Slides from a talk called "Our Marathon, Digital Humanities, and Graduate Student Labor" given as part of the "Conversations in Digital Scholarship" series at the University of Connecticut (sponsored by Scholars' Collaborative) on November 7th, 2014.
The Liberal Arts Online: an ACS Blended Learning Webinar
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model--highly interactive, close work between students and faculty--into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
These are the slides (Lisa McLean & Cassily Charles) for our presentation at the Quality in Postgraduate Research conference in Adelaide, April 2014.
They show off some of the online and pop-up collaborative initiatives to support our doctoral candidates at CSU, and include some reflections on one aspect of our experiences with these: community building.
CCCOER Presents: Inclusive Course Design and MaterialsUna Daly
Faculty Showcase: Inclusive Open Course Design and Materials
Feb 10, 2021
The OER movement is deeply rooted in ensuring equitable access to information; but there is more we can do to help increase equity, diversity, and inclusion in our course resources. Join us for a showcase of how faculty are making their course design and teaching materials more inclusive. Faculty from the humanities, social sciences, and STEM disciplines will present. Their projects range from a digital storytelling assignment for an anthropology course to adding LGBTQ+ information and experiences to a human biology textbook.
Featured Speakers:
Amy Carattini, Anthropology Faculty, Montgomery College, Maryland USA
Mandeep Grewal, Biology Professor, Butte College, California USA
Lori-Beth Larsen, English and Reading Faculty, OER Lead, Central Lakes College, Minnesota USA
Moderator:
Suzanne Wakim, Coordinator of Open Educational Resources, Student Learning Outcomes, and Distance Education at Butte College District
The Liberal Arts Online: an ACS Blended Learning Webinar
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model--highly interactive, close work between students and faculty--into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
These are the slides (Lisa McLean & Cassily Charles) for our presentation at the Quality in Postgraduate Research conference in Adelaide, April 2014.
They show off some of the online and pop-up collaborative initiatives to support our doctoral candidates at CSU, and include some reflections on one aspect of our experiences with these: community building.
CCCOER Presents: Inclusive Course Design and MaterialsUna Daly
Faculty Showcase: Inclusive Open Course Design and Materials
Feb 10, 2021
The OER movement is deeply rooted in ensuring equitable access to information; but there is more we can do to help increase equity, diversity, and inclusion in our course resources. Join us for a showcase of how faculty are making their course design and teaching materials more inclusive. Faculty from the humanities, social sciences, and STEM disciplines will present. Their projects range from a digital storytelling assignment for an anthropology course to adding LGBTQ+ information and experiences to a human biology textbook.
Featured Speakers:
Amy Carattini, Anthropology Faculty, Montgomery College, Maryland USA
Mandeep Grewal, Biology Professor, Butte College, California USA
Lori-Beth Larsen, English and Reading Faculty, OER Lead, Central Lakes College, Minnesota USA
Moderator:
Suzanne Wakim, Coordinator of Open Educational Resources, Student Learning Outcomes, and Distance Education at Butte College District
What to Focus on to Become an Entrepreneur
How to Get Hired by a Start-up
What is the difference between liking entrepreneurship and BEING an entrepreneur?
Business plans. Are they useful or necessary? When are they useful?
How to convince others (especially techies, people with a technological background) to join your startup?
Should I invest all my time in my startup?
Difference Between How the World is Presented to You Now and the “Real World”
HASTAC Scholars: Omeka and Digital Archivesjkmcgrath
Slides from HASTAC Scholars webinar on Omeka and digital archives (February 20th, 2015). Link to webinar / notes forthcoming.
Thanks to HASTAC Scholars (and particularly to Fiona Barnett and Kalle Westerling) for the webinar invite!
I'm easy to find on Twitter @JimMc_Grath. E-mal: mcgrath[dot]ja[at]husky.neu.edu
Digital Tools in The Classroom: Omeka Workshop (Northeastern University)jkmcgrath
Slides from a workshop on using Omeka in the college classroom. The workshop, held on November 17th, 2014 at Northeastern University, was run by Jim McGrath, Dave DeCamp, and Amanda Rust. The workshop was co-sponsored by the Digital Scholarship Group and the NULab for Texts, Maps, and Networks. For more information about the DSG, please visit dsg.neu.edu. For more information about the NULab, please visit nulab.neu.edu
Navegando por la red encontré esta práctica de Auditoría resuelta de COFASA, por lo que estoy seguro que si te has atorado con algún detalle te servirá bastante.
En este documento solo vienen lo Ajustes y Reclasificaciones, pero ya con eso es un gran avance.
Born in London in the 1960s, planning has struggled to keep pace with the significant changes in consumer behaviors. Here we’ll explore how planning can evolve to make advertising more effective, both now, and into the future.
Digital Humanities and Undergraduate EducationRebecca Davis
How does digital humanities fit into the undergraduate curriculum? This workshop will look at digital humanities from an institutional perspective, considering how it advances the learning outcomes of undergraduate education and sharing models of high impact practices from the digital humanities classroom.
DMDH HASTAC 2015 Presentation: Building and Sustaining DH Communities Paige Morgan
Presentation by Paige Morgan and Brian Gutierrez at HASTAC 2015 on the subject of building DH community and the Demystifying Digital Humanities curriculum.
Middle School / High School After School Program Design - Philly OST ProjectPhillyOST
The Philly OST Project developed a presentation around middle school and high school program design for the after school and OST setting. It features these models: university, arts-based, college prep, enrichment clubs, and more.
What to Focus on to Become an Entrepreneur
How to Get Hired by a Start-up
What is the difference between liking entrepreneurship and BEING an entrepreneur?
Business plans. Are they useful or necessary? When are they useful?
How to convince others (especially techies, people with a technological background) to join your startup?
Should I invest all my time in my startup?
Difference Between How the World is Presented to You Now and the “Real World”
HASTAC Scholars: Omeka and Digital Archivesjkmcgrath
Slides from HASTAC Scholars webinar on Omeka and digital archives (February 20th, 2015). Link to webinar / notes forthcoming.
Thanks to HASTAC Scholars (and particularly to Fiona Barnett and Kalle Westerling) for the webinar invite!
I'm easy to find on Twitter @JimMc_Grath. E-mal: mcgrath[dot]ja[at]husky.neu.edu
Digital Tools in The Classroom: Omeka Workshop (Northeastern University)jkmcgrath
Slides from a workshop on using Omeka in the college classroom. The workshop, held on November 17th, 2014 at Northeastern University, was run by Jim McGrath, Dave DeCamp, and Amanda Rust. The workshop was co-sponsored by the Digital Scholarship Group and the NULab for Texts, Maps, and Networks. For more information about the DSG, please visit dsg.neu.edu. For more information about the NULab, please visit nulab.neu.edu
Navegando por la red encontré esta práctica de Auditoría resuelta de COFASA, por lo que estoy seguro que si te has atorado con algún detalle te servirá bastante.
En este documento solo vienen lo Ajustes y Reclasificaciones, pero ya con eso es un gran avance.
Born in London in the 1960s, planning has struggled to keep pace with the significant changes in consumer behaviors. Here we’ll explore how planning can evolve to make advertising more effective, both now, and into the future.
Digital Humanities and Undergraduate EducationRebecca Davis
How does digital humanities fit into the undergraduate curriculum? This workshop will look at digital humanities from an institutional perspective, considering how it advances the learning outcomes of undergraduate education and sharing models of high impact practices from the digital humanities classroom.
DMDH HASTAC 2015 Presentation: Building and Sustaining DH Communities Paige Morgan
Presentation by Paige Morgan and Brian Gutierrez at HASTAC 2015 on the subject of building DH community and the Demystifying Digital Humanities curriculum.
Middle School / High School After School Program Design - Philly OST ProjectPhillyOST
The Philly OST Project developed a presentation around middle school and high school program design for the after school and OST setting. It features these models: university, arts-based, college prep, enrichment clubs, and more.
Creating Breath in Online Education Through Service Learning Projects, Refle...D2L Barry
10:30 AM - Creating Breath in Online Education Through Service Learning Projects, Reflection and Assessment - Barbara Zuck, EdD, Montana State University Northern (20 minutes)
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
It's Not About the Tools: Weaving Digital Humanities into Literature CoursesSan Jose State University
In line with the first Mellon planning grant goal (" To learn about best practices for digital humanities teaching in the liberal arts context"), I will focus on in-class learning strategies using (or not) digital tools to engage with Digital Humanities. During the Fall semester, I blogged for WW Norton Publishers (http://www.fairmatter.com/katherine-harris/) about two traditional literature courses that I converted into Digital Humanities courses by employing open access tools as well as digital literary media. I walked into many of the class meetings and asked students to go off and do something -- as a test to see how many of them were truly "digital natives." Some of the digital tools were incredibly helpful while others were not. Twitter and tweeting as a character was one of their favorite assignments by far; not far behind was creating a pastiche from a ripped up novel and then posting that pastiche to their blogs.
The Establishment and Development of UCD Library's Research Services Unit: Su...UCD Library
Presentation given by Julia Barrett, Head of Research Services, University College Dublin Library, at the 2017 CONUL Annual Conference, Athlone, Ireland May 30-31, 2017.
Embracing Undergraduate Research; Creating the 'Arsenal'NASIG
The Center for Undergraduate Research (CURS) at Georgia Regents University (soon to be Augusta University) offers strong support for faculty-led undergraduate research. In collaboration with a student organization, the program director of CURS contacted the GRU Libraries to investigate how to start an undergraduate research journal for the university and identify a venue for publishing undergraduate research.
Since the University Libraries recently helped develop an open-access journal for the College of Education, which is hosted in the institutional repository, two librarians were able to utilize this experience and provide guidance to CURS and the student organization. They worked together on the creation of Arsenal: The Undergraduate Research Journal of Georgia Regents University (Augusta University),a new open access journal specifically aimed at publishing undergraduate research of current students. This session will discuss the process of establishing the journal’s identity, developing policies and processes, hosting and publishing the journal, as well as some of the challenges faced.
Speakers:
Melissa Johnson, Reese Library, Augusta University
Kim Mears, Robert Greenblatt, MD Library, Augusta University
Abigail Drescher, Center for Undergraduate Research & Scholarship, Augusta University
Part of the online orientation event for Bonner Program new staff and prospective institutional partners. This session explains the Bonner Cornerstones and Capstones, which are pivotal, high-impact learning activities in the four years. Featuring guest presentations by Vanessa Buehlman (Christopher Newport University), Dave Roncolato (Allegheny College), Katie Zyniecki and Ruth Kassel (Siena College). Facilitated by Ariane Hoy and Arthur Tartee Jr. (Bonner Foundation).
Pedagogical design for honors study abroad and beyond Beata Jones
We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
"Open To The Public": Cultural Institutions, Digital Labor, and Local Network...jkmcgrath
Slides from a talk I gave as part of the "Public Humanities In A Digital Age" panel (organized by Nicky Agate) at ACLA 2016 (Harvard University). Additional context will be provided via a blog post about this talk; I'll update info here with the link when it's up.
Similar to Scholars lab archivesandgradlabor_november_2014 (20)
Getting Started With Omeka (DHSI 2015 Unconference)jkmcgrath
Slides from 2015 DHSI "unconference" session titled "Getting Started with Omeka." Slides are slightly tweaked / condensed from HASTAC Webinar slides used in early 2015 by Jim (see my SlideShare page for those slides).
Digital Humanities Quarterly: A Case Study In Bibliographic Developmentjkmcgrath
Poster displayed at The 2014 Text Encoding Initiative Conference and Members Meeting (October 22-24), hosted by Northwestern University (Evanston, IL). This paper discusses the work Digital Humanities Quarterly has done to create a centralized bibliography of material cited by the journal's various contributors. Poster by Jim McGrath (on Twitter @JimMc_Grath). The poster abstract can be found here:
http://tei.northwestern.edu/files/2014/04/Mcgrath_TEI_Poster_Abstract-pqtd57.pdf
Our Marathon: Omeka and Neatline (Ignite talk given at #HILT2014)jkmcgrath
Slides from an "Ignite" talk given at HILT 2014 (#HILT2014 hashtag on Twitter). I gave an overview of some of Our Marathon's summer 2014 work with Neatline exhibits. Links to exhibits / contact information can be found in slides. "One Boston" exhibit created by Nate Rehm-Daly (Our Marathon's Tri-Co DH Summer Intern). "Our City" created by Claudia WIllett (Our Marathon's Simmons College Summer Intern). For more information, visit northeastern.edu/marathon, ourmarathon.tumblr.com. Contact us via @OurMarathon or marathon@neu.edu. Slides by Jim McGrath (@JimMc_Grath).
Getting Started in The Digital Humanitiesjkmcgrath
Slides from a conversation I had with graduate students and faculty members in Boston College's English Department about "Getting Started In The Digital Humanities" (April 11, 2014). Most images contain hyperlinks, so please click around!
Our Marathon Presentation at DH Data Curation Workshopjkmcgrath
Presentation of Our Marathon (as a case study as part of a Digital Humanities Data Curation Workshop held at Northeastern University in Boston, MA (May 1, 2014).
http://www.dhcuration.org/institute/schedule/
"Hashtags as Spectacle: #bostonstrong and The Materiality of Metadata" (EGSA ...jkmcgrath
Presentation given at Northeastern University's English Graduate Student Association Conference in March 2014. This is a rough set of slides in search of an idea for an article: more thinking out loud about stuff than something well-formed. Topics include Twitter, hashtags, and specific content like #bostonstrong. Slides are hyperlinked and cited. Questions / comments can be directed to mcgrath.ja@husky.neu.edu
"Hashtags as Spectacle: #bostonstrong and The Materiality of Metadata" (EGSA ...
Scholars lab archivesandgradlabor_november_2014
1. Our Marathon,
Graduate Student Labor,
and
Digital Humanities
Jim McGrath, Northeastern University
November 7, 2014
@JimMc_Grath
#GradDH
2. Questions for Discussion
1. How is graduate labor on digital humanities projects
implicitly and explicitly valued (and undervalued) by
faculty, departments, institutions, the job market?
2. DH projects rely heavily on graduate labor &
collaborations between faculty and students: how
does this dynamic reveal tensions over ideas about
graduate labor, credit, and compensation in college
environments?
3. Julia Flanders on Labor
“Time, Labor, and ‘Alternate Careers’ in Digital Humanities
Knowledge Work”
Debates in the Digital Humanities (2012)
“academic work is considered to have the privilege of self-regulation,
being in this respect more like the work of a poet
than of a journalist”
work interpenetrates life, and we do what is necessary”
“the vast preponderance of actual work involved in creating
humanities scholarship and scholarly resources is not done by
faculty”
4. Julia Flanders on Graduate Labor
“Make it practically possible and professionally rewarding (or, at the very
least, not damaging) for graduate students to hold jobs while pursuing
advanced degrees. This would involve rethinking our sense of the timing of
graduate study and its completion…”
“Devote resources to creating meaningful job and internship opportunities at
digital humanities research projects, scholarly publications, conferences, and
other professional activities with the goal of integrating students as
collaborators into these kinds of work at the outset.”
“Encourage and reward coauthoring of research by faculty, students, and
para-academic staff. This involves actions on the part of departments (to
create a welcoming intellectual climate for such work) and on the part of
journals, conferences, and their peer review structures to encourage and
solicit such work and to evaluate it appropriately.”
7. DH Projects Dependent on Grad Student Labor
• Our Marathon
• Early Caribbean Digital Archive
• TAPAS
• The Women Writers Project
• Viral Texts
• Digital Humanities Quarterly
9. Our Marathon
• Crowdsourced digital archive: stories, photos, oral
histories, social media related to the 2013 Boston
Marathon bombings & aftermath
• Began collecting content in early May 2013
• over 9.500 items presently in archive
• Permanent home at NU’s Archives & Special
Collections
• Partnerships with Boston Globe, WBUR, Boston City
Archives, DPLA, Archive-It (among others)
10. Our Marathon’s Core Staff
Primary Investigators: Ryan Cordell and Elizabeth Maddock Dillon
(Faculty, English)
Project Co-Directors: Alicia Peaker & Jim McGrath
(Doctoral Candidates, English)
Technical Lead: Dave DeCamp
(Doctoral Candidate, History)
Oral Historians: Jayne Guberman & Joanna Shea O’Brien
(freelance)
Oral History Project Manager: Kristi Girdharry
(Doctoral Candidate, English)
Community Outreach Lead: Joanne DeCaro Afornalli
(Undergraduate, English)
11. Our Marathon Additional Labor
• Simmons College GSLIS Semester Interns: Andrew Begley,
Ryan McDonough, Claudia Faith Willett
• Library Consultants (Metadata Specialists): Sarah Sweeney,
Dan Jergovic
• Library Staff (Storage / Server Access): Patrick Yott, Karl Yee
• Archives & Special Collections: Giordana Mecagni, Michelle
Romero, Jen LaBarbera
• Boston City Archives Metadata Team: Kevin Smith (Manager),
various grad students from History & English
• Additional Project Alum & Volunteers: primarily graduate students
• Undergraduate Work-Study, Interns, & CAMD Collaborators
12. Our Marathon Funding (Primary)
• College of Social Sciences and Humanities
• NULab for Texts, Maps & Networks
• WBUR (Oral History Project)
• Northeastern Libraries
• Iron Mountain / Boston City Archives
15. VariousWeekly Tasks (A Sample)
• Management of Our Marathon Staff & Volunteers
• Management of Web Site & Contributions
• Management of Partner Relationships
• Oversight of Project Finances
• Overall Project Development
• Social Media Outreach
• Interviews with Media & Academics
• Oral History Work
• Emails
• Emails
16. Special Projects
• Six-Month Anniversary Event (Snell Library, NU)
• WCVB Anniversary Broadcast (filmed at NU)
• “Share Your Story” Events at Public Libraries & Universities
• Conference Talks & Posters (DPLA, NEA,
Digital Commonwealth, DH2014)
• WBUR One-Year Anniversary Programming
• Physical Exhibit at Northeastern University
17. Professional Benefits of Our Marathon
• Motivated me to become more invested in dissertation work
• Experience in project management and development
• Experience with Omeka and Neatline (Consulting Work)
• Introduction to wider DH community (conferences & Twitter)
• Collaborations w/ faculty members at NU
• Collaborations w/ other grad students in DH at NU
• Collaborations w/ Boston-Cambridge communities
• Collaborations w/ other parts of university community
• Collaborations with librarians, archivists, public historians
• Useful CV material
• Invitations to talks like this one
18. Challenges of Labor on Our Marathon
• Impact on dissertation writing / article submissions
• Value of work not always clear to dissertation committee
• Grad student labor not always recognized by college
• Skeptical faculty members and grad students in dept.
• Witness to lame institutional B.S. / power trips
• Impact on graduate funding
• Economic costs of conference travels
19. Value of Grad Labor on Our Marathon
“As we interacted with scholars from many nations, it
was gratifying to see that Northeastern's key role in the
emerging field of the digital humanities, fostered by
both the Humanities Center and the NULab for Texts,
Maps, and Networks, is widely known. The international
community recognizes our commitment to bringing new
digital tools into teaching, research, and public outreach
through such projects as the Our Marathon Digital
Archive and the upcoming NEH Workshop on Digital
Methods for Military History.”
-Dean Uta Poiger, CSSH (Northeastern)
20. Value of Grad Labor on Our Marathon
“Our Marathon could not have happened
without the graduate and undergraduate
students who have done simply amazing work
keeping the project running. There are two
faculty members (including myself) listed as the
project’s “Primary Investigators,” but I assure you
that’s an artifact of institutional structures. The
real story is further down the staff page…”
-Ryan Cordell (ProfHacker)
22. Value of Grad Labor on Our Marathon
• “Graduate students” from Simmons / volunteers from other
colleges mentioned
• Graduate students were mentioned by PIs in interviews
• Graduate students not asked to be interviewed by Chronicle
• Response: Pis forwarded more interview opportunities to grad
students
• Media generally more invested in faculty than grad students
23. Value of Grad Labor on Our Marathon
Dillon et al. 2013 Dillon, Elizabeth et al,
Our Marathon, 2013, accessed
December 01, 2013,
http://marathon.neu.edu/.
-Citation from Digital Humanities
Quarterly
24. Lessons Learned by Graduate Students at NU
• Your time is valuable: balance DH work with
dissertation completion, protect yourself
• The five-year degree-to-completion funding model
does not value graduate students interested in DH
work; limits on hourly compensation too
• The ideals of faculty members don’t always align with
the university’s objectives
• You know as much / more than some PIs about DH
• Conferences are expensive: request $$$
25. Tips for Grad Students in DH
• Be pro-active in learning technical skills AND project
management
• Go to DHSI, HILT (and make sure your college gives you $$ to do
so)
• Don’t work beyond the hours you are paid
• Consider conferences and articles; document your labor in a
way that is valued by humanities researchers / DH
• Consider alt-ac work, library work, archival work / value of
these fields
• Librarians and archivists are awesome
• DH is pretty awesome
• Be a mentor on campus / communicate online
26. Tips for Faculty / Admins
• Pay your graduate students for their time; don’t treat them
like hired help; Give them credit!
• Have discussions with admins / department heads / deans
about the importance of graduate labor; be an ally
• Set clear objectives for projects and timelines
• Help set objectives tied to students’ professional identities
• Make sure graduate student roles on projects are clear
• Open doors for grad students on campus
• Keep an open dialogue with grad students on projects and
larger issues related to DH at your college
• Respond to e-mails
27. Final Thoughts about DH at NU
• We have extremely supportive and generous faculty members
at NU: Julia Flanders, Ryan Cordell, Elizabeth Maddock Dillon
in particular
• We have an extremely supportive library / library staff at
Northeastern; we live at the library, tbh
• Having a collaborative space where students and faculty
interact at the library is extremely useful
• We are concerned about trends re: degree-to-completion /
economic support of grad students doing DH
• Conversations about value of digital projects necessary
• We are all pretty broke / in debt
• We still love DH work and spend lots of time thinking about
DH / talking about DH / working on our projects