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The Both/And of Faculty/Undergraduate Scholarship

by s2ceball on Oct 29, 2009

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This presentation was given by Dr. Cheryl E. Ball at the Teaching and Learning Symposium in January 2009.

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This presentation was given by Dr. Cheryl E. Ball at the Teaching and Learning Symposium in January 2009.

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My research agenda English prof Kairos – SHOW KAIROS
My needs as author, my audiences needs, my discipline’s needs… SAME QUESTIONS THAT I WANT UNDERGRADUATES TO ADDRESS IN 239
Talk about 239 syllabus, history, class projects SHOW Nick’s CFP
“digital natives” vs. “digital immigrants” WHAT IS VISIBLE?
Summary of review criteria for digital media scholarship KEY QUESTION: How can students participate in the conversation?
Going back to my tenure case…
A 3 minute partial remix, based on the original Mission Impossible TV show trailer, produced to introduce a one-hour student showcase of videos in a range of genres Three audiences: students, faculty, community
Piece makes sense on its own, but I use it here because Based on Convo with a tenure reader who was surprised to learn how long this video took to produce. What about production time? The labor of the author? For a tenure experience, this information could make a big difference in how our work is seen.
Production time: obvious to me, not obvious to tenure readers (it’s category in my tenure portfolio is another issue)
Purpose? Form? Research the original tv trailers Create a shot list Storyboard shoot the B-roll, Buy the theme song, Script the dialog and action sequences that needed to be filmed Prepare the locations convince my friends to help me (acting and cameras) ALL BEFORE the major scene shooting Importing video & audio Learning final cut Editing clips Finding student videos samples to use as B-roll filler Timing shots to music Adding titles Testing and exporting drafts NOT INCLUDE Stringing students work together Fixing audio levels Adding titles and credits to all Exporting, burning, testing locally Testing at the theater Burning multiple copies for all my students Helping students make brochures and flyers ALL RHETORICAL ACTS My Video Alone = 30 hours over a week with collaboration from students and friends
Return to the class… Watson attendance Andrew’s plenary response Narrative group’s “student” movie Class vs. Editorial Assessment = peer-review Accepted to collection
Thanks to all these ISU folks who helped make this project possible.
Thank you.

The Both/And of Faculty/Undergraduate Scholarship — Presentation Transcript

Faculty and Undergraduate Research Teaching and Researching Digital Scholarship
Digital Tenure Portfolio
- Which software to use?
- How to design it?
- Why to design it?
- Which identities should I perform?
- How can I make it useful to others?
- How do I help readers read/value born-digital work?
English 239: Multimodal Composition
- researching the field
- analysis of digital media texts
- attending Watson conference
- collecting digital assets (research)
- composition of digital media texts
- writing submission proposals
Key Issues in Unpacking Digital Media Scholarship
Summary of Peer-Review Criteria
Digital Scholarship A Possible 3D Axis to Map, Describe, and Value Digital Scholarship
A Short Example
Narrating Our Labor How do we make the work we do visible to (tenure) readers?
Size of Digital Works
Scope of Digital Works
- Count project from start to finish
- What’s considered labor?
- What’s left out of your count?
How Did They Talk Back?
- at conference
- in their projects
Special Thanks
- My Fall 2008 239 class
- Dept of English & CAS
- CTLT Teaching Innovation grant
- SoTL ProfDev travel grant
- FEIC ProfDev awards
Thank you

The Both/And of Faculty/Undergraduate Scholarship

by s2ceball on Oct 29, 2009

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The Both/And of Faculty/Undergraduate Scholarship — Presentation Transcript