VISIONS OF FREEDOM FOR THE AMERICAS:

EUGENIO MARÍA DE HOSTOS & JOSÉ MARTÍ IN NINETEENTH-CENTURY NEW YORK

A Summer Seminar for community and four-year college & university faculty

 sponsored by 

Hostos Community College  

City University of 

New York 

funded by 

the National Endowment for the Humanities.

Seminar Directors:

Dr. Orlando José Hernández, Humanities Department

Dr. Lucinda R. Zoe, Library Department

Seminar Dates:                     June 28-July 23, 2005

Application deadline: March 18, 2005.

 

Seminar Focus and Objectives | Design & Content | Core Faculty | Guest Lecturers | Language | Academic Resources | Cultural & Recreational Resources | Qualifications of Applicants | Eligibility of Applicants |  Application Instructions | Stipend & Status  | Housing | Application Information | About the NEH | Hostos Library

 

 

SEMINAR FOCUS & OBJECTIVES

 

Our NEH humanities seminar, Visions of Freedom for the Americas: Eugenio María de Hostos and José Martí in19th Century New York, is designed to provide participants with a rich and unique opportunity to study and research the role of New York City as a crucible in shaping Latin American and Caribbean political thought and history, as seen through the lives and writings of Puerto Rico’s renowned philosopher and educator, Eugenio María de Hostos (1839-1903) and Cuba’s martyred patriot, José Martí (1853-1895).  Both men lived and worked as writers, journalists, and political activists in New York City, locus of a burgeoning community of Caribbean immigrants and political activists. They also spent considerable time exploring many facets of American life and values, while living in New York City—its educational system, industrial growth, labor movement, and literary scene. Their views on these and other topics are captured in their extensive writings and literary works and will be used as texts for the seminar. Additional Latino writings that draw from this historical period include newspapers and other articles available in New York libraries and collections, which participants will be able to visit and conduct independent research for their projects. This seminar will highlight New York City’s little known and important role in Latino and Caribbean political activism in the late 19th century. The objective of the seminar is threefold: (1) to offer a comprehensive introduction to the lives and works of Eugenio María de Hostos and José Martí, (2) to provide unique opportunities for research on the role of New York City in Caribbean political movements from 1865-1898; and (3) to provide college faculty with new material for multi-disciplinary curriculum infusion on Puerto Rican, Dominican, and Cuban cultural and literary heritage. We want to make available to scholars and educators the valuable resources that our college has obtained and developed on Hostos, which are found in our library collection and on our website.

 

 

LANGUAGE

 

Readings, discussions and guest presentations will take place in both Spanish and English. Reading proficiency in both languages is expected, although oral proficiency in Spanish is not required. While many primary readings are available in translation, select readings are only available in Spanish.

 

 

SEMINAR DESIGN & CONTENT

 

The Seminar will meet three times per week for a total of nine hours and will include time for participants to work on individual projects and additional meetings to present those projects to the seminar. Participants are expected to attend additional activities, such as walking tours or research field trips that may take place outside of the regular seminar schedule. Seminar projects can be research papers or articles or projects relating to curricular development. 

 

The Seminar directors will keep regular office hours each week for individual consultations to provide additional support on research or curriculum projects. Participants will be expected to schedule at least one individual conference over and above the seminar meeting times. The directors will hold one final formal meeting with each participant the last week of the seminar to get feed back and provide additional support as needed.

 

The four week seminar is divided into four distinct sections. Each week will focus on one major theme, or interrelated themes, and include guest lectures, films, field trips to New York museums, neighborhoods, and research facilities, and time for individual research. A summary of each week of the seminar, including readings,  is as follows:

 

1st WEEK: New York as Center of Political Activity in the Hispanic Caribbean

The role of New York as the center for political activism and the geographical basis for the launching of these progressive movements will be examined in the first week and will lay the foundation for a wider and comprehensive study of the works of Hostos and Martí.  Participants will be introduced to some of the research centers and collections in the New York area and the first week will conclude with a walking tour of the locales in the city where Hostos and Marti lived and worked. During this first week participants will choose between doing a research project or an extended curricular infusion project. Time will be devoted to explain the preparation of curriculum modules, which they can integrate into their own teaching. Readings include César Andreu Iglesias, Memoirs of Bernardo Vega; Martí’s, Letters from New York; Louis Pérez, Cuba Between Empires; John M. Kirk, José Martí: Mentor of the Cuban Nation and readings from the diaries and letters of Hostos. Guest lecturer for week one will be Juan Flores speaking on “The Latino Presence in 19th Century New York City.”

 

2nd WEEK:  The Political Writings:  Self-determination, Democracy, Independence

During this week, the seminar will focus on the political writings of Hostos and Martí, which informed and helped to shape a distinct vision of Latin American history and identity.  We will continue to study the struggles for self-determination and independence in the 19th century Spanish Caribbean.  Hostos’s and Martí’s views on democracy as a participatory process and their role as leaders of organizations that promoted democratic practices will be part of the seminar discussion.  Readings include Nancy Raquel Mirabal, “No Country But the One We Must Fight For: The Emergence of an Antillean Nation and Community in New York City, 1860-1901,” Gerald Poyo’s With All and for the Good of All and translated writings of both Hostos and Martí. Guest lecturer for week two will be Silvio Torres Saillant presenting on “The Pan Antillean Perspective.”

 

3rd WEEK:  Alternative Visions on Race, Education, Gender, Native Americans

Hostos and Martí were modernizers who had a scientific outlook on social issues and progressive thinkers who formulated an inclusive agenda.  Both were active abolitionists that addressed issues of race in their speeches and writings.  Likewise, education was paramount in their thinking, as they promoted educational reform and the widening of opportunities for women, workers and children.  Participants will be encouraged to explore and research the development of this inclusive thinking as well as the debates which frame Hostos’s and Martí’s views on issues of diversity.  We will start to hear reports on the projects. Sample readings include Martí, On Education, ed. by Philip S. Foner; Hostos, La educación científica de la mujer, ed. Gabriela Mora; Hostos, Ciencia de la pedagogía (excerpts);   “El cholo,” “Los chinos,” “El trabajo esclavo,” “El problema de la educación,”  “La reforma de la enseñanza” (1881) and other writings; José del Castillo, “La obra de Hostos en Santo Domingo” and Carlos Rojas Osorio, “Hostos: su filosofía de la educación.”  There will be two guest lecturers in week three: Carlos Torre will lecture on “Hostos’s Scientific and Progressive Pedagogy”  and Daisy Cocco de Filippis will present “The Case of Gender in the Works of Hostos and Martí.”

 

4th WEEK: Perspectives on the United States: The Literary Writings

The last week of the seminar will be devoted to examining Hostos’s and Martí’s perspectives on the United States and to exploring their literary contributions.  They had originally held a considerable admiration for this country’s democratic experiment.  Their perspectives changed significantly, however, as a result of witnessing the development of American expansionism and its impact on the independence movements in Cuba and Puerto Rico.  These authors also made significant contributions to literature.  Martí is highly regarded as one of the most important Latin American lyrical poets, whose work was mostly written in New York City and State. He wrote well-informed criticism on the literature of his times, a novel, literature for children and his revealing War Diaries.  For his part, Hostos wrote the autobiographical novel La peregrinación de Bayoán, an influential essay on Hamlet, as well as the short story “In a Paper Boat” and several plays for children. By exploring these literary writings, we will gain a fuller view of their achievements and their personae.  Participants who are in the field of literature will be able to pursue this subject in more depth.  This week we will also finish hearing reports on the participants’ projects. 

 

During the final session, a “colloquium” will be held with some of the guest speakers so as to revisit and deepen discussion of some of the key themes and issues that have been brought forth throughout the seminar. Texts studied during week four  include Hostos, “Letter to the editor of La Correspondencia de Puerto Rico,” “Letters to Dr. Manuel Guzmán Rodríguez,”  “La transición inquietante,” “El plebiscito” and “El gobierno civil,” Puerto Rico: “Madre Isla,” Tomos II y III, Obras completas (Edición crítica); José Martí, “The Funeral of the Haymarket’s Martyrs: A Terrible Drama,” “Inauguration Day,” “The Truth about the United States”; Martí y los Estados Unidos, ed. by Latin American Studies Association, 1998 and Marcos Reyes Dávila, “De Hostos a Vieques: la moral y los imperios.” We will also discuss selected literary writings by both authors:  J. Martí,  poems from: Ismaelillo, Free Verses, Simple Verses, the essays “The Poet Walt Whitman”and “Emerson” and excerpts from his War Diaries; E.M. de Hostos: “In a Paper Boat,” “Hamlet,” and his plays for children.  

 

 

CORE FACULTY

 

The seminar will be lead by Dr. Orlando José Hernández and Dr. Lucinda Zoe, who could not be more thrilled to have this opportunity to share with other colleagues the compelling lives and works of these two giants in Latin American and Caribbean history that we have come to admire so much. Moreover, we both have a great love for the city of New York and are looking forward to sharing with you the many secret historical spots and treasures of our precious and extraordinary city. We believe that our knowledge of and enthusiasm for the great city of New York and its’ history will make this seminar especially informative and, well, fun. We are both uniquely qualified to lead this particular seminar as is evident in the brief biographical sketches noted here.

 

Dr. Orlando José Hernández is a Hostos scholar who has translated some of his works and has promoted dissemination of this author’s work in the United States.  He is a long-standing professor in the Humanities Department at Hostos, who teaches Spanish and Latin American literature and culture.  He coordinated a CU”NY symposium on Hostos and Martí in New York City (November 2003) as well as a Master Lecture Series, Hostos and Martí: Their Lives, Works and Legacies.  Dr. Hernández has developed and taught two interdisciplinary courses on the two men that will be studied in the seminar: “The Life and Works of Eugenio María de Hostos,” and “Eugenio María de Hostos and José Martí: Trailblazers for Freedom and Progress in the Americas” Dr. Hernández is currently compiling the texts written by Hostos in New York City for publication. 

       

Dr. Lucinda Zoe, professor and Hostos Chief Librarian with an expertise in New York City research libraries and archives, will serve as co-director.  Dr. Zoe brings a depth of knowledge and experience with both information and educational technology, particularly with regard to using information technology to transform and support curriculum change, and New York library and archival resources. Her relationships with area archivists and librarians will greatly enhance the seminar for the participants. As director of the library with administrative skills and additional staff and facilities resources, she will also provide the administrative infrastructure for the seminar.

 

 

GUEST LECTURERS

 

  Taking advantage of New York City’s vast intellectual capital, five visiting lecturers from the greater New York area have been invited to provide a deeper and more comprehensive picture of the subjects covered in this seminar.  They will present lectures each week of the seminar tailored to the program of study. Then they will convene the last week for a colloquium on the significance of the works and lives of Hostos and Martí and the role of New York City. This way participants will be able to revisit key themes and engage in thoughtful discussion with this  panel of scholars that will include the following:

 

  • Juan Flores: one of the leading scholars on the Latino experience in the U.S.  He is Professor at Hunter College-CUNY and in the Sociology Program at CUNY Graduate Center.  Flores has written about the Latino intellectual and political presence in 19th century New York City and about contemporary Caribbean issues.

 

  • Silvio Torres Saillant: an authority on Dominican Studies and on that country’s diaspora to the United States. He is Associate Professor and director of the Latino/Latin American Studies Program at Syracuse University and Associate Editor of the journal Latino Studies. Torres Saillant has studied the pan-Antillean movement in the 19th century.

 

  • Daisy Cocco de Filippis: a distinguished critic known for her contribution to gender studies in Latino and Latin American literature. She is Provost and Vice President for Academic Affairs at Hostos Community College, and is currently translating into English Hostos’s essays on the education of women.

 

  • Carlos Torre: Professor of Education at Southern Connecticut State University, Fellow at Yale University and co-author of the entry on Hostos in the book Fifty Major Thinkers on Education (Ed. by Joy A. Palmer, Routledge, 2001).  He has studied and written about Hostos’s pedagogical contributions.

 

  • Alina Camacho Gingerich: an important critic of Latin American literature, who has also written about the Latino experience in New York City in the 19th and 20th century.  She is Associate Professor at St. Johns University (N.Y.), where she chairs the Latin American Committee.

 

 

SPECIAL CHARACTERISTICS /QUALIFICATIONS EXPECTED of APPLICANTS

 

Applicants are expected to have at least a reading knowledge of Spanish. As noted earlier, reading proficiency in both languages is recommended, although oral proficiency in Spanish is not required. Participants are expected to come from a range of disciplines with either a strong research interest or a desire to infuse and integrate the seminar content into their curriculum.  The selection committee will be looking for a balance of scholars with a relevant research agenda and faculty who are devoted to curricular innovation and change. We would expect applicants to have an academic or scholarly background in one or more of a range of disciplines. Participants will be selected based on the following criteria:

  • an academic or scholarly background in one or more of the following disciplines--the humanities, history, education, American Studies, Latin American and Caribbean Studies, Women Studies, Africana Studies, Native American Studies, and the social and behavioral sciences;

 

  • a clear and articulated research interest in the seminar topic or themes related to it; and

 

  • willingness to integrate knowledge obtained in the seminar into his/her teaching.

 

 

ACADEMIC RESOURCES

 

The Hostos College Library has an extensive collection of works by and about Hostos and Martí, including a digital archive of primary source material, photographs and original manuscripts and documents by Hostos. The Obras Completas of both Martí and Hostos will be available for seminar participants as well as a seminal collection of dissertations and monographs. The Hostos Library will serve as a resource center throughout the seminar, providing participants with access to over 40 online databases and electronic resources, including numerous Spanish language databases for background research, and copies of all texts required for the program of study.  The rich resources for research of New York City’s finest institutions will be used as an integral part of this program of study, The schedule of activities will include walking tours, field trips, and research excursions to:

  • New York Public Library’s Humanities and Social Sciences Library, with access to over 29,000 linear feet of archival material in over 3,000 collections; 

  • Schomburg Center for Research in Black Culture that focuses on the history and culture of peoples of African descent throughout the world, with a concentration on the Americas and the Caribbean, including the personal papers of Hostos’s contemporary and comrade Arthur A. Schomburg (1874-1938);

  • Center for Puerto Rican Studies at Hunter College, a research center dedicated to the study and interpretation of the Puerto Rican culture and experience in the United States, with a collection of primary materials that document the history and culture of the Puerto Rican Diaspora in New York City.  In addition to the resources in the Manuscripts, Archives and Rare Books Division of the New York Public Library, this institution holds nearly 700 titles by and about José Martí and nearly 200 works by and about Hostos.

Participants will be issued faculty IDs and have faculty status during their stay. Each participant will have access to a laptop computer with a wireless connection to our online databases and resources. Internet/Web access is available throughout campus on Internet kiosks stations as well as on the wireless laptops. The state-of-the-art, wireless library classroom will be made available to participants as a private work and study space for the duration of the seminar. The library is open from 9:00am-8:00pm Mondays-Wednesdays and from 9:00am-5:00pm on Thursdays during the summer. The college and the library are closed Fridays-Sundays throughout the summer. Faculty will have full access to all college library, computer and health facilities, including an excellent gym and swimming pool.

 

 

DESCRIPTION of HOUSING

 

We have arranged very reasonably priced housing accommodations for the duration of the seminar on the Columbia University campus. Columbia has reserved rooms in their Intern Townhouse units for approximately $1500 per person for the entire month, which comes to around $55 per night. Each unit has 4 private rooms with a shared kitchen, living area and bathroom. Linens and cooking utensils are not provided. The units are located on New York’s Upper West Side at Amsterdam and 118th St in the East Academic Campus, right next to the School of International and Public Affairs. It’s a perfect location and if you stay on campus, you will be issued a Columbia ID and have access to the Columbia Libraries, the computer labs, and for an additional fee, access to their gym facilities. The building has laundry facilities on site.

Participants are encouraged to stay on campus with the group, as doing so provides you with access to their research libraries and computing facilities, especially over the weekend when CUNY colleges operate on a 4-day workweek and are closed Friday- Sunday. The Columbia housing office will only book rooms for the month, not the day, or even a few weeks, so the price is for the full 4 weeks, from June 26th-July 23, 2005. If you opt to take a room at a hotel or guesthouse (including the International House at Columbia) you will have to adhere to their reservation and payment policies and make these arrangements on your own. If you do plan to make your own arrangements, please do so immediately so that you can lock in a reservation during the busy summer months.

If you choose not to take advantage of the Columbia Townhouse accommodations, you will need to make your own arrangements and reservations. Two possible options for housing include the International House at Columbia University (212) 316-8436 <http://www.ihouse-nyc.org/experience/facilities/guest.html> --125th Street, Riverside Drive, Manhattan, which provides a variety of options: student dorm rooms with shared bath ($40/night); studio apartments ($1263-$1408 per month); single guest rooms ($115/night); guest suites ($125/night); The Hotel Deauville (103 E. 29th St., Manhattan) is a 57-room brownstone hotel that Hostos uses frequently to houseguests. It offers a variety of room accommodations, including 5 suites with queen size bed/microwave/small refrigerator ($120/night); 2 double beds ($ 90/night or $45/person for 2 people); queen single room ($90/night); double bed room ($85/night). <http://www.hoteldeauville.com/>

 

 

THE STIPEND

 

Participants will be issued faculty IDs and have faculty status during their stay. Each applicant that is selected to be a seminar participant will receive a stipend of $3,000 to help cover the cost of room and board. While $3,000 should cover most of your lodging and your travel, you should expect to spend some funds to cover the full cost of your month in New York. The first check (1/3 to 1/2 of the stipend) should be waiting for you when you arrive in New York. Participants are encouraged to seek funds from their home institution to complement the NEH stipend. Pre-payment for housing and other items will not be required prior to your receiving the first check. However, if you opt to take a room at a hotel or guesthouse, you will have to adhere to their reservation and payment policies. The second check should arrive about halfway through the project. 

 

 

CULTURAL & RECREATIONAL RESOURCES 

 

Seminar participants will have access to all CUNY research libraries, with special faculty privileges at the Hostos library, including the use of over 40 online research databases, the archives and special collections, office space, and access to the faculty laptop loan program. Hostos also has numerous state of the art computer labs, a fully equipped gym, and a beautifully renovated swimming pool. The seminar sessions, lectures and the colloquia will be held in the faculty dining hall of our East Academic Complex and in the Art Gallery of the Hostos Center for Arts and Culture, our facility that houses a museum-grade art gallery, a 367-seat theater, and a 907-seat concert hall.

 

Hostos Community College (HCC), located in Mott Haven, the heart of the South Bronx, is part of the City University of New York (CUNY), the nation’s largest urban university with 11 senior colleges, 6 community colleges, a graduate school, a law school and a school of biomedical education.  The college was created by an act of the Board of Higher Education in 1968, thus satisfying the demands of Puerto Rican and other Hispanic leaders who demanded the establishment of a college to serve the needs of the South Bronx. Hostos is nationally known for its bilingual approach to education, allowing Spanish-dominant students to begin courses in their native language while learning English. 

 

The modern campus sits just blocks from Yankee Stadium and major expressways in a transportation area know as “the Hub.”  It functions as a Hub in many valuable ways to the local community: educationally, culturally and socially.  Hostos is easily accessible by three major subway lines, and is two subway stops from Manhattan and into Harlem and the Schomburg Center, only 20 minutes via subway from Hunter College and the Center for Puerto Rican Studies, and less than 15 minutes to midtown Manhattan. The area is safe, comfortable and close to just about everything—from the LaGuardia Airport to Times Square and Penn Station. The close and immediate access to Manhattan provides seminar participants with all of New York’s finest cultural institutions and activities, from museums and libraries to theatre and music and to the most diverse cuisine and wonderful restaurants in the world.

 

 

APPLICATION INFORMATION

 

NEH SUMMER SEMINARS & INSTITUTES FOR COLLEGE & UNIVERSITY TEACHERS

APPLICATION INFORMATION AND INSTRUCTIONS

 

Summer Seminars and Institutes for College and University Teachers are offered by the National Endowment for the Humanities to provide college and university faculty members and independent scholars with an opportunity to enrich and revitalize their understanding of significant humanities ideas, texts, and topics.  These study opportunities are especially designed for this program and are not intended to duplicate courses normally offered by graduate programs, nor will graduate credit be given for them.  Prior to completing an application, please review the enclosed letter from the project director and consider carefully what is expected in terms of residence and attendance, reading and writing requirements, and general participation in the work of the project.

 

Each seminar includes 15 participants working in collaboration with one or two leading scholars.  Participants will have access to a major library collection, with time reserved to pursue individual research and study projects.  Institutes  provide intensive collaborative study of texts, topics, and ideas central to undergraduate teaching in the humanities under the guidance of faculties distinguished in their fields of scholarship.  Institutes aim to prepare participants to return to their classrooms with a deeper knowledge of current scholarship in key fields of the humanities. Please note:  The use of the words “seminar” or “institute” in this document is precise and is intended to convey differences between the two project types.

 

ELIGIBILITY

 

These projects are designed primarily for teachers of American undergraduate students.  Qualified independent scholars and those employed by museums, libraries, historical societies, and other organizations may be eligible to compete provided they can effectively advance the teaching and research goals of the seminar or institute.  Applicants must be United States citizens, residents of U.S. jurisdictions, or foreign nationals who have been residing in the United States or its territories for at least the three years immediately preceding the application deadline.  Foreign nationals teaching outside the U.S. are not eligible to apply.  

 

Applicants must complete the NEH application cover sheet and provide all of the information requested below to be considered eligible.  Candidates for degrees are only eligible to apply if they are employed by an institution other than the one at which they are degree candidates and if their participation is intended to enhance their teaching of American undergraduates.  Degree candidates can never use their participation in an NEH seminar or institute to meet a degree requirement, including work on masters’ theses or doctoral dissertations.  An applicant need not have an advanced degree in order to qualify. Adjunct and part-time lecturers are eligible to apply.  Individuals may not apply to study with a director of a seminar or institute who is a current colleague or a family member.  Individuals must not apply to seminars directed by scholars with whom they have previously studied.  Institute selection committees are advised that only under the most compelling and exceptional circumstances may an individual participate in an institute with a director or a lead faculty member who has previously guided that individual’s research or in whose previous institute or seminar he or she has participated.  An individual may apply to no more than two projects in any one year. 

 

SELECTION CRITERIA

 

A selection committee reads and evaluates all properly completed applications in order to select the most promising applicants and to identify a small number of alternates.  (Seminar selection committees consist of the project director and two colleagues.  Institute selection committees consist of three to five members, usually drawn from the institute faculty and staff members.)   Selection committees are charged to give first consideration to applicants who have not participated in an NEH-supported seminar or institute in the last three years. 

 

The most important consideration in the selection of participants is the likelihood that an applicant will benefit professionally.  This is determined by committee members from the conjunction of several factors, each of which should be addressed in the application essay.  These factors include:

  1.  quality and commitment as a teacher, scholar, and interpreter of the humanities;

  2.  intellectual interests, both generally and as they relate to the work of the seminar or institute;

  3.  special perspectives, skills, or experiences that would contribute to the seminar or institute;

  4.  commitment to participate fully in the formal and informal collegial life of the seminar or institute;

  5.  the likelihood that the experience will enhance the applicant's teaching and scholarship; and

  6.  for seminars, the conception and organization of the applicant's independent project and its

potential contribution to the seminar.

 

When choices must be made among equally qualified candidates, several additional factors are considered:  Preference is given to applicants who have not previously participated in an NEH seminar or institute, or who would significantly contribute to the diversity of the seminar or institute.

 

STIPEND, TENURE, AND CONDITIONS OF AWARD

 

Individuals selected to participate in six-week long projects will receive a stipend of $4,200; those in five-week projects will receive $3,600; and those in four-week projects will receive $3,000.  Stipends are intended to help cover travel expenses to and from the project location, books and other research expenses, and living expenses for the duration of the period spent in residence.  Stipends are taxable.  Adjustments in cases where the stipend is insufficient to cover all expenses are not possible. 

 

Seminar and institute participants are required to attend all meetings and to engage fully in the work of the project.  During the project's tenure, they may not undertake teaching assignments or any other professional activities unrelated to their participation in the project.  Participants who, for any reason, do not complete the full tenure of the project must refund a pro-rata portion of the stipend.

 

At the end of the project's residential period, participants will be asked to submit evaluations in which they review their work during the summer and assess its value to their personal and professional development.  Special forms for this report will be distributed by each project director.  Completed forms should be returned directly to the Endowment.  They will become part of the project's grant file and may become part of an application to repeat the seminar or institute.

 

APPLICATION INSTRUCTIONS

 

This application packet should accompany a letter from the project director that contains detailed information about the topic under study; project requirements and expectations of the participants; the academic and institutional setting; and specific provisions for lodging, subsistence, and extracurricular activities.  If you do not have such a letter, please request one from the director of the project in which you are interested before you attempt to compete and submit an application.  All application materials should be sent to the project director.  Sending application materials and reference letters to the Endowment will result in delay.

CHECKLIST OF APPLICATION MATERIALS

 

The following items constitute a completed application to a summer seminar or institute:

            -  three copies of the completed Application Cover Sheet,

            -  three copies of a detailed résumé,

            -  three copies of an application essay as outlined below, and

            -  two letters of recommendation (sent separately).

 

The Application Essay

 

The application essay should be no more than four double spaced pages.  This essay should include any relevant personal and academic information.  It should address reasons for applying; the applicant's interest, both academic and personal, in the subject to be studied; qualifications and experiences that equip the applicant to do the work of the seminar or institute and to make a contribution to a learning community; a statement of what the applicant wants to accomplish by participating; and the relation of the project to the applicant's professional responsibilities.  Applicants to seminars should be sure to discuss any independent study project that is proposed beyond the common work of the seminar.  Applicants to institutes may need to elaborate on the relationship between institute activities and their responsibilities for teaching and curricular development.

 

REFERENCE LETTERS

 

The two referees should be chosen carefully.  They should be familiar with the applicant's professional accomplishments or promise, interests, and ability to contribute to and benefit from participation in the seminar or institute.  They should specifically address these issues in their recommendations.  Letters from colleagues who know the applicant's teaching and from those outside the applicant's institution who know his or her scholarship are often more useful than letters from college or university administrators.  Referees should be provided with copies of the director's description of the seminar or institute and the applicant's essayIf an applicant has previously participated in an NEH summer seminar or institute, a recommendation from the director or lead scholar of that program would be useful.  It is the applicant's responsibility to ask the referees to send their letters directly to the project director and to make certain that their letters are mailed to arrive not more than one week after the March 18th deadline.

 

SUBMISSION OF APPLICATIONS AND NOTIFICATION PROCEDURE

 

Completed applications should be submitted to the project director and should be postmarked no later than March 18, 2005.

 

Successful applicants will be notified of their selection by April 18, 2005, and they will have until April 25 to accept or decline the offer.  Applicants who will not be home during the notification period are advised to provide an address and phone number where they can be reached. No information on the status of applications will be available prior to the official notification period.

 

EQUAL OPPORTUNITY STATEMENT

 

Endowment programs do not discriminate on the basis of race, color, national origin, sex, disability, or age.  For further information, write to the Equal Opportunity Officer, National Endowment for the Humanities, 1100 Pennsylvania Avenue, N.W., Washington, D.C. 20506.  TDD:  202/606‑8282 (this is a special telephone device for the Deaf).

 

 

APPLICATION PROCEDURE & DEADLINE

 

Application information is included above. Your completed application should be postmarked no later than March 18, 2005, and should be addressed as follows:

 

Dr. Lucinda Zoe

NEH Summer Seminar

Hostos Community College

Library Department, A-207

475 Grand Concourse

Bronx, NY  10451