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Humanities, Arts, and Education — Projects

The Academy’s projects in this topic area from the 1950s through today area are available for viewing below. They are listed alphabetically, with the project dates and descriptions.

Project launched from    thru     
Displaying records 1 through 25. Use the navigator buttons to see additional records.
Project Name ↑DateDescription
Academic Freedom

2006–2006 In response to political and social tensions that threaten the open exchange of ideas on academic campuses, the Academy convened a group of Fellows to explore ways the Academy can advocate for and defend academic freedom.
The American Academy and National Academy of Sciences Joint Committee on UNESCO

1975–1978 As a member of the U.S. National Commission for UNESCO, the Academy formed a special committee to examine, and consider Academy action in response to, the “politicization” of UNESCO.
American Overseas Advanced Research Centers

1978–1979 Located around the globe but operated by American parent institutions, interdisciplinary American Overseas Advanced Research Centers provide essential support to American humanistic and social science scholars working in foreign countries.
The Assembly on University Goals and Governance

1969–1975 In 1969, during a time of great student unrest across the country, the Academy founded The Assembly on University Goals and Governance to study a series of issues in higher education that were not directly linked to the problems of disorder.
Censorship and Silencing

1994–1998 For this project, the Academy co-sponsored a series of symposia and conferences to examine censorship from a variety of perspectives. In the resulting volume of essays, an interdisciplinary group of scholars analyzed efforts to regulate speech and examined the subsequent cultural implications.
The Center for Evaluation

1994–2003 After an examination of research literature showed that evaluations of many educational interventions were nearly useless because they provided little reliable information about whether programs worked, the Academy created The Center for Evaluation to apply meta-analysis to the problem. Researchers extracted information from experimental data from multiple sources to analyze studies on topics such as optimum class size and grouping students according to skill levels.
Changing Student Demographics in Colleges and Universities

1999–2001 This study explored the impact of growing racial and ethnic diversity on college and university campuses and the responses of faculties and administrative leaders to these demographic changes.
Commission on the Future of Undergraduate Education

Chair(s): Roger W. Ferguson, Jr. and Michael S. McPherson

2015– Drawing from national leaders in education, business, and government, this Academy commission will study the current state of undergraduate education across all institution types (e.g., community colleges, for-profit institutions, four-year universities) in order to project the nation’s education needs in 20 to 30 years, and offer recommendations to keep these forms of education accessible to Americans of every socioeconomic background.
Commission on the Humanities and Social Sciences

Chair(s): Richard H. Brodhead and John W. Rowe

2010– The goal of the Commission on the Humanities and Social Sciences is to claim a space in the national dialogue for the humanities and the social sciences and to recommend specific steps that government, schools and universities, cultural institutions, businesses, and philanthropies can take to support and strengthen these areas of knowledge.
Commission on Language Learning

Chair(s): Paul LeClerc

2015– In response to a bipartisan request from members of the United States Senate and House of Representatives, the Academy has created a national commission to examine the current state of language education, to project what the nation’s education needs will be in the future, and to offer recommendations for ways to meet those needs.
Confrontation and Learned Societies

1969–1970 In 1969, the American Council of Learned Societies, of which the Academy is a founding member, convened its annual meeting to examine confrontation and challenges to the value of scholarship in society, inspired by the dissident rebellions at institutions of higher education in 1968.
Ethical Aspects of Experimentation on Human Subjects

1966–1970 With new surgical techniques, like heart transplants, becoming indispensable tools in prolonging human life, the issue of human experimentation became a matter of increasing public interest. The Academy created an interdisciplinary working group to study the ethics of human experimentation, and the working group’s papers were initially published in Dædalus in 1969.

1972–1975 In 1972, when the word “ethnicity” was first introduced to the Oxford English Dictionary, the Academy convened a conference with the goal of assessing this widespread phenomenon, which was becoming an important and explanatory factor in the political arena throughout the world.
Financial Literacy and the Educated American

Chair(s): Gerald Rosenfeld

2010–2014 This project examines strategies to promote financial literacy in citizens of all ages, from kindergarten through retirement.
The Fundamentalism Project

1987–1995 This Academy project is a major comparative study of anti-modernist, anti-secular militant religious movements on five continents and within seven world religious traditions.
The History of Organizations for the Promotion of Learning in the United States

1972–1979 This project investigated the function and historical role of learned societies in advancing research and stimulating communication about scientific and scholarly ideas, not only within the intellectual community but among segments of the larger society.
The History of Recent Science and Technology

1970–1975 In the late 1960s and early 1970s, the Academy organized several conferences and studies devoted to the history, origin, and development of fields of research, such as physics, molecular biology, and bioenergetics.
Humanities Departmental Survey

2007– The Academy collects new data about the humanities in higher education through a survey of college and university humanities departments, including history, modern languages and literature, art history, linguistics, and religion.
Humanities Indicators

Chair(s): Norman M. Bradburn

2009– The Humanities Indicators is a database of comprehensive statistical information about the humanities in the United States, providing researchers and policy-makers in the private and public sectors with better tools to answer basic questions about areas of concern in the humanities.
The Industrial Rise of East Asia

1987–1996 The focus of this study was to better understand the role of Confucianism - long thought to be incompatible with the spirit of capitalism - in industrialization.
Initiatives for Children

1991–2000 To address a deepening crisis in the lives of America’s children, the Academy organized a steering committee to explore how the Academy could increase the nation’s commitment to and investment in children.
Joint Chinese Academy of Social Sciences-American Academy Project

1984–1991 In 1984, as China was reviving its long-neglected education system, a small delegation from the American Academy visited the Chinese Academy of Social Sciences to help develop programs that will allow Chinese scholars to learn about developments in Western social science and humanistic disciplines and allow U.S. scholars to learn about scholarly and societal developments in China.
K–16 Education and Evidence-Based Policy

2006–2009 This project brings together experts from education, law, statistics, economics, policy studies, and business to assess how critical thinking is taught and to propose ways to strengthen these skills.
The Lincoln Project: Excellence and Access in Public Higher Education

Chair(s): Robert J. Birgeneau and Mary Sue Coleman

2013– Public colleges and universities are key engines of economic growth, innovation, and upward mobility. This project explores strategies to preserve the strength and diversity of institutions of higher education.
National Humanities Center

1973–1978 In 1973, the Academy formed a planning committee to explore the development and creation in the United States of an institute for advanced humanistic studies, somewhat analogous to the Center for Advanced Study in the Behavioral Sciences in Palo Alto and the Institute for Advanced Study in Princeton.