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Friday, February 19 • 12:00pm - 1:30pm
Creating Digital Humanities in the Undergraduate and Graduate Classroom

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Chair Francesca Baird

Anya Shatilova and Garrett Groesbeck, “Taking Advantage of New Digital Approaches to Enrich Ethnomusicological Scholarship”
This presentation will focus on the development of new strategies for implementing approaches in Digital Humanities to ethnomusicological scholarship. As an interdisciplinary field largely made possible by the invention of sound-recording technology, ethnomusicologists have historically been at the forefront of innovation in humanities research, but current models of journals and paper publishing do not always allow for easy integration of the sonic and visual materials central to our work. As graduate students, we are interested in sharing and getting feedback for the new “Graduate Music Series” project led by several graduate students from our department, including ourselves. Our goal has been to create a platform where both current students and alumni can promote and share their work even without the normal concerts, talks, and other in-person events central to music academia. Working on this Series has led us to consider innovative methods for sharing our research and creative projects with both academic and non-academic audiences as an alternative to traditional formats such as conference talks, demonstrations, and journal publications. Using the resources available on campus, how can we create multi-modal digital spaces that would aggregate our research findings in ways that are both accessible and interactive? What skills do we need to develop, and what kind of institutional support should we look for to make such projects a common practice, particularly as a unique graduate program in the fine arts housed at a liberal-arts college rather than a large research university?

Anna Newman, Cait Kennedy, and Mary Mahoney, "Reading the News and Writing History: Using Chronicling America and HistoryPin in the First-Year Seminar"
In the fall of 2020, a first-year seminar at Trinity College gathered to study histories of medicine in the US using pandemics as a lens for broader issues of power, professionalism, and progress. The class was designed in part to offer students historical context to think with as they began college themselves during the stress of Covid 19. Rather than focus on traditional papers, the course asked students to experiment with digital tools to explore different methods of telling stories about disease. From the beginning, the value of process was valued as much as the products they produced. This carried over into a class collaboration with the CT State Library and the CT Digital Newspaper Project (CDNP). The class talked about the challenge of archiving and commemorating epidemics and worked together to create an archive of the flu epidemic of 1918 using historic Connecticut newspapers digitized by the CDNP for Chronicling America. Students were asked to select an article covering the epidemic from 1918 and to create a HistoryPin that used original research to put the subject of their article in context. Thinking with the 1918 epidemic felt relevant to students and invited them to create original scholarship that the State Library could make available to the public as a collection. The students would benefit from the process, and the library would value the product. This paper/demonstration will discuss the creation of this assignment; the process of collaborating with the state library and newspaper project; and best practices around inviting students to co-create open scholarship for the public. We hope to invite conversation about the possibilities for these kinds of assignments, the challenges of assessing digital work, student responses, and discuss future directions for this project.

Kathryn Tomasek and Kate Boylan, "From Classroom to Grant-Funded and Back: Roundtripping the Wheaton College Digital History Project"
When Wheaton College Archivist Zeph Stickney, Research and Instruction Liaison Scott Hamlin, and Professor of History Kathryn Tomasek began working on the transcription and publication project that they came to call the Wheaton College Digital History Project in 2004, we didn’t know what to expect. We had attended a series of workshops on TEI in the classroom, and Tomasek had integrated transcription and markup into a methods class in History.
In certain ways, the project came to an endpoint after Hamlin’s departure to another institution and Stickney’s retirement. Tomasek continued work on transcription, markup, and publication of accounting records created by Laban Morey Wheaton through grants from the Office of Digital Humanities, the National Endowment for the Humanities and the German Research Federation, and the National Historic Publications and Records Commission and the Andrew W. Mellon Foundation (NHPRC/Mellon).
In Spring 2021, Tomasek will for the first time teach a course in Digital History. She will join with Director of Archives and Digital Initiatives Boylan in integrating documents, data, and results from earlier iterations of this collaborative project into the course.
The contribution we propose will focus on plans to integrate undergraduate instruction and research in the course with meetings for editors of accounting documents who are part of a current Digital Edition Publication Collaborative Implementation award from NHPRC/Mellon, a collaborative project that includes a graduate researcher at the Centre for Information Modelling, Austrian Centre for Digital Humanities, University of Graz, as well as editors and publishers associated with the Center for Documentary Editing at the University of Virginia.

Jenna Sheffield and Mary Isbell, [Missing Title]
The coronavirus crisis, which prompted a massive shift to remote instruction in March 2020, illuminated some important faculty and student needs at our institution. Students, communicating through social media and student government, indicated their desire to be involved in the course development and transition process. Faculty moved collectively to address how student evaluations would be collected and interpreted during annual reviews, demonstrating anxiety about receiving or being held accountable for student input. Faculty expressed a desire to participate in a virtual community of other teachers and sought guidance on pedagogy, but administrators unfamiliar with technology struggled to cultivate a robust space for this community.
In response to these concerns, the paper presenters wrote a grant proposal and received a substantial grant to support a digital humanities initiative called the "Open Pedagogy Fellowship" program on campus, a three-year faculty development initiative that gives faculty the following support:

-Training in the principles of open pedagogy, best practices for creating Open Educational Resources (OER), and student-centered course design

-A stipend that supports their efforts in creating OER

-A simple process for engaging with students who have been trained to provide constructive feedback on materials during the course revision process

-Support from project leads on integrating student input from mid-semester feedback and course evaluations to continue refining their courses

In our presentation, we share the details of the Open Pedagogy Fellowship Program--where we are at, how we got there, and what work we still have to do. This presentation should serve multiple purposes. We hope it will offer practical advice and strategies for those who want to receive grant funding for DH projects, and we hope it will generate creative ideas for those interested in this kind of work. We would also appreciate getting feedback from the audience about how we might shape the initiative moving forward.





Friday February 19, 2021 12:00pm - 1:30pm EST

Attendees (7)