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An Overview of OHC-Supported Teachers Institutes, 2000-2007
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 Since the summer of 2000, the Ohio Humanities Council has helped to sponsor 22 summer teachers institutes throughout Ohio. College and university departments have submitted proposals for week-long seminars designed to enrich teachers’ understanding and appreciation of the humanities subjects they teach. OHC has awarded a total of $291,500 to teachers institutes between 2000 and 2004.  (Martha Holden Jennings contributed $75,000 of this grant money between 2000 and 2003). About 379 teachers have attended these institutes (a few have attended more than one). Since each teacher has an average of 125 students in a school year, the 22 institutes supported by OHC have enhanced the education of about 47,000 Ohio students.
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K-12 Teachers Institutes Held in 2007
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Ohio’s American Indians: Diverse Culture,
Influence, and Legacy
June 11-15, 2007
Wapakoneta High School
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The Auglaize County Historical Society is planning an institute to present local and regional teachers with an accurate history of American Indians in Ohio from before European contact to the present. Wapakoneta was the site of a Shawnee Council House until the tribe was removed to the west of Ohio.
The institute will provide 25 teachers with important information about American Indians in Ohio through presentations by scholars and members of several tribes that were historically present in the state, a field trip to the Piqua Historical Area, and through outreach programs available for students from the Ohio Historical Society. The ACHS has arranged with Ashland University to offer the option of 2 graduate credits for teachers taking the seminar.
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Teaching Immigration Across the Disciplines
June 19-22, 2007
Youngstown State University
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The Center for Working-Class Studies at Youngstown State University provides resources for area groups and organizations, including schools, to learn about working-class life and culture in Youngstown.
The Center is planning a one-week teachers institute that will provide an overview of the history of immigration to the US, with a focus on how the experience changes both the immigrants and the communities in which they settle. There will be a special concentration on immigration to Northeast Ohio and Youngstown, with presentations about specific groups, such as Mexicans, Lebanese, and Cambodians. The approach is interdisciplinary, and includes readings, films, and visits to businesses in ethnic neighborhoods. Participant teams will work together to create interdisciplinary units that link history, geography, literature, the arts, popular culture, and other fields. The institute includes an option for 3 graduate credits.
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For more information please contact:
Sherry Linkon
Center for Working-Class Studies
330-941-2977
sllinkon@ysu.edu
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Holocaust Studies for Educators
June 25-29, 2007
Hebrew Union College
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The Center for Holocaust and Humanity Education is dedicated to teaching the Holocaust to promote tolerance and diversity. The Center trains teachers, sustains permanent and traveling exhibits, and educates the community through a variety of public outreach programming.
This Institute will address the needs of educators in confronting a critical issue - raising humane and conscious youth in a difficult and complex world. Presented by the Center with Xavier University, and taught by scholars trained in Holocaust Education, Tolerance Education, and Religious Studies, the Institute will provide an interdisciplinary approach to Holocaust education through focus on eyewitness testimonies, artifacts, innovative exhibits, dynamic curricular materials, and the latest literature and multimedia resources in the field. Participants will engage in dialogue with Holocaust survivors and U.S. Veterans. Two hours of graduate-level credit or in-service professional training (CEUs) is available.
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For more information please contact:
The Center for Holocaust and Humanity Education
513-487-3055
chhe@huc.edu
Applications are due by April 1, 2007
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K-12 Teachers Institutes Held in 2006
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 Poets on Poetry, a Summer Institute for Teachers
Ohio University, Ping Institute for Teaching of the Humanities
July 23-28, 2006
This five-day Summer Institute is designed for 20 humanities schoolteachers from Ohio. The Institute will refresh and expand participants' appreciation of the various ways in which poetry tries to illuminate and organize the complexity of human psychological experience. The co-directors, along with two visitors, are established and actively publishing poets who will offer "insider" views of contemporary American poetry. There will also be thorough discussions of poems by the great 19th-century poets Gerard Manley Hopkins and Emily Dickinson, and of the contemporary Nobel Prize poet Wislawa Szymborska, and of various other poems.
There will be no fee for the Institute: tuition, texts, room, breakfast, and dinner will be provided. Participants wishing to receive graduate credit for the Summer Institute will pay one-third of the normal university fee for credit. The Ping Institute will subsidize the remaining two-thirds of the fee. Participants who register for credit will work with a faculty member to define a topic for a 3,000 word paper that will be due by the end of August.
Each day the group will meet for two 90-minute sessions in the morning and one 60-minute session in the afternoon. On Day 3 there will be an extended afternoon session with our visiting poets David Baker and Ann Townsend. Participants will have access to Ohio University's Alden Library.
For further information and to request an application, please contact:
Mark Halliday or Jill Rosser
Co-Directors of the Institute
Ohio University
Ellis 357
Athens, Ohio 45701
phone: 740-593-3194
email: hallidam@ohio.edu or rosserj@ohio.edu
 Food and Identity in the Midwest: Teachers Institute
Bowling Green State University
July 10-14, 2006
This five-day Institute will bring together food studies scholars and Ohio educators working in K-12 to explore ways in which food can be used both as a humanities subject and as a way to teach humanities concepts in social studies, social sciences, or a language arts curriculum. Participants will learn basic concepts in food studies as well as be introduced to the variety of regional and ethnic food traditions of the Midwest.
The Institute will combine lectures, discussions, field trips, hands-on activities, video viewing, and cooking demonstrations with reading and a collection project conducted by the students on their own after the Institute is completed. Students will also be expected to develop curriculum materials appropriate to their teaching specialties. Students have the option of registering for two graduate credit hours in the Department of Popular Culture at Bowling Green State University.
To request an application and for further information, please contact:
Dr. Lucy Long, OHC Institute Director
Department of Popular Culture
Bowling Green State University
Bowling Green, Ohio 43403
phone: 419-372-7862
email: lucyl@bgsu.edu
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 Arab-American Family Immigration Sagas:
Folk Technology in the Humanities Curriculum
The Ohio State University
June 19-24, 2006
This institute offers high school educators the opportunity to take back to their schools a more nuanced understanding of Arab Americans—not Arabs or Muslims “over there” but here in our midst. What is their experience, in all its complexity, of being American? How have the events of 9-11 complicated racial and ethnic issues that Arab Americans were already facing? This humanities project will feature sustained emphasis on hearing the artistic voices of Arab Americans through film, poetry and short stories.
This course is for educators who (1) wish to learn a simple process for using videotaping to help students learn more about their community’s diverse populations, along with its neighborhood histories, architectures, food ways or visual presentations of self (2) wish to learn and convey to their students through literature and film more about the diverse populations of United States citizens from Arab League countries—newly arrived and long-time inhabitants of various ethnicities and races, young and old or (3) are seeking to complete components of their professional development plan that call for enhanced understanding or teaching of diversity, enhanced use of technology in the curriculum, or alternatives to American studies literature and film concerning religious, ethnic or racial diversity, or the immigrant experience.
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Day trip to the Arab American National Museum in Dearborn, Michigan for a special presentation and review of the exhibit on immigration and immigrants. |
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Day trip to either the mosque in Dearborn or the mosque in Toledo, Ohio. |
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Visit to a Coptic church in Columbus, Ohio State University |
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Two lectures and a musical evening/jam session with special guest Dr. Alan Jabbour |
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Special training by the OSU Digital Union experts in the use of iMovie and other video editing techniques |
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Introduction to field interview techniques and ethical issues by well-known folklorist Barbara Lloyd |
Three to Five Graduate Credit Hours in 792 Comparative Studies in the Humanities are available. Application Deadline is May 7.
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For more information or to obtain an application contact:
Professor Sabra J. Webber
OHC Institute Director
phone: 614-292-9255
email: webber.1@osu.edu.
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K-12 Teachers Institutes Held in 2005
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African Women in Comparative Perspective
June 12-18 at The Ohio State University
The main objective of the institute is to provide teachers with multidisciplinary perspectives for understanding the experiences of African women. The workshop will emphasize the experiences of African women from the pre-colonial era to the present, their legal and socio-economic status; their religious, political, productive, and reproductive roles; the impact of colonialism and post-independence development; feminism and representation issues. Educators will gain important insights into the remarkable diversity of Africa and a nuanced approach to the study of African women.
 Mexico in its History, Music, Art and Culture
June 20-25, 2005 at the University of Dayton
Mexico is the largest Spanish-speaking nation in the world, containing one of the largest cities on earth, Mexico City, and some of the wealthiest and poorest people in the western hemisphere. It is one of two nations which share a border with the United States, yet many Americans know relatively little about their southern neighbor.
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 Translating Tradition: Mayan Culture through Expressive Form
June 20-24, 2005 at Cleveland State University
Expressive forms—elements in a culture that tell its human story and express its values— combine individual creativity with tradition.  This Institute offers teachers an opportunity to explore four major Mayan expressive forms: weaving, ceremony, poetry/rhetoric, and music. Modern Mayans utilize these traditional forms to help them organize daily life, think about the universe, express values, create individual and community identities, and deploy creative energy. By learning how humanities traditions contribute to other cultures, teachers will expand their knowledge and appreciation of the humanities and lead their students to cross-cultural experiences that help clarify the values of our own lives and culture.
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K-12 Teachers Institutes Held in 2004
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 University of Cincinnati: “The New Europe.” June 21-25, 2004. 9 teachers enrolled. OHC Grant: OHC Grant: $15,000. Overall Project Budget: $35,303.
The teachers institute was designed for K-12 teachers in the fields of modern foreign languages, history and social studies. The faculty and teachers explored European culture past and present from a variety of disciplines, including history, literature, and film.
 Miami University: “Walt Whitman’s America.” June 14-18, 2004. 24 teachers enrolled. OHC Grant: $15,000. Overall Project Budget: $63,040.
The teachers institute focused on the tumultuous 1850s in America, a decade full of the rumblings of civil war, the growth of cities, and the vibrancy of commercial growth. Whitman’s life and poetry were used as a prism through which to chart this historic period.
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 Kent State University: “Approaches to Black Drama for Middle and High School Teachers.” August 1-9, 2004. 5 teachers enrolled. OHC Grant: $15,000. Overall Project Budget: $42,593.
The institute exposed teachers to the literary drama of the Black World, including African and the Caribbean. The institute ran concurrently with the Black Theatre Network Conference at KSU, which provided a wealth of resources for teachers and their own students.
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K-12 Teachers Institutes Held in 2003
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Ohio University, Athens: “The Many Faces of Islam.” June 22-27, 2003. 20 teachers enrolled. OHC Grant: $15,500. Overall Project Budget: $37,167.
This graduate seminar was designed to give teachers an overview of the various cultures represented by the Islamic world.
Ohio State University, Columbus: “The American Jewish Experience: Life and Culture.” June 23-27, 2003. 18 teachers enrolled. OHC Grant: $15,500. Overall Project Budget: $43,395.
This one-week institute at the Melton Center for Jewish Studies on the OSU campus was designed to give teachers an “intensive look at the history, language, literature, and cultural, religious and political patterns of Jewry in the United States.
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 Wright State University, Dayton: “Cityfolk Institute in Folklife and Education.” June 30-July 10, 2003. 9 teachers enrolled. OHC Grant: $15,500. Overall Project Budget: $55,574.
The institute was a partnership with CityFolk in Dayton, a nationally recognized traditional arts organization that sponsors many public programs in their city The goal of the course was to give teachers the chance to learn and then use the analytical and documentary tools of a folklorist, and to devise their own lesson plans based on what they had learned.
Ohio State University, Columbus: “Cultural and Racial Dynamics in the Classroom: Putting African American and Appalachian Folklore to Use.” August 4-8, 2003. 24 teachers enrolled. OHC Grant: $15,500. Overall Project Budget: $60,302.
The institute was sponsored by the African American Community Extension Center at Ohio State in Columbus, and it was designed to give teachers an opportunity to study folklore about race and ethnicity and to discuss its relevance to their own students.
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K-12 Teachers Institutes Held in 2002
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University of Dayton: “Mozart’s The Marriage of Figaro: Words, Music, and the Enlightenment” June 23-28, 2002. 9 teachers enrolled. OHC Grant: $14,500. Overall Project Budget: $29,149.
Participating teachers gained a greater knowledge and appreciation of Mozart's music and its social and historical contexts.
Wright State University, Dayton: “Nearby History: A Summer Institute for Educators: Living and Working in the Miami Valley, 1890-1945” June 24-28, 2002. 20 teachers enrolled. OHC Grant: $16,000. Overall Project Budget: $42,176.
Working closely with Miami Valley area schools, this summer seminar showed teachers how to use local history resources in teaching a variety of humanities subjects, with a focus on social studies and language arts.
Kent State University, Kent: “Major Modern Writers: New Directions” June 23-29, 2002. 11 teachers enrolled. OHC Grant: $13,000. Overall Project Budget: $39,033.
A seven-day summer teachers institute enhanced high school teachers' knowledge of literary works written in English from countries other than Great Britain or the U.S.A. .
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Ohio University, Athens: “Teachers Institute on Appalachian Literature” July 28-August 2, 2002. 17 teachers enrolled. OHC Grant: $14,500. Overall Project Budget: $34,102.
A five-day teachers institute enhanced K-12 teachers' knowledge and understanding of Appalachian literature. The approach is interdisciplinary, involving film, regional dialects, and cultural studies, as well as literary texts.
Ohio State University, Columbus: “The Spanish and Spanish Speakers of Ohio” June 23-29, 2002. 18 teachers enrolled. OHC Grant: $14,500. Overall Project Budget: $52,679.
A one-week Spanish teachers institute provided cultural resources from Ohio's Latino communities for teachers to use in their Spanish classes, thereby enriching the education of their students.
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K-12 Teachers Institutes Held in 2001
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Ohio University, Athens: “Teachers Institute on Asian Literature” July 29-August 5, 2002. 20 teachers enrolled. OHC Grant: $7,000. Overall Project Budget: $33,014.
The five-day institute offered instruction on classical literary texts from India and China, and encouraged teachers to bring into their classrooms literature that reflects greater diversity than the traditional Western literary canon.
Ohio University, Athens: “Making Science Right” July 10-14, 2001. 7 teachers enrolled. OHC Grant: $10,000. Overall Project Budget: $37,820.
The institute addressed the growing need for science teachers to have training in ethics and to instruct their students about ethical issues involved with actual scientific work.
Miami University, Hamilton Campus: “Philosophy for Children: Taking the Humanities Seriously” June 25-29, 2001. 25 teachers enrolled. OHC Grant: $10,000. Overall Project Budget: $20,569.
The institute was designed to provide teachers with classroom lessons and activities to encourage students to think creatively and critically about moral issues and choices that are a part of their own lives.
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Ohio State University, Columbus: “Spanish and the Spanish Speakers of Ohio” June 24-30, 2001. 18 teachers enrolled. OHC Grant: $10,000. Overall Project Budget: $51,781.
A seven-day immersion in the Spanish language, Spanish-Speaking Ohioans, and their culture.
Cleveland State University: “The Urgent Story: Teaching about Identity through Mayan Narrative” June 25-29, 2001. 20 teachers enrolled. OHC Grant: $10,000. Overall Project Budget: $42,857.
Drawing upon resources associated with a Cleveland Mayan festival of traditional and contemporary culture, this summer seminar instructed high school teachers about programs and residencies featuring Mayan artists, writers, and community scholars.
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K-12 Teachers Institutes Held in 2000
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 University of Toledo: “A (Class)Room of One’s Own: Integrating Women’s and Gender Studies into School Curricula.” July 26-30, 2000. 20 participants. OHC Grant: $8,830. Overall Project Budget: $23,578.
This five-day graduate summer institute was designed by Dr. Jamie Barlowe to represent diverse areas of interdisciplinary research in Women’s and Gender Studies, English, History, Classical Rhetoric, and Philosophy.
Miami University: “Philosophy for Children: Taking the Humanities Seriously.” (OHC-00-108) June 26-30, 2000. 19 participants. OHC Grant: $13,660. Overall Project Budget: $34,020.
Dr. James S. Kelly of the Miami University Department of Philosophy planned and directed the five-day institute. The goal of the institute was to explore methods with teachers to introduce humanities concepts and techniques into the classrooms so that primary school students (K-6) would increase their ability to engage in humanistic thinking.
Bowling Green State University: “Germany, Austria, Switzerland: National and European Identity in the Year 2000.” June 25 - July 1, 2000. 27 participants. OHC Grant: $15,760. Overall Project Budget: $42,530.
Dr. Joseph Gray of Bowling Green’s Department of German, Russian, and East Asian Languages directed the five-day institute. The goal of the institute, conducted almost entirely in German, was to give German language teachers exposure to current issues dealing with multi-culturalism in three German-speaking countries in Europe.
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The Charles J. Ping Institute for the
Teaching of the Humanities, Ohio University: “The Nature of Greek Mythology.” July 30- August 4, 2000. 21 participants. OHC Grant: $9,350. Overall Project Budget: $31,380.
The focus of the institute was on the legacy of classical Greek mythology in contemporary western culture, with examples from both classical sources, such as Homer, and modern works, such as the film, Mighty Aphrodite, by Woody Allen.
Kent State University: “Foreign Language Teachers Institute: An Exploration of Diversity in the Global Community through Literature, Culture, and Linguistics.” August 7-11, 2000. 35 participants. OHC Grant: $13,390. Overall Project Budget: $26,780.
The goal of the institute was to give foreign language teachers the chance to learn more about issues of diversity through the study of literature, culture, and linguistics in selected countries, including those in which their second languages are spoken. The participants taught at least one of the following three languages: French (16 participants), German (4), or Spanish (12).
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