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Integrating Digital Humanities Projects into the Classroom

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Integrating Digital Humanities Projects into the Classroom

  1. 1. Integrating Digital Humanities Projects into the Undergraduate Curriculum<br />Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology and Liberal Education (NITLE)<br />Kathryn Tomasek, Associate Professor of History, Wheaton College, Massachusetts<br />THATCamp Liberal Arts Colleges, June 4, 2011<br />
  2. 2. Goals<br />Connect digital humanities teaching to pedagogical theory<br />Review why people at small liberal arts colleges want to do digital humanities<br />Connect to tenets of liberal education<br />Elaborate the pedagogical theory of project-based learning<br />
  3. 3. Why Digital Humanities @ LAC?<br />Undergraduate research <br />Pedagogical practices, especially active and collaborative learning, project based and applied learning <br />Learning about the changed digital environment or context and how to exercise liberal arts abilities (critical thinking, writing, etc.) in that context—in other words: preparing undergraduates to be citizens in a networked world <br />Interdisciplinary work and other types of collaboration <br />Revitalizing the humanities<br />
  4. 4. Liberal Education: Essential Learning Outcomes<br />Intellectual and practical skills, like <br />Inquiry and analysis<br />Critical and creative thinking<br />Written and oral communication<br />Quantitative literacy<br />Information literacy<br />Teamwork and problem solving<br />Knowledge of human cultures and the physical and natural world; <br />personal and social responsibility, including civic knowledge and engagement both locally and globally; <br />integrative and applied learning. <br />
  5. 5. High Impact Practices (Kuh)<br />First-Year Seminars and Experiences<br />Common Intellectual Experience<br />Learning Communities<br />Writing-Intensive Courses<br />Collaborative Assignments and Projects<br />Undergraduate Research<br />Diversity/Global Learning<br />Service Learning, Community-Based Learning<br />Internships<br />Capstone Courses and Projects<br />
  6. 6. Undergraduate Research<br />Blackwell and Martin<br />Student-faculty collaborative research<br />Tasks in expertise range of students<br />Meaningful contributions<br />
  7. 7. Pedagogical Theory<br />Applied Learning = transfer<br />
  8. 8. Problem-Based Learning (PBL)<br />Real world application = engagement<br />Primary materials<br />Disciplinary practice<br />Scaffold<br />Scope<br />Intentional Learning<br />Student reflection<br />Cavanagh, ”Bringing Our Brains to the Humanities”<br />

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