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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:
-
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;
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 essay. If 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
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