Share Assignment Ideas for bootcamp, “Integrating Digital Humanities Projects into the Undergraduate Curriculum”

For the bootcamp, “Integrating Digital Humanities Projects into the Undergraduate Curriculum”, after we go through one example of integrating a project into a course, we will work in groups to practice this technique.  In order for this exercise to work, we need your help.  Please add your courses and projects to the wiki.  Your group will vote on which project they want to workshop–each group will use a checklist to brainstorm around creating assignments, assembling resources, and integrating DH research into undergraduate courses.  If you don’t have course or project, don’t worry–someone else will.  You’ll need to request access to the wiki if you haven’t already.  Just follow the wiki link and click the button for requesting access.


Categories: Bootcamp | Tags: , |

About Rebecca Davis

I am the Program Officer for the Humanities at the National Institute for Technology in Liberal Education (NITLE), which is headquartered at Southwestern University in Georgetown, TX. In 2010 NITLE launched an initiative in digital humanities, focused on finding pockets of innovation in the liberal arts community and connecting these dots into a coherent, collaborative effort. Its goal is two-fold: to advance the development of digital humanities at liberal arts colleges and promote the valuable contributions these colleges make to and within the broader digital humanities movement. As part of that initiative, I have been researching how the digital humanities are integrated into small liberal arts colleges, especially the undergraduate curriculum. At NITLE I also research and consult on the effective use of technology for teaching and learning in a variety of disciplines, including the teaching of writing, languages, and Classical Studies.

One Response to Share Assignment Ideas for bootcamp, “Integrating Digital Humanities Projects into the Undergraduate Curriculum”

  1. jacque says:

    Notes From English Group Z

    1. Connecting Course and Project
    • What are the learning goals of your course? Where do they intersect with your project? (See this recent ProfHacker post by @samplereality on “Planning a Class with Backward Design”.
    o to practice critical and creative reading/writing skills
    o writing for a wider audience
    o dev new tech skills
    o collaboration
    • How does this project exemplify disciplinary practice?
    o reading and writing
    o ID audience
    o process in addition to product
    o collaborative research
    • What research methods does this project require?
    o collaborative research
    • What level of work is required for this project? For example, are these skills that an incoming
    • freshman has or can develop or does it require significant prior disciplinary knowledge? Can you define tasks at various levels?
    o incoming with some training in writing/reading/tech
    o intro to technology

    – problem – what if we don’t have the tech support to help make the scoping questions

    – drafting in another technology to model the final project and to figure out what kinds of questions need to be addressed
    – start with the most basic and ramp up over the course the semester (map example)
    – consider using poster or some other wrap up assignment to help students both reflect on their research as “whole” even if their work has just been a short segment

Comments are closed.