www.cur.org 43 COUNCIL ON UNDERGRADUATE RESEARCH uarterly State Humanities Councils and Undergraduate Research Historically, funding for student research in the humanities has been sparse. In recognition of this, the Utah Humanities Council (UHC) inaugurated a fellowship program for stu- dents based on evidence that novice scholars can make con- tributions to a field of study. The student fellowships parallel existing fellowships for academics and independent scholars. The program, how it affected recipients, and what the pro- gram’s potential is for enhancing a culture of undergraduate research are analyzed from multiple perspectives: that of the humanities council staff, two student fellowship winners, and the director of a university undergraduate research pro- gram. The results should encourage other state humanities councils to consider similar fellowships to encourage the development of the next generation of scholars, particularly given the lack of funding typically available to students in the humanities. (For a definition of the humanities in the 1965 National Foundation on the Arts and Humanities Act, see www.nea.gov/about/Legislation/Legislation.html.) The Utah Humanities Council Perspective A key question that prompted the staff of the UHC to think about student fellowships was this: When does a scholar become a scholar? Is there a magic moment—perhaps dur- ing the first job in academe—when the mantle of scholar is laid upon a person’s shoulders? Or does one’s identity as a scholar begin even earlier? For 20 years, the council has provided research fellowships for faculty and independent scholars. But, it was clear from activity in the state—includ- ing the annual Utah Conference on Undergraduate Research (UCUR), begun in 2007, and the National Undergraduate Literature Conference, hosted at Weber State University since 1985—that long before they might become academic faculty members, students were pursuing important ques- tions in humanistic research and disseminating the results in public and professional venues. As an independent 501c3 organization, the Utah Humanities Council—like state humanities councils in every state and territory—develops programs to serve needs within its boundaries. UHC’s board of directors had been seeking ways to involve youth, and fellowships for college students seemed one way of accomplishing this objective and also nourishing a new generation of public humanities schol- ars. As a result, student fellowships were inaugurated in 2009. Public is a key concept for these awards. While the council wished to encourage students to consider ambitious research projects, it also wanted to introduce a non-academ- ic audience—the general public—to topics of interest in the humanities. Thus, each UHC Fellow—as is true of any senior scholar who is awarded a fellowship—presents the results of his or her work in at least one public program. In doing so, the fellow takes on the responsibility of making the humani- ties accessible and interesting. The public programs required by the humanities council help audiences continue to be learners, thinking critically about big questions and ideas. Fellowship stipends may support the costs of equipment, supplies, software, technical support, or travel to do research or to report on the results of research at a professional con- ference. These fellowships are not traditional scholarships in that they don’t provide funding for regular college work. Instead, they are intended for students who seek to go above and beyond what they are directly taught in a classroom, for projects that appeal to the individuals’ scholarly curiosity. Recipients typically do the work during the summer and may extend into the academic year, culminating with public presentations and a final report to the council by the conclu- sion of the grant year. The application (for details see http://www.utahhumanities. org/Grants.htm) asks students to describe the basic idea or question to be explored, illustrate the planned approach, and indicate the contribution the proposed work will make to the humanities by offering a review of the literature and an explanation of how the project fills a gap in scholarly knowledge. Applicants also describe plans for a public pro- gram for adults off campus. Fellowship recipients are respon- sible for planning and publicizing their programs in con- junction with the selected venue. An additional presentation at an academic conference is encouraged but not required. Each application must also designate a faculty advisor or mentor, which the council has found to be crucial to the fellow’s success. These students may be applying for a professional grant for the first time, and guidance on the conventions of the process can be instrumental, as is ongo- ing encouragement and advice during the project. A fac- ulty member’s letter of support in the application portfolio provides important additional information to the review committee and offers certification of the student’s ability to undertake the project and see it through. Applications are reviewed for potential contributions to scholarly fields, topics of interest to the lay public, evidence of the student’s understanding of the research process, and a faculty men- tor’s commitment. Originally, the fellowship awards were set at a modest $500, but, by the third year of the program, the stipend increased to $2,000, and, thanks to private donations, the council was able to award multiple fellowships. UHC found that donors were particularly interested in fellowships supporting stu- dents who wanted to become humanities scholars. Some higher education institutions in the state also contributed to the fellowship fund, recognizing that awards from an inde- Cynthia Buckingham, Maria Torres, Utah Humanities Council Trenton Olsen, University of Minnesota Rebekah Monahan, Brigham Young University Joyce Kinkead, Utah State University