they reintegrate into civilian life and to distill their components; and to examine any links between common program components and veteran well-being throughout the transition process.  From 2016 until 2019, the team will conduct the longitudinal survey portion of the study, which aims to retain and follow between 7,500 and 9,600 veterans from all military branches for a total of six assessments over the three-year period.  The study would create a data set and an instrument for identifying and measuring key program components tied to positive outcomes for veteran well-being.  The Chairman's Grant would support the survey research conducted during the third year of the TVMI Study. 

A three-year cooperative agreement that would extend and expand NEH’s partnership with National History Day, in response to NEH’s A More Perfect Union initiative.

With the National Endowment for the Humanities, NHD proposes a three-year cooperative agreement for educational programming that will inspire student learning by engaging students and their teachers with historical scholarship in the pursuit of civic engagement and responsibility. Programs and activities will focus on the 250th anniversary of the American Revolution and the founding of a new nation based on a constitutional democracy. As well, NHD programs and content will examine the ways in which our founding ideals have been applied, struggled over, and met from our founding to yesterday’s headlines. The agreement center on NEH’s new agency-wide initiative, “A More Perfect Union: NEH Special Initiative Advancing Civic Education and Commemorating the Nation’s 250th Anniversary.”

No project description available

The purpose of this cooperative agreement is to support National History Day (NHD)'s promotion of history study and education for students in grades 6-12 through support of the NHD Contest. The parties are entering into this collaborative effort to improve student understanding of United States history and to strengthen ties between schools, teachers, historians, and historical societies and museums.

A three-year project incorporating humanities content into preprofessional courses.

Community colleges have come to be regarded as workforce development institutions and only secondarily as what they really are: important components of the higher education landscape. At the Community College of Baltimore County (CCBC), we believe the humanities are vital for teaching us how to be fully human within our era. Through the Contextualizing Humanities Education for All program, our team will infuse humanities ideas into non-humanities disciplines through faculty collaboration on cross-curriculum development, and workshops to introduce students to skills in written and oral communication, analytical thinking, collaboration, creative thinking, and problem-solving. Humanities and non-humanities faculty will collaborate to design a variety of paired courses, programs, and a Distinction in Humanities recognition to provide multiple touch points for exposing students to humanities concepts and helping them apply this mindset to the rest of their education and life.

To conduct a series of community discussions on the topics of "Crime and Justice" and "Popular Culture".

The development of a first-year seminar on the phenomenon of materialism, with particular regard to its ethical, cultural, and political dimensions.

The unprecedented scale of contemporary materialism and consumption raises disquieting questions about wealth and poverty, character and equality, the individual and the state, and collective and individual identities built on ethnicity, class, and gender. The proposed Enduring Questions course will be a First Year Seminar that will explore the complex issues of materialism and consumption through interdisciplinary, historical, and cross-cultural lens to uncover ethical, cultural, and political consequences. To grapple with these issues, students will embark on a course of study and discussion in three broad areas: a brief history of early Western attitudes towards commerce and consumption that continue to influence thinking today, an overview of the many and diverse claims and critiques of capitalism and consumption, and a synthesis and analysis of materialism and cross-cultural consumption practices from a contemporary context. The course will be revised in the second year.

A preparatory training program and three discussion series for veterans, using the Odyssey as a framework to engage themes of war and homecoming.

The Touchstones Discussion Project veterans program, Completing the Odyssey: A Journey Home, will lead veterans of all backgrounds in dialogues regarding their experience of war and homecoming. The program will include three discussion groups with fifteen participants in each and will be led by NEH Discussion Leaders trained in the Touchstones method. The NEH Discussion Leaders will apply their training to engage all participants as active members whose individual perspectives deepen and broaden their collaborative discussions. The seminar groups will meet twice monthly at a public community center for four months. In each session participants will read selections from The Odyssey and consider other works about ancient war—the Trojan War in particular. Ancient works will be paired with modern selections from between World War II and current conflicts in the War on Terror. They include personal memoirs, correspondence, oral histories, poetry, ancient pottery art, photographs, and film.

An undergraduate seminar to train ROTC cadets and student veterans as discussion leaders, followed by a series of discussions with local veterans focused on personal and public memory in the Civil War and the Vietnam War through letters, literature, and historical writings.  

The Bowie State University (BSU) Department of History and Government, the BSU Department of Military Science, and the Honors College proposes to conduct a three-part program under the auspices of the NEH Dialogues on the Experience of War grant. The program, which will train Senior Army Reserve Officer Training Corp (ROTC) cadets and advanced student veterans to conduct discussion groups with local veterans, will explore how two wars, the Civil War and the Vietnam War, are imagined and remembered through three central themes: service, sacrifice, and reintegration. At the core of memories of war is an array of collective meditations on war and the victims of war. Before it became history, war became memory, since the experience of a great tragedy was felt at an individual, personal level. The narratives of war are thus made after an irrevocable “privatization” of the tragedy. The soldiers and civilians directly affected by the tragedy are faced with the direct, concrete, detai

The special initiative, The Changing Faces of Democracy. Projects include the summer Chautauqua program, "War and Democracy-Personal Journeys," a reading and discussion series, Maryland History Day and a grant program.

The Maryland Humanities Council will use the 2005 "We the People" grant in two major ways. First, these funds will support projects that are part of the Council's 2005-2006 special initiative, "The Changing Faces of Democracy." These projects include our 2005 Chautauqua, a special regrant opportunity, reading/discussion series, and a magazine issue. Second, these funds will support the Maryland History Day program and Speakers Bureau presentations. Each of these activities is designed to strengthen the teaching, study, and understanding of American history and culture in Maryland.

A special initiative on Martin Luther King, Jr. will emphasize the issue of race through Chautauqua programming, the speakers bureau, the grants program, and Maryland History Day.

The Maryland Humanities Council will use the 2007 We the People funding to support programming related to our special initiative, "Dr. Martin Luther King, Jr.: Remembrance and Reconciliation," in four program areas that have proven effective in engaging broad audiences throughout our state. Additional, non-initiative components in each of these program areas will further offer Marylanders the opportunity to explore the rich diversity of America's history and culture.

Funding will support the year-long Maryland History Day program for middle and high school students, Chautauqua presentations, sixty Speakers Bureau presentations, fifteen facilitated Community Conversations about issues of importance, and the Grant Program.

The Maryland Humanities Council will use the 2009 We the People funding to support five program areas that have proven effective in engaging diverse audiences: Maryland History Day, Chautauqua, Speakers Bureau, Community Conversations, and the Grant program. Each of these program areas offers Marylanders the opportunity to personally explore the rich diversity of America's history and culture and become more civically engaged.

This request will support the gold medals awarded at the National History Day Contest for exceptional research by middle and high school students in papers, exhibits, performances, documentatries and websites.

Two one-week workshops for 90 teachers on the growth of concepts of liberty in Maryland, to be held at the Center for the Study of Democracy at St. Mary's College of Maryland.

Two one-week Landmarks workshops for eighty school teachers on the development of slavery in the Chesapeake Bay region during the eighteenth century.

Two one-week Landmarks workshops for eighty school teachers on the development of slavery in the Chesapeake Bay region during the eighteenth century. Historic London Town and Gardens, the site of an eighteenth-century tobacco port, offers two one-week workshops that address the experiences and cultures of newly arrived slaves in the Chesapeake Bay region by focusing on the direct slave trade with Africa and its relationship to manifestations of distinctive, yet often hidden, cultural expression practiced by slaves. This approach is warranted by new research revealing that slaves arrived in the region, not from all across western Africa, but in fair concentration from specific areas, which allowed for greater cultural continuity than has previously been assumed. Led by Lisa Robbins, an anthropologist who is Historic London Town's director of public programs, the workshop begins with discussion of the Chesapeake's tobacco economy and the development of slavery in the region before turning to foodways, material culture, religion, and the evolution of African-American culture. Finally, participants consider ways that slavery and African-American culture have been interpreted in museums and ways that these subjects can be taught. In addition to sessions held at Historic London Town and Gardens, participants also visit Sotterly Plantation, Historic Annapolis, the Maryland Archaeological Conservation Laboratory, and an archaeological dig at the site of King's Reach, a colonial tobacco plantation. Along with Robbins, scholars include Philip Morgan (Johns Hopkins University), Michael Twitty (independent scholar), Kym Rice (George Washington University), Lorena Walsh (Colonial Williamsburg), and Psyche Williams-Forson (University of Maryland), as well as staff from the cultural institutions participants visit. Readings are drawn from works by such scholars as Ira Berlin, David Eltis, Peter Hatch, Patricia Samford, Allan Kulikoff, Lonnie Bunch, Rex Ellis, and Faith Davis Ruffins, as well as works by the visiting scholars. Participants spend considerable time working with primary sources from the Maryland State Archives, with the Trans-Atlantic Slave Trade Database, and with archaeological artifacts in order to incorporate such resources in the development of teaching materials.

Two one-week workshops for 50 community college faculty to study the Transcendentalists and other utopian movements and communities in the early 19th century in Concord and surrounding sites.

Two one-week workshops for 50 community college faculty on the Transcendentalists and 19th-century reform movements in Concord and its vicinity.

CONCORD, MASSACHUSETTS:A CENTER OF TRANSCENDENTALISM AND SOCIAL REFORM IN THE 19TH CENTURY is the title of a pair of workshops to be held in the historically significant Concord, Massachusetts. These workshops are built entirely around the concept that Concord, Massachusetts holds a special place in American culture. The Transcendentalist writers, philosophers, and lecturers who lived, wrote, and lectured in Concord during the 19th Century are among America?s most important creative minds. Another important reason to hold the workshops in this unique setting is in the richness of historic sites and archives within a few miles of the workshops? main meeting sites. Also, the surrounding area, particularly Boston, has many significant opportunities for site visits. And so to more deeply study this very historic locale and appreciate the seminal individuals in American thought who where once there, these workshops are being proposed.

Two one-week workshops for fifty community college faculty members on the Transcendentalists and nineteenth-century reform movements in Concord and its vicinity.

CCHA requests funds to sponsor two Workshops, July 11-17 and July 18-24, 2010, for 50 community college faculty on "Concord, Massachusetts: A Center of Transcendentalism and Social Reform in the 19th Century." Two one-week workshops (25 teachers/week) will examine how Concord served as a center for antebellum social reform activities, with emphasis on the antislavery movement, the women's movement, and the utopian movement. Five prominent visiting scholars will conduct seminars each week. Guided visits to major historic and literary sites will supplement the seminars. Participants will depart Concord with a wealth of ideas and materials that can be used to reinvigorate their classrooms.

Two one-week Landmarks workshops for fifty community college faculty members on the Transcendentalists and nineteenth-century reform movements in Concord and its vicinity.

Our workshop places special emphasis on Concord's enduring importance in the realm of social reform action in antebellum America. This importance was stimulated particularly by the Transcendentalists' involvement in the anti-slavery and women's rights movements. And although it is often casually assumed that their entire focus consisted of high-minded theories about reform, participants in the workshops quickly discover that the Transcendentalists put their thoughts into concrete forms of action. Nowhere, perhaps, is their concern for concrete action more clearly demonstrated than in their reform activities. Brook Farm, Fruitlands, Walden, and the work of the Concord Female Anti-Slavery Society remind us that the Transcendentalists and those associated with them--were anything but armchair philosophers.

Two one-week Landmarks workshops for fifty community college faculty members to study Concord's central role in American nineteenth-century thought and social reform.

"Concord, Massachusetts: Feminists, Utopians, and Social Reform in the Age of Emerson and Thoreau" consists of two one-week NEH Landmarks of American History and Culture Workshops held during summer 2012 for fifty community college faculty members on Concord's central role in American nineteenth-century thought and social reform. The program focuses on historic sites and primary sources in Concord, Massachusetts, an intellectual center of nineteenth-century America. The project shows that as much as the Transcendentalists advanced utopian ideals, they also engaged in concrete programs of social reform, namely the abolition of slavery and advancement of women. Private tours of the sites associated with Henry David Thoreau, Nathaniel Hawthorne, Amos Bronson Alcott, and Louisa May Alcott include the Concord Museum, the Emerson home, Walden Pond, the First Parish Church, the Concord School of Philosophy, and the utopian communities of Brook Farm and Fruitlands. Sessions led by five leading scholars elucidate recent research. Robert Gross, author of The Minutemen and Their World, addresses Concord's central role in the period. Phyllis Cole and Sandra Petrulionis discuss the advancement of women and their active role in abolitionism. Participants read Cole's Mary Moody Emerson and the Origins of Transcendentalism and Petrulionis's To Set This World Right: The Antislavery Movement in Thoreau's Concord. Sterling Delano, project director and author of Brook Farm: The Dark Side of Utopia, examines Transcendentalist utopian communities. John Matteson, who wrote Pulitzer Prize-winning Eden's Outcasts: The Story of Louisa May Alcott and Her Father, discusses educational reform. The schedule includes time for research in the Concord Free Public Library, which holds materials on Transcendentalism and antebellum social reform that can be found at no other location.

Implementation of a traveling exhibition and a series of public programs complementing the re-enactment of a three-month boat voyage around the Chesapeake Bay led by Captain John Smith in 1608.

On June 2, 1608, only one year after the founding of Jamestown, Captain John Smith and fourteen English colonists set out in a small open boat, or “shallop” to explore the Chesapeake Bay. Their three-month voyage would have profound ramifications for the future settlement of the region and nation. On May 12, 2007, the 400th anniversary of the Jamestown settlement, a crew of twelve modern explorers will board a 28-foot reproduction of Smith’s shallop and embark on a 121-day expedition to retrace his voyage. Departing from Jamestown, the shallop and her crew will host exhibitions in ports throughout the Chesapeake region, introducing millions of people to this important episode in our nation’s history. Known as the Captain John Smith Four Hundred Project, this endeavor is being developed by Sultana Projects, Inc., a non-profit organization based in Chestertown, Maryland, in conjunction with the National Geographic Society, the Chesapeake Bay Foundation and the Conservation Fund.