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741760663

Texas A&M University Corpus Christi

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Texas A&M University Corpus Christi6300 Ocean Drive, Unit 5844Corpus Christi,TX.784125844

Texas A&M University Corpus Christi Texas A&M University Corpus ChristiSan Francisco ,CA ,941031111 ,US.

Strengthening Capacity in Dynamic Language Infrastructure for TribalNations

99,998 09/01/20

Not a collaborative proposal

Research and Innovation 6300 Ocean DriveUnit 5844Corpus Christi,TX 784125844United States

Conference

NSF 20-1

BCS - DLI-Dyn Language Infrastructur

07/01/2020 1 04040000 BCS 122Y 095100152 07/01/2020 6:34pm

12

colleen.fitzgerald@tamucc.eduColleen Fitzgerald 361-825-72671997PhD

Not for distribution

CERTIFICATION PAGE

Certification for Authorized Organizational Representative (or Equivalent)By electronically signing and submitting this proposal, the Authorized Organizational Representative (AOR) is: (1) certifying that statements made herein are true and complete to the best of his/her knowledge; and (2) agreeing to accept the obligation to comply with NSF award terms and conditions if an award is made as a result of this application. Further, the applicant is hereby providing certifications regarding conflict of interest (when applicable), flood hazard insurance (when applicable), responsible conduct of research�DQG organizational support�DV�set forth in the NSF Proposal & Award Policies & Procedures Guide (PAPPG). Willful provision of false information in this application and its supporting documents or in reports required under an ensuing award is a criminal offense (U.S. Code, Title 18, Section 1001).

Certification Regarding Conflict of InterestThe AOR is required to complete certifications stating that the organization has implemented and is enforcing a written policy on conflicts of interest (COI), consistent with the provisionsof PAPPG Chapter IX.A.; that, to the best of his/her knowledge, all financial disclosures required by the conflict of interest policy were made; and that conflicts of interest, if any, were,or prior to the organization’s expenditure of any funds under the award, will be, satisfactorily managed, reduced or eliminated in accordance with the organization’s conflict of interest policy.�Conflicts that cannot be satisfactorily managed, reduced or eliminated and research that proceeds without the imposition of conditions or restrictions when a conflict of interest exists,must be disclosed to NSF via use of the Notifications and Requests Module in FastLane.

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Certification Regarding Organizational SupportBy electronically signing the Certification Pages, the Authorized Organizational Representative (or equivalent) is certifying that there is organizational support for the proposal as required by Section 526 of the America COMPETES Reauthorization Act of 2010. This support extends to the portion of the proposal developed to satisfy the Broader Impacts Review Criterion as well as the Intellectual Merit Review Criterion, and any additional review criteria specified in the solicitation. Organizational support will be made available, as described in the proposal, in order to address the broader impacts and intellectual merit activities to be undertaken.

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SIGNATURE DATEAUTHORIZED ORGANIZATIONAL REPRESENTATIVE�

TELEPHONE NUMBER EMAIL ADDRESS FAX NUMBER

SIGNATURE

1$0(

Jessica Ramon Electronic Signature Jul 1 2020 6:07PM

j.ramon@tamu.edu979-845-6471

PROJECT SUMMARYOverview:The goal of this conference proposal is to build capacity in dynamic language infrastructure for Native American tribal nations. A major outcome of the workshop will be to enhance capacity to prepare grant proposals focused on advancing knowledge on the Indigenous languages of the United States and in the language sciences. The National Science Foundation's Dynamic Language Infrastructure (DLI; formerly NSF's Documenting Endangered Languages Program) has used several successful mechanisms to build this kind of capacity and achieve a similar outcome in the past (Fitzgerald 2018), and this proposal adopts those mechanisms. First, DLI employed grant-writing workshops (Penfield 2012). Second, it created a series of how-to videos as outreach freely available via YouTube (DEL Outreach Videos 2015). Third, it has benefitted from a series of program officers who have provided extensive outreach. Fourth, the program officers often facilitated new partnerships by introducing language program staff at tribal nations to linguists with track records of working collaboratively and ethically with Indigenous communities. The proposed workshop and associated activities aim to accomplish three key objectives: •Employ previously successful approaches to strengthen grant-writing for Indigenous communities for Native American language-focused projects •Provide hands-on guidance through a grant-writing workshop with an experienced facilitator and linguist partners who are familiar with the NSF review process •Enable linguist partners and other collaborators to function effectively as proxies for a program officer after the workshop ends and attendees return home Intellectual Merit:The indigenous languages of the United States have significantly advanced the language sciences. Research drawing on insights Native American languages continue to be key in linguistic theory. Fundamental and essential questions remain in phonology, semantics, syntax, morphology, pragmatics, language acquisition, sociolinguistics, and in fields like anthropology, ethnography, and the ethnosciences which have points of intersection with linguistics. By invigorating and bringing to light new sets of language data (via funded grantees who participate in the workshops), the language sciences and allied fields will see advances in knowledge and a greater fundamental understanding of the nature of language. In addition, Fitzgerald (2018c) argued that DLI and similar capacity building workshops in language create pathways for broadening participation into the language sciences for Native Americans. The results of this grant will help in better understanding of how language and the language sciences as it pertains to Indigenous languages of the U.S. plays a role in the science of broadening participation. Broader Impacts:Native Americans, Alaska Natives, and Native Hawaiians represent the most underrepresented minorities in all of the sciences. Linguistics has slowly but steadily helped broaden the participation of these groups through capacity building workshops and through engaging Indigenous Americans through their own language work in a way that supports their communities and advances the language sciences. The project activities will directly broaden participation of these underrepresented groups in the SBE sciences. In addition, it will enable NSF to achieve its mission of broadening participation by increasing the diversity of its PIs. According to Penfield (2012), the last such grant-writing workshop resulted in four submissions, two of which were funded in the next cycle and the third of which was funded in a subsequent cycle. For a program that (compared to others in SBE and in the Division of the Behavioral and Cognitive Sciences) has a relatively small budget and small number of awardees, comparable numbers would enable SBE to continue to diversify its PIs in underrepresented groups.

TABLE OF CONTENTSFor font size and page formatting specifications, see PAPPG section II.B.2.

Total No. of Page No.*Pages (Optional)*

Cover Sheet for Proposal to the National Science Foundation

Project Summary (not to exceed 1 page)

Table of Contents

Project Description (Including Results from PriorNSF Support) (not to exceed 15 pages) (Exceed only if allowed by aspecific program announcement/solicitation or if approved inadvance by the appropriate NSF Assistant Director or designee)

References Cited

Biographical Sketches (Not to exceed 2 pages each)

Budget (Plus up to 3 pages of budget justification)

Current and Pending Support

Facilities, Equipment and Other Resources

Special Information/Supplementary Documents(Data Management Plan, Mentoring Plan and Other Supplementary Documents)

Appendix (List below. )(Include only if allowed by a specific program announcement/solicitation or if approved in advance by the appropriate NSFAssistant Director or designee)

Appendix Items:

*Proposers may select any numbering mechanism for the proposal. The entire proposal however, must be paginated.Complete both columns only if the proposal is numbered consecutively.

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3

2

5

1

2

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1

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1. Strengthening Capacity in Dynamic Language Infrastructure for Native American Nations The goal of this conference proposal is to build capacity in dynamic language infrastructure for Native American tribal nations. A major outcome of the workshop will be to enhance capacity to prepare grant proposals focused on advancing knowledge on the Indigenous languages of the United States and in the language sciences. The National Science Foundation's Dynamic Language Infrastructure (DLI; formerly NSF's Documenting Endangered Languages Program) has used several successful mechanisms to build this kind of capacity and achieve a similar outcome in the past (Fitzgerald 2018), and this proposal adopts those mechanisms. First, DLI employed grant-writing workshops (Penfield 2012). Second, it created a series of how-to videos as outreach freely available via YouTube (DEL Outreach Videos 2015). Third, it has benefitted from a series of program officers who have provided extensive outreach. Fourth, the program officers often facilitated new partnerships by introducing language program staff at tribal nations to linguists with track records of working collaboratively and ethically with Indigenous communities. The proposed workshop and associated activities aim to accomplish three key objectives:

x Employ previously successful approaches to strengthen grant-writing for Indigenous communities for Native American language-focused projects

x Provide hands-on guidance through a grant-writing workshop with an experienced facilitator and linguist partners who are familiar with the NSF review process

x Enable linguist partners and other collaborators to function effectively as proxies for a program officer after the workshop ends and attendees return home

In total, the project will provide funding to enable 16 attendees from U.S. tribal nations to learn about the National Science Foundation, especially grant proposal elements, merit review, and how proposals submitted to the Dynamic Language Infrastructure Program will be reviewed. Each attendee will have a linguist partner essentially functioning as a grant-writing mentor. After the January workshop, there will be modest funding to encourage the partner or another expert to continue to serve as a proxy program officer for the grant preparation. Periodic additional sessions broadcast as webinars will also enable a range of presenters like archivists (for data management plan writing and execution) and past and current PIs to share their expertise with attendees, but also more broadly. Finally, the project will fund the creation of additional new videos to supplement the existing YouTube DEL Outreach Video playlist. The project will also employ a strategy of social media and other advertising to raise awareness of the various activities. 2.0 Details of the Conference 2.1 Statement of the need for such a gathering and a list of topics Workshops to build capacity in grant-writing for different kinds of audiences and solicitations have been an effective approach. Such workshops have been used by multiple programs at the National Science Foundation, including DLI (in its incarnation as DEL), and the Tribal Colleges and Universities Program (TCUP), the Historically Black Colleges and Universities Program (HBCUP), the Directorate for Engineering (ENG) and the Directorate for Computer and Information Science and Engineering (CISE). For example, CISE has funded grant-writing workshops since at least 2013 under their NSF CISE CAREER Proposal Writing Workshop initiative. As described on the CISE NSF webpage:

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The goal of these workshops is to introduce junior CAREER-eligible faculty to the NSF CAREER program and help them to prepare their CAREER proposals to target CISE programs. Attendees will have the opportunity to improve their skills in proposal writing, as well as to interact with NSF program directors from different CISE divisions (OAC, CCF, CNS, and IIS) and recent NSF CAREER awardees. The workshops are also open to multidisciplinary researchers with a CISE-specific focus, including cyber-infrastructure. The workshops include presentations and discussions on proposal preparation, experience sharing, a mock panel, and meetings with Program Directors from various research programs within CISE. (CISE 2020)

The goal of the conference proposed here will be to introduce DLI-eligible tribal citizens to the NSF DLI program to enable them to prepare competitive proposals for the solicitation. The same elements of the CISE CAREER workshop approach will be used here. The specific list of topics:

x Overview of the DLI solicitation x Elements of NSF Proposals x Merit Review x Building a team with DLI expertise x Budgeting x Data Management Plans x Proposal Preparation x Fastlane x Sharing of experiences of successful PIs (including their experiences of unsuccessful proposals); x Mock panel

In addition, the conference will provide the opportunity to speak with some past and present

program officers who have run the DLI or DEL competitions. This includes the PI of this proposal, as well as Dr. Susan Penfield, serving as a linguist partner and resource for attendees (see letter of collaboration in Other Supplementary Documents). Because this meeting will co-convene with the 2021 Linguistic Society of America (LSA) Meeting in San Francisco (see LSA's letter of collaboration in Other Supplementary Documents), where NSF POs conduct outreach on behalf of the Foundation, the logistics make it possible for the current POs to attend a session or for attendees to meet with them at their office hours or other outreach events. 2.2 A listing of recent meetings on the same subject, including dates and locations The last meeting specifically like what is being proposed occurred in 2006. The University of Arizona’s American Indian Language Development Institute (AILDI) received an NSF grant that created a class of 20 fellows in 2006 who took an intensive, four-week course in language documentation and grant proposal preparation. AILDI is a grassroots-oriented summer training institute focused on revitalizing indigenous languages, a credit-bearing opportunity that mainly (but not exclusively) draws tribal citizens. It is the foremost venue for Indigenous language scholars and practitioners. The AILDI grant-writing workshop lasted for one month in summer 2006 in Tucson, Arizona. Since 2006, the closest similar recent meetings have been the grant-writing workshops that are part of the Institute on Collaborative Language Research (CoLang, formerly InField), every even year since 2008. CoLang 2020 this year was to have a grant-writing workshop (four 2-hour meetings, so 8

3

hours in total), but due to COVID-19, the institute was cancelled and will not be held again until 2022. This makes the urgency for such a workshop even greater. That being said, the CoLang grant-writing workshop does not focus solely on NSF grants for the DLI solicitation. The meeting proposed in this grant is one that is a two-day meeting exclusively focused on DLI grants. However, for completeness, here are the dates and locations of the InField/CoLang grant-writing workshops:

x University of California, Santa Barbara; Santa Barbara, CA; June 2008 x University of Oregon; Eugene, OR; June 2010 x University of Kansas; Lawrence, KS; June 2012 x University of Texas at Arlington; Arlington, TX; June 2014 x University of Alaska; Fairbanks, AK; June 2016 x University of Florida; Gainesville, FL; June 2018

2.3 A chairperson and members of organizing committees and their organizational affiliations Chairperson and PI, Colleen Fitzgerald. Fitzgerald is the Associate Vice President of Research and a Professor of English who recently finished a four-year stint in SBE as a rotating program officer. In addition to the core program she managed (Documenting Endangered Languages), she worked on two Big Ideas (NSF Includes and Navigating the New Arctic), SBE's Communications Team, and many other cross-directorate activities. Also relevant to this proposal, Fitzgerald managed a large portfolio of lesser research capacity institutions and institutions new to NSF, giving her perspectives on how tribal organizations may need support in stages ranging from pre-submission, pre-award, and post-award. Fitzgerald was Co-Director of the 2012 and 2014 Oklahoma Breath of Life Workshop (NSF BCS-1065068; Fitzgerald and Linn 2013) and Director of the 2014 Institute on Collaborative Language Research (CoLang), which brought nearly 200 participants to UTA for training. She is also engaged in a long-time collaboration with Dr. Joshua Hinson and the Chickasaw Language Revitalization Program, through which Fitzgerald and Hinson (2013, 2016) have argued for a model of language documentation that incorporates language revitalization, training and linguistic analysis into a feedback loop (see also Fitzgerald 2020). She also taught at AILDI in 2013. In addition, Fitzgerald has conducted numerous grant-writing workshops of various lengths, including a two-day workshop at TAMU-CC in January 2020, and a two and a half-day workshop at AILDI at the University of Arizona in June 2019. Her research on Indigenous language documentation and revitalization was the topic of an invited plenary address at the 2017 Linguistic Society of America Annual Meeting (Fitzgerald 2017a). The following have agreed to serve on the organizing committee for this conference. Letters (or emails) of collaboration per the PAPPG format from each appears in Other Supplementary Documents. Each member of the organizing committee brings familiarity with NSF grant and the review process, as well as track records of service in a host of organizations and networks that support Indigenous language documentation and revitalization. Each will also serve as linguist partners for the participants, and Dr. Sapién will also lead the video component, described in Section 2.6 below. Dr. Ewa Czaykowska-Higgins. Professor, University of Victoria. Dr. Czaykowka-Higgins has been a workshop facilitator at every CoLang since 2014. In addition, she served on the CoLang Advisory Circle (AC) and she served two cycles as a CoLang AC Co-Convener, helping to ensure adequate consultation and participation with the CoLang general membership as well as within the AC and with the organizers of each institute. She was also a Member at Large for the Society for the Study for Indigenous Languages of the Americas (SSILA) from 2015-2017. Her 2009 paper on collaborative and community-based

4

language research approaches (Czaykowska-Higgins 2009), based on an extensive project with an Indigenous language community of British Columbia funded by Canada's Social Sciences and Humanities Research Council (SSHRC), serves as a foundational methods paper in documentary linguistics. Susan Gehr. Associate Faculty Librarian, College of the Redwoods. Ms. Gehr served multiple terms as the CoLang Co-Convener and was involved in every institute since 2008. She has been a PI on an endangered languages NSF grant to the Karuk Tribe. She was also a facilitator for the CoLang 2018 grant-writing workshop (co-facilitated) with a former NSF Program Officer, Dr. Shobhana Chelliah. She has been very involved in the California Breath of Life, Silent No More Workshops. She holds a master's degree in library science (MLIS) from San José State University and a master's degree in linguistics from the University of Oregon. Ms. Gehr's MLIS thesis is a case study of the Advocates for Indigenous California Language Survival (AICLS)'s California Breath of Life Workshops (Gehr 2013) and her expertise in archives includes facilitating workshops on archiving at CoLang as well as leading an archiving project as a PI on the NSF grant. She has also created new digital media documentation for Indigenous languages (such as memes in Karuk), which also have implications for restoring family language use. Dr. Wesley Leonard (Miami). Associate Professor, University of California-Riverside. Dr. Leonard has been an instructor at the National Breath of Life Archival Workshop multiple times. He is also a PI on an NSF conference grant that resulted in the #Natives4Linguistics Workshop at the 2018 Linguistic Society of America meeting. Presentations from that workshop were also presented in sessions at the 2019 Linguistic Society of America meeting and the 2019 American Anthropological Association annual meeting. He also served as a Member at Large for SSILA from 2017-2019. He has published extensively on language revitalization and reclamation (Leonard 2011, 2012, 2017), especially arguing for a more holistic framework of linguistics for Indigenous languages. Dr. Mary Linn. Curator of Cultural and Linguistic Revitalization and Director, Language Revitalization Initiative, Smithsonian Center for Folklife and Cultural Heritage. Dr. Linn's extensive involvement with Indigenous language documentation and revitalization includes not only her own research collaborations with Yuchi community members, but also her initiation and development of activities while an Associate Curator at the University of Oklahoma's Sam Noble Museum of Oklahoma Natural History. This includes the Oklahoma Native Youth Language Fair, the Oklahoma Breath of Life Workshops (2010, 2012, 2014), and numerous other workshops or presentations, including for the Oklahoma Native Language Association (ONLA). Her collaborations in Oklahoma Indigenous language efforts (especially training and documentation) date back to the 1990s (cf. Linn et al. 1998, Linn et al. 2002), including important literature on team approaches. She is currently Secretary-Treasurer for SSILA and has facilitated workshops at CoLang since 2010 on language surveys, grammars and more. In addition, she served as the first CoLang Co-Convener (along with Dr. Toshihide Nakayama) when this role was established with the CoLang Charter. She has also been a PI on several NSF grants. She also is a board member of the Digital Endangered Languages and Musics Archives Network. Her 2014 paper on community-driven language archiving (Linn 2014) has been influential in framing approaches to documentation and curation of Indigenous languages. Dr. Racquel Sapién. Associate Professor, University of Oklahoma. Dr. Sapién has been a PI or a CoPI on several NSF grants. Her work in video documentation is well-regarded. She has been an instructor at the University of Oregon's Northwest Indian Language Institute (NILI) which includes a grant-writing course at its annual summer institute. She has also been an attendee and a workshop facilitator at CoLang numerous times, including teaching video. Along with Dr. Carlos Nash of the University of California, Santa Barbara, Dr. Sapién was awarded a NSF RAPID grant to create a series of well-received

5

videos delivered free of charge via YouTube, providing outreach and information for tribal and other PIs for NSF's endangered languages grants. Her 2007 paper (Yamada 2007) is a landmark paper on collaborative methods of language documentation.

The organizing committee will bring in diverse perspectives, including Indigenous perspectives,

to the conference itself, as well as the pre- and post-conference activities and their structure. The collective knowledge represents regional, national and international organizations dedicated to Indigenous language research, documentation, revitalization and collaboration. The organizations include AICLS, ONLA, NILI, CoLang, #Natives4Linguistics, multiple Breath of Life workshops (Oklahoma, California, and the national levels), SSILA and the LSA. They also bring additional experience as an NSF PI and reviewer is also represented. Only Dr. Czaykowka-Higgins has not served as a PI on an NSF award, but she has extensive experience reviewing endangered language proposals for NSF and she has been a PI on a SSHRC grant. 2.4 Information on the location and probable date(s) of the meeting and the method of announcement or invitation The conference will precede and co-convene with the 2021 Linguistic Society of America Annual Meeting. This will be January 6-7, 2020 in San Francisco, California at the San Francisco Marquis Marriott. There will also be pre- and post-conference webinars to strengthen participants grant-writing experience in preparation for the 2021 solicitation deadline.

Participants in the conference will be recruited via announcements publicizing the workshop and application through multiple channels, including AICLS (see letter of collaboration in Other Supplementary Documents), CoLang, #Natives4Linguistics, the PI's network of Indigenous and tribal organizations, and the networks of the organizing committee and additional linguist partners. This will include social media, email, and websites. In addition, the conference will welcome linked applications where a participant and linguist partner seek to both attend to focus on a documentary project for an established collaboration or an existing relationship. The five organizing committee members will also be linguist partners; this will leave open other linguist partner slots, which will enable targeted recruitment to match the tribal citizen participants who apply. Linguist partners will be advertised through the same channels, as well as the LSA and SILLA channels. 2.5 A statement of how the meeting will be organized and conducted The proposed workshop will build off the PI's four years of service as an NSF program officer managing endangered language grants, as well as her extensive track record of outreach. PI Fitzgerald was the first SBE program officer to use webinars as a way to deliver outreach to the community. During her time, she designed and delivered four webinars and she co-presented an additional two webinars for SBE (on junior faculty securing funding) and the GRFP. She also was the "voice" of the Navigating the New Arctic (NNA) webinar in fiscal year 2019, and held virtual office hours for NNA. In addition, during spring 2020, as the pandemic sent TAMU-CC faculty and staff to remote work from home, the PI launched a five-week daily webinar series from the Division of Research and Innovation, where she is an Associate Vice President for Research. She herself provided numerous webinar presentations on NSF topics, as well as securing other presenters for topics in IRBs, writing a one-pager, and even guest presenters from other funders like Texas Sea Grant (a pass-through for federal funds from NOAA), the National Endowment for the Humanities and the Environmental Protection Agency. In terms of outreach to tribal audiences, while an NSF PO, Fitzgerald did presentations and/or individual meetings/office hours at the following events: the Native American Languages Summit (2015, 2017,

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2018); Advocates for Indigenous California Language Survival (2016); the Tribal Archives, Libraries and Museums Annual Meeting (2015); the American Indian/Alaska Native Head Start Collaboration Office Advisory Committee (2016-2019); the Workshop on Building Capacity in Linguistics and Endangered Languages at Tribal Colleges and Universities, Linguistic Society of America Annual meeting satellite workshop (2017); CoLang (2016, 2018) and the Washington State Tribal Early Learning Language Summit, hosted by the Muckleshoot Tribe (2018). She thus brings extensive experience in coordinating, developing, and delivering grants-oriented content for a varied audience in-person and virtually. The tentative agenda in Table 1 draws from that knowledge of effective outreach and what NSF PIs from underrepresented groups (and new awardees) need to glean about the grants process to prepare competitive proposals. There are four overall components to this conference: pre-conference webinars, including some as part of the advertising and outreach efforts prior to the application deadline; the conference (Table 1); post-conference webinars; and quarterly consultations with a linguist partner to progress the grant towards a September submission date. The pre-conference webinars will include the following:

x September 2020: National Science Foundation funding and the Dynamic Language Infrastructure Grant-writing Conference (including guest panelists and conference organizers)

x October 2020: National Science Foundation funding and the Dynamic Language Infrastructure Grant-writing Conference (including guest panelists and experienced PIs)

x November 2020: Webinar for Accepted Applicants: What to Expect and How to Prepare for the DLI Grant-writing Conference (including linguist partners)

x December 2020: Linguist Partners and the DLI Grant-writing Conference (note: this will include breakout sessions where applicants and linguist partners can get acquainted in small groups)

The in-person events are described by topic and title in In Table 1. These will take place in San

Francisco, co-convening with the Linguistic Society of America Meeting in January 2021. Table 1 Tentative Agenda, January 6-7, 2021

Times Topic

DAY 1 – 1/6/2021

8:00 - 8:20 Registration and refreshments

8:20 - 8:35 Introductions and Welcome (PI and Organizing Committee)

8:35 - 9:00 Icebreakers – Start Working Partnerships with Attendee and Linguist Partner

9:00 - 10:15 Overview of the National Science Foundation, the DLI solicitation, and the NSF-NEH partnership

10:15 - 10:30 Break

10: 30 - 11:45 Elements of NSF Proposals

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11: 45 - Noon Working Partnership – connecting, discussing, and building relationships

Noon - 1:15 Lunch – NSF past and current PIs talk about their experiences

1:30-3:00 Merit Review at NSF

3:00 -3:15 Break

3:15 - 4:45 Building a team with DLI expertise

4:45 – 5:30 Budget – part 1 (costing exercise)

5:30 – 6:00 Conferring with Linguist Partner –What do we need to know to develop the components covered in Day 1 presentations?

DAY 2 – 1/7/2021

8:00 - 8:15 Refreshments

8:15 - 9:30 Proposal Preparation

9:30 - 9:45 Break

9:45 - 11:15 Budgeting – part 2 (the nuts and bolts)

11:15 - noon Conferring with Linguist Partner – getting a game plan

Noon - 1:15 Lunch – Mock Review Panel

1:15-2:15 Navigating Fastlane

2:15 -2:30 Break

2:30 - 3:15 Data Management Plans

3:15 – 3:45 Conferring with Linguist Partner – what are the next steps?

3:45 – 4:00 Wrap up and setting up grant-writing timelines and next milestones

4:00 Conference Ends

The post-conference webinars will cover the following topics, and the timing will escalate as the

September 15, 2021 deadline approaches: x March 2021: Strengthening your DLI Application – Collaborations, Budgets, Literature Review

and More x May 2021: Data Management Plans and Workflow for Processing Language Documentation

(with guest panelists) x July 2021: How to Workshop Drafts of Your DLI Proposal x August 2021: How to Do a Red Team Review of Your Proposal – Final Preparations x September 2021: The last push: Office Hours with Linguist Partners and Guest Panelists

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In March through June, there will also be facilitated meetings with linguist partners to support

and review documents that attendees will draft throughout the spring and early summer. Linguist partners will be incentivized to make these milestones through a modest quarterly honorarium awarded upon completion of the milestone. Given the wide set of networks of the PI, there will likely be a ready set of linguist partners willing to pitch in if some linguist partners do not deliver or if specialized expertise is needed.

2.6 Plan disseminating results from the meeting NSF Award BCS #15000695, made to Drs. Sapién and Nash, resulted in a set of videos accessible via YouTube to a wide public audience. While the video audience targets those less familiar with NSF garnts (like tribes preparing proposals), and some of the videos are specific to endangered languages and documentary linguistics, a number of the videos are much more accessible to anyone preparing an NSF grant. For example, the PI presented on two of the videos, one on PI qualifications and the other on large collaborative projects. Both topics are ones relevant to any PI in any field trying to be successful in preparing a competitive NSF grant. For example, the PI has supported numerous faculty members in her current position at TAMU-CC and has observed that biosketches often include information that reflects the normal expectations of tenured/tenure-track faculty in academia, like reviewing for journals, but fails to include specific details that align with the qualifications needed to carry out the proposed work. Other videos in the outreach series cover a range of topics intended to demystify the process for new PIs as they are submitting to NSF. However, there are a number of topics that are not covered that the PI would argue are essential to helping unfunded PIs prepare more competitive proposals. Drs. Nash and Sapién, the PIs on the original NSF outreach videos, have agreed to prepare some additional supplementary videos as part of this grant proposal (letters of collaboration from both appear in Other Supplementary Documents). Several topics definitely designated for coverage include: Understanding and Navigating the Submission Portal (Fastlane); Articulating the Project Workflow for Language Documentation; Making Use of Supplementary Documents for a Stronger Proposal; and other topics as generated by the organizing committee and linguist partners. The proposal anticipates a combination of in-person recordings and animation in order to maximize the budget most effectively. In-person recordings are less cost effective in that they involve setting up a video camera and lights with the videographer and speaker in the same place. However, the co-convening with the LSA meeting will provide an opportunity to secure some recordings without additional travel costs. Additional videos using animations will be highly cost-effective. Options such as https://www.vyond.com for the animation videos, with a modest $159 monthly license, would enable the production of videos without requiring filming presenters. Animation was an effective approach employed by a series of data curation videos produced by the Archive of the Indigenous Languages of the Americas as part of NSF grant BCS#1653380. These videos will serve as dissemination for the topics covered in the workshop not already present in the Outreach video series. 2.7 Contribution to the enhancement and improvement of scientific, engineering and/or educational activities Fitzgerald (2018) argues that training opportunities like the grant-writing workshop at AILDI in 2006 or the Outreach videos serve as an incubator and dissemination venue for best practices in documentary linguistics, whether technologies, collaboration models, and more emerge and are shared. Via networking, cohorting and mentoring opportunities, the conference will demystify academia and can mitigate “gatekeeping” practices that have been described of various systems which lack representation

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of minorities and other groups not robustly represented in the social and other sciences. Participants and facilitators often cross-pollinate and support other training opportunities, which builds skills further and fosters new collaborations and ideas. For example, Langley and Langley (2010) went through the 2006 grant-writing workshop at AILDI, which led to the Coushatta Tribe of Louisiana being put together with linguist Dr. Jack Martin of the College of William and Mary. Langley et al. (2018) further detail that collaboration, the match-making and trust-building that occurred over multiple years, drew on the support that Martin was able to provide through student involvement, and included dissemination and an additional grant beyond the first award. This represents a highpoint of a tribal-academic partnership: mutual trust, valuable resources produced for the community, academic dissemination, training opportunities for community members and students, and capacity building for the Indigenous language community.

Workshops such as the one proposed here and the AILDI workshop in 2006, as noted by Penfield (2012), serve to “transform Native Americans from objects of study to scholars in an area where they have special competence.” This avoids the harmful thinking of deficit based approaches and instead provides the opportunity to articulate existing strengths in a framework such as an NSF grant.

It is worth noting as well that Native American language scholarship and study helps as well to create a pathway that seems to be part of tribal citizens emerging as academics (Fitzgerald 2018). This conference proposal will continue these trajectories in terms of enhancing language infrastructure for the language sciences and Indigenous communities and improving scientific and educational activities. 2.8 A plan for recruitment of, and support for, speakers and other attendees, that includes participation of groups underrepresented in science and engineering (e.g., underrepresented minorities, women, and persons with disabilities); It is anticipated that all or nearly all of the 16 participants will be Native American. Native Americans have lower rates of high school graduation than other groups and lower rates of earning degrees (at all levels): 2.6% of the population, but less than 1% of the degrees earned (NCSES 2017). By advertising through channels with high degrees of Indigenous language community engagement (CoLang, NILI, AICLS, AILDI), the project has a very high likelihood of including participation of Native Americans. In particular, AICLS has agreed to help advertise the grant-writing workshop through its channels to amplify recruitment efforts to the California Indigenous communities (see letter of collaboration in Other Supplementary Documents). Given that the conference will take place in California, and that there have been several successful NSF (and NEH) awards to California tribes through the endangered language program, and that the location is accessible by train or driving, recruitment of "local" California attendees leverages AICLS networks and the region's existing linguistic expertise.

Moreover, this approach (grant-writing workshops focused on the specific solicitation) has proven to enhance participation of underrepresented Native Americans in the past, as noted in Penfield (2012):

Our findings at this point indicate that the structure and effectiveness of the two courses; grant writing and language documentation and its reception among the participating tribal communities is what is indeed needed in order to transform Native Americans from objects of study to scholars in an area where they have special competence. Based on the success of two proposals (Coushatta and Oneida) to the DEL program in the 2006 competition it is clear that our courses were successful. The two successful proposals were initiated, developed with further support provided by Susan Penfield via email to the P.I.s clearly indicated that this type of training is what is needed in order to increase the competitiveness of proposals originating in tribal communities. This project has sent a strong signal to Native American communities that

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the NSF-NEH Partnership for Documenting Endangered Languages is committed to increasing the participation of tribal members in this critical effort. It is our hope the DEL [DLI] program is prepared to sustain such training on an annual basis as a part of its outreach activities. (Penfield 2012: 18)

As noted earlier, this type of training has not been regularly implemented, but in the

absence of a dedicated program officer who can do outreach, office hours, webinars, and individual consultations with prospective PIs, this training is urgently needed. This also fits in a larger literature showing the benefits of training and capacity building as regards Indigenous language research (Fitzgerald 2018 a, b; Florey 2018; Genetti and Siemens 2013; Jukes 2011)

2.7 Plans to identify resources for child care and other types of family care at the conference site

As part of the plan to identify resources for conference participants in making arrangements for family care at the conference site, the engaged cultural ambassador/ground organizer will work closely with the Linguistic Society of America to identify and create a list of affordable local caregiving options; the cost of identifying childcare (student assistant sages) is permitted per the PAPPG. Potential websites for childcare include Babysits.com, Sitter.com, and Sittercity.com. For childcare or eldercare, we will start with Care.com. We will also solicit local recommendations from the San Francisco Marquis Marriott and universities in the area. The resource list will be included in conference packets. 2.8 Addendum regarding COVID-19 Potential Considerations. As the COVID-19 pandemic has shown, in-person conferences and workshops must have and be able to implement online contingencies. It is worth noting again that the PI put together a five-week webinar Lunch and Learn series from her Division, Research and Innovation, in just a few weeks after TAMU-CC went fully remote. Roughly one-third of the content was delivered by her, while the other two-thirds was delivered by guest speakers or panels. As a result, there is a strong awareness of the many details in reconfiguring activities for remote delivery: the settings of the webinar; the guidance needed for participants; the practice session and training for presenters; the back up in case of technical difficulties; and the post-webinar curation of recordings and powerpoint slides.

Should a remote deployment be needed in place of the in-person conference, the content delivered in fall and winter 2019 will be as outlined earlier (Section 2.5). There will be two half-day virtual workshops on the original dates, January 6-7, and then additional webinar sessions will be held in shorter segments of 90 minutes to two hours. The plan will be to have a face-to-face session in June 2021 where attendees will have more of the NSF proposal elements prepared thanks to remote work with the linguist partners. The June meeting will in turn, allow for more workshopping of the proposals by the linguist partners and other attendees. In addition, milestone dates will be added in for participants to prepare materials throughout spring 2021 so that a rough draft of the project description and the smaller documents (biosketch, data management plan, etc.) will be drafted. The June in-person workshop will be more like a writing workshop to make a push for a more complete proposal, enabling July and August to be dedicated to finessing the proposal, securing necessary permissions and letters of collaboration. Depending on time and readiness of proposal drafts, the June meeting also provides an opportunity to do a mock review panel of proposal drafts for attendees. Table 2 provides the flipped schedule up to the June in-person meeting.

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Table 2. Flipped Agenda, January 2021- June 2021 (times central time zone)

Times Topic

1/6/2021

12:00 – 12:30 Introductions and Welcome (PI and Organizing Committee)

12:30 - 1:30 Overview of the National Science Foundation, the DLI solicitation, and the NSF-NEH partnership

1:30 - 2:15 Elements of NSF Proposals, part 1

2:15 - 2:45 Break and icebreaker - Icebreakers – Start Working Partnerships with Attendee and Linguist Partner (use breakout rooms in Webex)

2: 45 - 3:00 Elements of NSF Proposals, part 2

3: 00 – 3:30 Working Partnership – connecting, discussing, and building relationships Icebreakers – Start Working Partnerships with Attendee and Linguist Partner

3: 30 – 5 pm Merit Review at NSF

1/7/2021

12:00 – 12:45 Panel: NSF past and current PIs talk about their experiences

12:45 - 1:45 Building a team with DLI expertise

1:45 - 2:15 Budget – part 1 (costing exercise)

2:15 - 2:30 Break

2:30 – 3:00 Proposal Preparation

3: 00 - 3:45 Data Management Plans

3: 45 – 4:15 pm

Conferring with Linguist Partner –What do we need to know to develop the components covered presentations so far? (use breakout rooms in Webex)

4:15 - 5:00 Wrap up and setting up grant-writing timelines and next milestones. Budget assignment for next webinar.

Late January Webinar

1:00-1:20 Budgeting – part 2 (the nuts and bolts)

1:20 -1:45 Navigating Fastlane

1:45 - 2:15 Check in meeting with Linguist Partner – budget, narrative, aligning expectations, necessary approvals at tribal organizations

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2:15 – 3:30 More on Merit Review: Mock Review Panel

Early February Webinar

1:00 -2:00 Strengthening your DLI Application – Collaborations, Budgets, Literature Review and More

2:00 - 3:00 Open office hours and linguist partner consultations

Late February Webinar

1:00 - 2:30 Data Management Plans and Workflow for Processing Language Documentation (with guest panelists)

2:30 - 4:00 Open office hours and linguist partner consultations

From March to May, the project will schedule milestones and completion of documents and

drafts for review by linguist partners. This will be followed by the June in-person meeting at which the bulk will be in person reviewing, writing and ideally, mock review panels. In this remote/pandemic scenario, the post-conference webinars in July and August will cover the following topics, and the timing will escalate as the September 15, 2021 deadline approaches:

x July 2021: Office Hours and linguist partner consultations x August 2021: How to Do a Red Team Review of Your Proposal – Final Preparations x September 2021: The last push: Office Hours with Linguist Partners and Guest Panelists

3.0 Remaining details

Several elements require additional detail: the Cultural Ambassador/ground organizer; the Linguist Partner; the application process for attendees and linguist partners.

Cultural Ambassador/ground organizer: With the amount of travel, application paperwork, registration support, and coordination of outreach and advertising, assistance will be needed. However, this is not work appropriate for a typical undergraduate student. Instead, culturally appropriate skills and an existing network is needed to do outreach to advertise and support registration by participants from Native American communities. The PI and her collaborators have had various students work in this capacity in past workshops like CoLang, so one possibility is recruiting someone to serve in this capacity from that pool. However, other possibilities may be coordinating some of this work with one or more cultural organizations such as AILDI or AICLS. Funding in the budget will enable the equivalent of 250 hours, or 5 hours weekly over the life of the grant, although the activities will be vary in their intensity (i.e., much activity will occur before and after the in-person event).

Linguist Partner: The Linguist Partner role has become a useful one in numerous capacity building workshops, such as the National Breath of Life Archival Institute (Hinton 2018; Sammons and Leonard 2015) or the Oklahoma Breath of Life Workshop (Fitzgerald and Linn 2013) and #Natives4Linguistics. Both the attendee and the Linguist Partner will be bringing expertise. The Linguist Partner's expertise will be in NSF grants and in collaborating with the attendee to enable them to articulate their project's existing intellectual merit and broader impacts in a way that aligns with the genre of an NSF proposal. The PI herself had numerous conversations with pre-submission PIs about what their project would do.

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Often, this enabled a better fit to emerge from the community's existing strengths and resources and team and thus a clearer articulation of how the project would advance knowledge and benefit society. The Linguist Partner will serve in this capacity, bringing their experience as an NSF reviewer, panelist, and/or PI to work with one attendee. The focused attention dedicated to the attendee has proven to be an effective approach in other workshops. There would be funds for 3 quarterly consultations sessions post-workshop by the Linguist Partner or someone else if specialized knowledge were needed, say, a consultation with an archivist or multimedia specialist to contribute expertise to parts of the proposal.

Application Process. The PI has designed 4 competitions/applications since June 2019 for grant-writing workshops. The application process serves to prepare the attendee to essentially draft the equivalent of a one-pager (project activities and expected outcome; intellectual merit; broader impacts) and biosketch. However, it has proven useful to articulate the components of the one-pager in more accessible language, even in working with traditional academics. The application will ask attendees to provide a description of the project activities, expected outcome, how the project will advance knowledge, and how it will benefit society. If the attendee wishes to "link" their application with a pre-determined Linguist Partner, this will be permitted and even encouraged. Again, this has proven to be an effective strategy for National Breath of Life Archival Institute because it leverages existing knowledge and relationships and jumpstarts the project. In the absence of this, the Linguist Partner application will require information about the individual's experience in two domains: NSF grants and cultural knowledge of contemporary Indigenous language work and communities. While there are numerous people with extensive knowledge of NSF grants and panels, this knowledge will best be transferred via someone who is familiar with contemporary norms and standards of behavior and ethics for collaborative work with Indigenous communities. It is not expected that the Linguist Partner will become a collaborator on the project. However, a Partner is unlikely to be effective if they are ignorant of the expertise brought by the Indigenous attendee. Because of CoLang, the Breath of Life Workshops, and #Natives4Linguistics, however, there is likely to be a pool of prospective applicants with both sets of knowledge, creating stronger potential that the grant-writing workshop will strengthen the dynamic language infrastructure capacity of participating tribal nations.

3.0 Intellectual Merit The indigenous languages of the United States have significantly advanced the language sciences. Research drawing on insights Native American languages continue to be key in linguistic theory. Fundamental and essential questions remain in phonology, semantics, syntax, morphology, pragmatics, language acquisition, sociolinguistics, and in fields like anthropology, ethnography, and the ethnosciences which have points of intersection with linguistics. By invigorating and bringing to light new sets of language data (via funded grantees who participate in the workshops), the language sciences and allied fields will see advances in knowledge and a greater fundamental understanding of the nature of language. In addition, Fitzgerald (2018c) argued that DLI and similar capacity building workshops in language create pathways for broadening participation into the language sciences for Native Americans. The results of this grant will help in better understanding of how language and the language sciences as it pertains to Indigenous languages of the U.S. plays a role in the science of broadening participation. 5.0 Broader Impacts Native Americans, Alaska Natives, and Native Hawaiians represent the most underrepresented minorities in all of the sciences. Linguistics has slowly but steadily helped broaden the participation of these groups through capacity building workshops and through engaging Indigenous Americans through

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their own language work in a way that supports their communities and advances the language sciences. The project activities will directly broaden participation of these underrepresented groups in the SBE sciences. In addition, it will enable NSF to achieve its mission of broadening participation by increasing the diversity of its PIs. According to Penfield (2012), the last such grant-writing workshop resulted in four submissions, two of which were funded in the next cycle and the third of which was funded in a subsequent cycle. For a program that (compared to others in SBE and in the Division of the Behavioral and Cognitive Sciences) has a relatively small budget and small number of awardees, comparable numbers would enable SBE to continue to diversify its PIs in underrepresented groups. 6.0 Results from Prior NSF Support.

PI Fitzgerald has received prior NSF funding; the award that is most closely related is the following conference proposal:

BCS-1263939, "2014 Institute on Collaborative Language Research (CoLang/InField)" $179,177, period of support 6/1/2013 – 8/31/2020. Accomplishments for this award include the Institute itself, with roughly 200 people in attendance as participants/students, instructors or as speakers. In total attendance and total number of indigenous American communities exceeded the three prior institutes.

Intellectual Merit. CoLang 2014 attendees acquired collaborative skills and culture and the necessary social and technological skills to work collaboratively. The resulting linguistic resources will continue to increase in quality and accessibility. CoLang 2014 also bridged gaps within the discipline of linguistics itself, by reaching out across theoretical divides in linguistics when recruiting attendees.

Broader Impacts. The training provided at CoLang 2014 had a direct effect on the processes of collaboration and documentation, on the quality of the materials collected, on the analysis of data, and on the creation of lasting language resources. It disseminated knowledge on existing technologies for language description and documentation, having a direct impact on student training and for indigenous communities. The Institute website and course repository provides access to the online materials.

Publications. The References Cited section includes full bibliographic information for publications: Fitzgerald 2016, 2017b, 2018a.

Data Management Plan. This is currently being executed in the final reporting period.

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References CISE website. 2020. NSF CISE CAREER Proposal Writing Workshop.

https://www.nsf.gov/cise/workshops/career/ Counceller, April Laktonen. 2010. Niugneliyukut (We are making new words): A community philosophy of Czaykowska-Higgins, Ewa. 2009. Research Models, Community Engagement, and Linguistic Fieldwork:

Reflections on Working within Canadian Indigenous Communities. Language Documentation & Conservation 3. 15-50. https://scholarspace.manoa.hawaii.edu/handle/10125/4423

Czaykowska-Higgins, Ewa; Strang Burton; Onowa McIvor; & Aliki Marinakis. 2017. Supporting Indigenous language revitalization through collaborative post-secondary proficiency-building curriculum., In Wesley Y. Leonard & Haley De Korne(eds) Language Documentation and Description, vol 14. London: EL Publishing. pp. 136-159.

DEL Outreach Videos. 2015. Video playlist produced by Carlos Nash and Racquel Sapién. https://www.youtube.com/playlist?list=PLx12labZqbzGbA0rQU0xg5cMzz9rp_dqY

Fitzgerald, Colleen M. 2017a. The Sounds of Indigenous Language Revitalization. Invited plenary address at the Annual Meeting of the Linguistic Society of America. Austin, TX. Online www.youtube.com/watch?v=wrPe_6KdoOo&list=PLc4TBef_CiuokIawF2lrXL2q6vyP4IIs7

Fitzgerald, Colleen M. 2017b. Motivating the Documentation of the Verbal Arts: Arguments from Theory and Practice. Language Documentation & Conservation 11:114-132. http://hdl.handle.net/10125/24728

Fitzgerald, Colleen M. 2018a. Creating Sustainable Models of Language Documentation and Revitalization. Pp. 94-111 in Insights from Practices in Community-Based Research: From Theory to Practice Around the Globe (Trends in Linguistics 319), edited by S. Bischoff and C. Jany. Berlin: De Gruyter Mouton.

Fitzgerald, Colleen M. 2018b. Reflections on Language Community Training. In B. McDonnell, A. Berez-Kroeker & G. Holton (Eds.), Reflections on Language Documentation 20 Years after Himmelmann 1998. Language Documentation & Conservation Special Publication no. 15, 86-99. http://hdl.handle.net/10125/24811

Fitzgerald, Colleen M. 2018c. Increasing Representation of Native Americans in the Language Sciences and STEM. (Paper presented in the Investing in Diversity Series, National Science Foundation, Alexandria, VA, March 29, 2018.)

Fitzgerald, Colleen M. 2020. Understanding Language Documentation and Revitalization as a Feedback Loop Pp. 81-104 in Amazonian Spanish: Language Contact and Evolution, edited by S. Fafulas. John Benjamins. p. 81-104.

Fitzgerald, Colleen M., & Joshua D. Hinson. 2013. 'Ilittibatoksali 'We work together': Perspectives on Our Chickasaw Tribal-Academic Collaboration. Pp. 53-60 in Norris, Mary Jane, Erik Anonby, Marie-Odile Junker, Nicholas Ostler & Donna Patrick (eds.), FEL Proceedings XVII (Ottawa, 2013) FEL XVII: Endangered Languages Beyond Boundaries: Community Connections, Collaborative Approaches, and Cross-Disciplinary Research. Bath, England: The Foundation for Endangered Languages.

Fitzgerald, Colleen M., & Joshua D. Hinson. 2016. Collecting Texts in Endangered Languages: The Chickasaw Narrative Bootcamp. Language Documentation and Conservation 10:528-548. http://hdl.handle.net/10125/24717

Fitzgerald, Colleen M. & Linn, Mary S. 2013. Training communities, training graduate students: The 2012 Oklahoma Breath of Life Workshop. Language Documentation & Conservation 7. 252–273. http://hdl.handle.net/10125/4596

Florey, Margaret. 2018. Transforming the landscape of language revitalization work in Australia: The Documenting and Revitalising Indigenous Languages training model. In Bischoff, Shannon & Jany,

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Carmen (eds.), Insights from Practices in Community-Based Research: From Theory To Practice Around The Globe (Trends in Linguistics 319), 314-337. Berlin: De Gruyter Mouton.

Gehr, Susan. 2013. Breath of Life: Revitalizing California's Native Languages Through Archives. San José, CA: San José State University thesis.

Genetti, Carol & Siemens, Rebecca. 2013. Training as empowering social action: An ethical response to language endangerment. In Mihas, Elena & Perley, Bernard & Rei-Doval, Gabriel & Wheatley, Kathleen (eds.), Responses to language endangerment. In honor of Mickey Noonan. New directions in

Hinson, Joshua D. 2019. Hapomanompa' ilanompoli': Twenty Years in Chikashshanompa' Revitalization, An Autoethnography. Norman, OK: University of Oklahoma Dissertation.

Hinton, Leanne. 2018. The 2018 Breath of Life Archival Institute for Indigenous California Languages. Report, August 2018. http://files.constantcontact.com/4a41a004201/a03f882f-4c6e-4acb-b602-43321e884148.pdf (Accessed 08-29-2018.)

Jukes, Anthony. 2011. Researcher training and capacity development in language documentation. In Austin, Peter K. & Sallabank, Julia (eds.), The Cambridge handbook of endangered languages, 423–446. Cambridge: Cambridge University Press.

Langley, Bertney & Linda Langley. 2010. "Kowassaaton Ilhaalos: Let Us Hear Koasati. Developing and Implementing the Koasati Language Project," in AILDI: A Thirty Year Tradition of Speaking from our Heart, ed. by Candace K. Galla, Stacey Oberly, G.L. Romero, Maxine Sam, & Ofelia Zepeda, 20-26. Tucson, AZ: American Indian Language Development Institute. http://aildi.arizona.edu/sites/default/files/aildi-30-year-book-04-kowassaaton-ilhaalos-let-us-hear-koasati.pdf

Langley, Bertney, Langley, Linda, Martin, Jack B. and Hasselbacher, Stephanie 2018. The Koasati Language Project: A collaborative, community-based language documentation and revitalization model. Pp. 132-150in Insights from Practices in Community-Based Research: From Theory to Practice Around the Globe (Trends in Linguistics 319), edited by S. Bischoff and C. Jany. Berlin: De Gruyter Mouton.

Leonard, Wesley Y. 2011. Challenging "extinction" through modern Miami language practices. American Indian Culture and Research Journal, 35, 135-160.

Leonard, Wesley Y. 2012. Framing language reclamation programmes for everybody’s empowerment. Gender and Language 6. 339-367.

Leonard, Wesley Y. 2017. Producing language reclamation by decolonizing "language". Language Documentation and Description: Decolonizing 'Language Endangerment' From the Ground Up, Language Documentation and Description, Special Issue on reclaiming languages), 14. 15–36. http://www.elpublishing.org/PID/150

Linn, Mary S. 2014. Living archives: A community-based language archive model. Language Documentation and Description, Special Issue on Language Documentation and Archiving 12. 53–67. http://www.elpublishing.org/PID/137 (Retrieved February 6, 2016)

Linn, Mary, Marcellino Berardo, and Akira Y. Yamamoto. 1998. Creating language teams in Oklahoma Native American communities. International journal of the sociology of language, 132 (1). 61–78.

Linn, Mary S., Tessie Naranjo, Sheilah Nicholas, Inee Slaughter, Akira Yamamoto, & Ofelia Zepeda. 2002. Awakening the languages. Challenges of enduring language programs: Field reports from 15 programs from Arizona, New Mexico and Oklahoma. In Barbara Burnaby and Jon Reyhner (eds.), Proceedings of the Annual Conference on Stabilizing Indigenous Languages (7th, Toronto, Ontario, Canada, May 11-14, 2000), 105–126. Flagstaff, AZ: Northern Arizona University.

National Science Foundation, National Center for Science and Engineering Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017. Special Report NSF 17-310. Arlington, VA. Online www.nsf.gov/statistics/wmpd/ [Accessed 2017-6-7]

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Sammons, Olivia N., & Leonard, Wesley Y. 2015. Breathing New Life into Algonquian Languages: Lessons from the Breath of Life Archival Institute for Indigenous Languages. In Papers of the Forty-Third Algonquian Conference: Actes du Congrès des Algonquinistes, 207-224. Albany: SUNY Press.

Yamada, Racquel-María. 2007. Collaborative Linguistic Fieldwork: Practical application of the empowerment model. Language Documentation & Conservation 1. 257-282. http://hdl.handle.net/10125/1717

Yamada, Racquel-María. 2014. Training in the Community-Collaborative Context: A Case Study. Language Documentation & Conservation 8. 326-344. http://hdl.handle.net/10125/24611

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F. Biographical Sketch - COLLEEN M. FITZGERALD a. Professional Preparation Loyola University (New Orleans, LA) French B.A., magna cum laude 1991 University of Arizona (Tucson, AZ) Linguistics M.A. 1994 University of Arizona (Tucson, AZ) Linguistics Ph.D. 1997 b. Appointments 2019 – Texas A&M University-Corpus Christi, Associate Vice President for Research and Professor of English 2011 – 2019 UT Arlington, Professor of Linguistics 2015 – 2019 Program Officer, Documenting Endangered Languages Program, National

Science Foundation (concurrent with UTA appointment) 2008 – 2012 UT Arlington, Chair of the Department of Linguistics and TESOL 2008 – 2011 UT Arlington, Associate Professor of Linguistics 2005 – 2008 Texas Tech University, Associate Professor of Linguistics 2002 – 2005 Texas Tech University, Assistant Professor of Linguistics 1998 – 2002 University at Buffalo, The State University of New York, Assistant Professor of

Linguistics 1997 – 1998 San José State University, Lecturer in Linguistics and English 1996 – 1997 University of Pittsburgh, Visiting Assistant Professor of Linguistics c. Products (ii) Five Products Most Closely Related to the Current Project Fitzgerald, C.M. 2020. "Language Documentation and Revitalization as a Feedback Loop" in Amazonian

Spanish: Language Contact and Evolution. Fafulas, S. (ed.), John Benjamins. Pp. 81-104. Fitzgerald, C.M. 2018. "Creating Sustainable Models of Language Documentation and Revitalization," in

Bischoff, S. & C. Jany, (eds.), Insights from Practices in Community-Based Research: From Theory To Practice Around The Globe. Trends in Linguistics. Studies and Monographs [TiLSM] 319. Berlin: De Gruyter Mouton. Pp. 94-111.

Fitzgerald, C.M. & J. D. Hinson. 2016. "Approaches to Collecting Texts: The Chickasaw Narrative Bootcamp," Language Documentation & Conservation. 10, 522-547. http://hdl.handle.net/10125/24717

Fitzgerald, C.M. & M.S. Linn. 2013. "Training Communities, Training Graduate Students: The 2012 Oklahoma Breath of Life Workshop," Language Documentation & Conservation. 7, 252-73.

Fitzgerald, C.M. & J. D. Hinson. 2013. "'Ilittibaatoksali ''We are working together': Perspectives on Our Chickasaw Tribal-Academic Collaboration," in Norris, M. J., E. Anonby, M.-O. Junker, N. Ostler & D. Patrick (eds.), FEL XVII: Endangered Languages Beyond Boundaries: Community Connections, Collaborative Approaches, and Cross-Disciplinary Research, 53-60. Bath, England: The Foundation for Endangered Languages.

(ii) Five Other Significant Products Fitzgerald, C.M. 2018. "Reflections on Language Community Training," Language Documentation &

Conservation. In McDonnell, B., A. L. Berez-Kroeker, & G. Holton. (Eds.) Reflections on Language Documentation 20 Years after Himmelmann 1998. Language Documentation & Conservation Special Publication no. 15, 86-99.

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Fitzgerald, C.M. 2017. "Understanding Language Vitality and Reclamation as Resilience: A Framework for Language Endangerment and "Loss" (Commentary on Mufwene)," Language 93:4, e280-298.

Fitzgerald, C.M. 2010. "Developing a Service-Learning Curriculum for Linguistics," Language and Linguistics Compass. 4:4, 204–218. DOI 10.1111/j.1749-818X.2010.00196.x

Fitzgerald, C.M. 2009. "Language and Community: Using Service-Learning to Reconfigure the Multicultural Classroom," Language & Education 23(3). 217-31.

Fitzgerald, C.M. 2007. "Developing Language Partnerships with the Tohono O’odham Nation." In FEL Proceedings XI. (Kuala Lumpur, 2007) Working Together for Endangered Languages: Research Challenges and Social Impacts, edited by David, M. K., N. Ostler, & C. Dealwis. Pp. 39-46. Bath, England: The Foundation for Endangered Languages.

d. Synergistic Activities

x Conducted outreach on behalf of the National Science Foundation (from 2015-2019) to prospective Principal Investigators, supporting a broad range of professional development in federal research funding opportunities as a program officer in the Directorate of Social, Behavioral and Economic Sciences at NSF.

x Served on National Science Foundation's Navigating the New Arctic Working group, a Big Idea using convergence science to address the rapidly changing Arctic.

x Mentored five NSF-funded Research Experiences for Undergraduate students, including Native American and Latinx students.

x Facilitating convergence, transdisciplinary and interdisciplinary teams between different colleges at Texas A&M University- Corpus Christi.

x Directed the Institute on Collaborative Language Research (CoLang) in 2014 at the University of Texas at Arlington. CoLang serves as a biennial international training venue for language documentation and revitalization, which creates the next generation of scholars and (non-academic) community language activists documenting and revitalizing endangered and minority languages worldwide. Nearly two hundred people, representing twenty-nine different tribes and indigenous communities from the Americas and countries ranging from Australia to Japan and Ethiopia, participated in events at CoLang in 2014.

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Facilities, Equipment and Other Resources

San Francisco Marriott Marquis

The 95th Annual Meeting of the Linguistic Society of America will take place January 7-10, 2021, at the San Francisco Marriott Marquis. The proposed activities will precede the meeting and co-locate at the same hotel, but on Jan 6-7, 2021. The hotel has 67 Event Rooms with a total capacity of 135,187 square feet. Equipment and services for meeting is considerable, including: AV equipment, LCD projector, microphone, an overhead projector, portable PA system, rear screen projection as well as TVs. The meeting Services include AV technician, copy service, and videoconferencing.

University Center.

The University Center (UC) is located along the Island greenbelt that welcomes the Oso Bay. The UC offers a number of multi-purpose conference and meeting rooms and is the home of the 6,453 square foot Lone Star Ballroom and Legacy Hall. The UC offers access to many of the beautiful outdoor spaces on the Island. The UC can accommodate a variety of audio/visual needs; many meeting spaces and ballrooms are equipped with or can accommodate projectors, podiums, computers, and more provided through the UC inventory. An audio/visual technician stationed at the event for monitoring and quality assurance is also possible. Guests access to campus internet on personal devices is possible through campus IT, getting visitors registered for Wi-Fi access. Room capacity and configurations accommodate a variety of group sizes. Configurations include classroom, lecture, u-shape and open square. Size varies from as high/large as 10,075 square feet and capacity of 900 in lecture configuration to 282 square feet with a fixed setup of 8.

Mary and Jeff Bell Library.

x Computer Labs. The Library includes two computer lab spaces with approximately 30 individual work stations with computers.

x TAMU-CC Repository. The TAMU-CC Repository offers long term, persistent access to digital objects of research and cultural value. To maintain these objects, persistent links are minted by the repository system. These links resolve to the current location of the item in the repository. These persistent links are functionally the same as DOIs and use the same underlying standards to complete their function. These links can be used in citations of work in the repository. Metadata and content files are hosted on AWS and automatically backed up. The Texas Digital Library maintains the server, data, and asset store of the repository.

Dugan Datacenter. The Dugan Datacenter is the primary network operations center for the university. This 1,480 square foot facility was built in 2009 and is located on the 3rd floor of the Dugan Wellness Center. The Datacenter has Symmetra UPS that was installed in May 2012 with a current runtime of 1 hour. There is a generator raised 10 feet off the ground to provide backup power in the event of a power loss. The Datacenter is manned by four fulltime network administrators and four student workers.

Laredo Datacenter. The university has a disaster recovery site located on the campus of sister institution Texas A&M University International in Laredo Texas, 143 miles from Corpus Christi. The Dugan and Laredo Datacenters are connected by a 70Mbs fiber optic link.

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Security. The Dugan Datacenter is located on the 3rd floor of the Dugan Wellness Center and is accessible only by elevator, stairs, and roof entrance, all of which are all controlled with swipe cards. Once on the 3rd floor, the Datacenter is protected by a swipe card and only personnel that have equipment in the Datacenter get access. The university has an Information Security Office (ISO) with a dedicated Information Security Officer and an Analyst. All entries are logged and reviewed by ISO. The office performs quarterly internal vulnerability scans on the entire university network with SAINT. The University network is also scanned quarterly by the Texas Department of Information Resources. A fully monitored and managed Dell Secureworks IPS sits astride the university’s main connection to the Internet.

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DATA MANAGEMENT PLAN

EXPECTED DATA AND DATA FORMAT The material created and collected will include a series of conference materials produced from the workshops will be collected and retained. Primary materials expected to be generated include PowerPoint presentations and Word documents. It is possible that that one or more talks will be video- and audio-recorded for dissemination post-conference. Audio recordings will be in .wav format; video recordings will be in .mp4 format. Recordings may also be deposited on a streaming service like YouTube. These are the data potentially generated by the conference itself.

PERIOD OF DATA RETENTION Data will be retained through the period of the grant on the university-issued and secured computers of PI Fitzgerald. Provisions for long-term storage are discussed in the final section of the DMP.

DISSEMINATION Copies will be deposited with the TAMU-CC Repository. Public access will be of PDF/A files, and if they exist, .wav, and .mp4 files, through the TAMU-CC Repository. New Outreach videos created during the project activity will also be disseminated and uploaded through the existing YouTube playlist.

DATA STORAGE AND PRESERVATION OF ACCESS TAMU-CC Repository will serve as the institutional repository; it offers long term, persistent access to digital objects of research and cultural value. Persistent links are minted by the repository system which resolve to the current location of the item in the repository. These persistent links are functionally the same as DOIs and use the same underlying standards to complete their function. These links can be used in citations of work in the repository. A DOI can be created and associated with the work in the repository. Contact the library for more information. Metadata and content files are hosted on AWS and automatically backed up. The Texas Digital Library maintains the server, data, and asset store of the repository. No restrictions will be put on access.

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DEPARTMENT OF ANTHROPOLOGYCOLLEGE OF ARTS AND SCIENCES

The UNIVERSITY of OKLAHOMA

24 June 2020 Dr. Colleen Fitzgerald Associate Vice President for Research Texas A&M University – Corpus Christi 6300 Ocean Drive, Unit# 5844 Faculty Center Room 165 Corpus Christi, TX 78412-5844 Dear Dr. Fitzgerald, This letter is to confirm that, if the proposal you are submitting, Strengthening Capacity in Dynamic Language Infrastructure for Tribal Nations, is selected for funding by NSF, it is my intent to collaborate and/or commit resources as detailed in the Project Description or the Facilities, Equipment and Other Resources section of the proposal. If you have any questions or require additional information, please do not hesitate to contact me via email (racquel@ou.edu). Sincerely, Racquel-María Sapién, Ph.D. Associate Professor Department of Anthropology University of Oklahoma

Humanities | Linguistics Clearihue Building D341 PO Box 1700 STN CSC Victoria BC V8W 2Y2 Canada T 250-721-6634 | F 250-721-7423 | lingdept@uvic.ca uvic.ca/humanities/linguistics/

23 June 2020 �Dr. Colleen M. Fitzgerald, Ph.D. Associate Vice President for Research Professor of English Division of Research and Innovation Texas A & M University Corpus Christi, TX 78412-5844 Re: NSF Project Proposal “Strengthening Capacity in Dynamic Language Infrastructure for Tribal Nations” Dear Dr. Fitzgerald, This letter is to confirm that, if the project proposal you are submitting, “Strengthening Capacity in Dynamic Language Infrastructure for Tribal Nations”, is selected for funding by NSF, it is my intent to collaborate and/or commit resources as detailed in the Project Description or the Facilities, Equipment and Other Resources section of the proposal. Sincerely,

Ewa Czaykowska-Higgins, Ph.D. Professor, Linguistics Advisor, Graduate Programs in Indigenous Language Revitalization

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Phone: 951-827-5659 � ETHNICSTUDIES.UCR.EDU

Department of Ethnic Studies 900 University Avenue

Riverside, CA 92521

July 1, 2020

Dear Dr. Fitzgerald,

This letter is to confirm that if the proposal you are submitting, Strengthening Capacity in Dynamic Language Infrastructure for Tribal Nations, is selected for funding by NSF, it is my intent to collaborate and/or commit resources as detailed in the Project Description or the Facilities, Equipment and Other Resources section of the proposal.

Sincerely,

Wesley Y. Leonard Associate Professor, Native American Studies wesley.leonard@ucr.edu

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Statement of Consultation Because this is a capacity-building workshop in grant-writing skills, the condition on specific research directly with speech communities is not applicable. Letters of collaboration have been included to document relevant collaborative relationships described in the project description and facilities, equipment and other resources section.

Graduate Division

3117 Cheadle Hall, University of California Santa Barbara CA 93106-2070 graddiv.ucsb.edu

June 30, 2020 Dr. Colleen Fitzgerald Associate Vice President for Research Faculty Center - Room 169 Texas A&M University-Corpus Christi 6300 Ocean Dr. Corpus Christi, TX. 78412 colleen.fitzgerald@tamucc.edu Dear Dr. Fitzgerald, This letter is to confirm that If the proposal you are submitting—Strengthening Capacity in Dynamic Language Infrastructure for Tribal Nations— is selected for funding by the National Science Foundation, it is my intent to collaborate and commit resources as detailed in the Project Description or the Facilities, Equipment and Other Resources section of the proposal. It is an honor to continue our collaborative efforts in language docmentation and revitalization. Warmest regards,

Carlos M Nash, Ph.D. Director, Graduate Diversity Programs Graduate Division