set by some of the Foundation's earlier supplementary fellowships, the Woodrow Wilson Dissertation Fellowship in Women's Studies, created in 1974, not only bolstered the growth of feminist scholarship across the humanities and social sciences, but also supported primarily women scholars completing Ph.D.s in these fields at a time when women were significantly underrepresented in doctoral study. In the 1980s and 1990s the Woodrow Wilson Foundation continued to encourage work in targeted academic disciplines. The Charlotte W. Newcombe Doctoral Dissertation Fellowship, funded by the Charlotte W. Newcombe Foundation, still supports completion of Ph.D. work on ethical or religious values in any field of the humanities or social sciences. Other Woodrow Wilson programs created during the 1980s and 1990s to strengthen specific academic fields included the Andrew W. Mellon Fellowship in the Humanities (1982–2006) and the Spencer Dissertation Fellowships in Education (1987–1992). During the same period, the Foundation also established fellowships in higher education to encourage preparation for specific national high-need fields such as women's health. From time to time Woodrow Wilson fellowships have also provided support for individuals at particular stages of their careers in higher education, such as the Millicent McIntosh Fellowships for Recently Tenured Faculty and the Woodrow Wilson Academic Postdoctoral Fellowships in the Humanities. Professional development for teachers (1974-present) During the years after the original Woodrow Wilson Fellowships, the Foundation also launched various programs to cultivate and support teachers at the middle- and high-school levels, as well as in college. The earliest of these was the Woodrow Wilson Teacher Fellowship (1974–1981). Though limited in scope, serving just 42 teachers, it paved the way for the subsequent Leadership Program for Teachers (1982–2003), which brought more than 2,400 teachers into summer enrichment programs with university faculty. The related Woodrow Wilson National Network of Seminars for Teachers, begun in 1999 as Teachers as Scholars, also offers professional development, bringing teachers back to university campuses for intensive seminars in their disciplines with leading arts and sciences faculty. These programs would serve as precursors to the more recent Woodrow Wilson Teaching Fellowship. Organizational capacity in K-12 and higher education (1974-present) Some of the earliest work of the initial Woodrow Wilson Fellowships required building new networks and capacities in higher education. Subsequent programs made this focus on organizational capacity more explicit. In the 1970s, the Rockefeller Foundation and other funders supported a program of Woodrow Wilson Teaching and Administrative Internships that brought graduate students