Digital Pedagogy Series

Using Computer-Based Tools to Analyze Academic Writing with Students
Friday, October 18th, 2013

In this workshop, Laura Aull (Wake Forest U.) introduced freeware tools, activities, and sample projects that showcase features of undergraduate academic writing and invite students to analyze their own writing vis-a-vis patterns in a range of writing from informal texts to advanced academic essays.

Click here to see the slides from Laura Aull's presentation.

 

Digital Pedagogy in Practice
Friday, November 1st, 2013

Lisa Spiro, Executive Director of Digital Scholarship Services at Rice University's Fondren Library, led a workshop on how and why to integrate digital approaches into teaching. Instructors worked with data visualization, mapping, and online exhibits.

Click here to see slides from Lisa Spiro's presentation.

 

Exploring, Remixing, Analyzing: Teaching History with Digital Media
December 6th, 2013

T. Mills Kelly (professor of history, George Mason University) is a specialist in the scholarship of teaching and learning in history. His most recent book, Teaching History in the Digital Age, was published by the University of Michigan Press in 2013. In this workshop, Professor Kelly presented digital tools and techniques applicable to the teaching of history. 

Click here to see slides from Mills Kelly's presentation.

 

A Brief History, A Few Principles, and Some Suggestions for Developing a Digital Humanities Undergraduate Curriculum
February 21st, 2014

The 2014 Jill S. Harris Memorial Lecture, given by Tanya Clement, assistant professor in the School of Information at the University of Texas at Austin.

 

How Not to Teach Digital Humanities
Friday, March 28th, 2014

This lecture drew on Ryan Cordell's experiences teaching digital-humanities-inflected courses at both a liberal arts college and a research university to reflect on the reasons undergraduates often do not share their instructors' fascination with defining or theorizing digital humanities qua digital humanities. Rather than dwelling on such debates, Cordell contended that DH instructors should embrace undergraduate disinterest in DH as an aid to curricular incursion.