Location
Room 207/205. Utah State University, Logan, UT
Document Type
Presentation
Start Date
24-2-2018 1:00 PM
End Date
24-2-2018 2:00 PM
Description
Over the last decade, digital humanities has become less of an upstart and more integrated into curricula. As this happens, one of the first classes that is sure to be offered is “Introduction to Digital Humanities.” Depending on circumstances, such a class can be taught at either the undergraduate or graduate level and may be taught by faculty from departments as varied as English, history, comparative literature, the library, or even a stand-alone digital humanities department. All of these local differences—to say nothing of the decisions made by individual faculty members—logically result in significant differences in what students learn as part of their introduction to the field. At the heart of this panel, then, is the question: what do we teach when we introduce students to digital humanities? Panelists will present the structure of their class—including units, key readings, and assignments. Most importantly, however, they will highlight the (at most) two or three things that they feel are required for students to have an adequate introduction to digital humanities. These learning outcomes will no doubt be similar in some ways; but since we will be hearing from different instructors at different institutions across the region who teach courses of various sizes in different departments and to different student populations, we will learn what the many faces of (teaching) digital humanities looks like in the Mountain West. The format of the panel will be as follows. Each panelist will have a strictly timed five minutes to discuss their “Intro to DH” class. Following this the floor will be opened to strictly timed three-minute presentations from audience members who want to talk about their own pedagogical praxis. Following such presentations, the rest of the panel’s time will be devoted to questions from the audience and a roundtable discussion format.
Included in
What We Teach When We Teach "Intro to DH"
Room 207/205. Utah State University, Logan, UT
Over the last decade, digital humanities has become less of an upstart and more integrated into curricula. As this happens, one of the first classes that is sure to be offered is “Introduction to Digital Humanities.” Depending on circumstances, such a class can be taught at either the undergraduate or graduate level and may be taught by faculty from departments as varied as English, history, comparative literature, the library, or even a stand-alone digital humanities department. All of these local differences—to say nothing of the decisions made by individual faculty members—logically result in significant differences in what students learn as part of their introduction to the field. At the heart of this panel, then, is the question: what do we teach when we introduce students to digital humanities? Panelists will present the structure of their class—including units, key readings, and assignments. Most importantly, however, they will highlight the (at most) two or three things that they feel are required for students to have an adequate introduction to digital humanities. These learning outcomes will no doubt be similar in some ways; but since we will be hearing from different instructors at different institutions across the region who teach courses of various sizes in different departments and to different student populations, we will learn what the many faces of (teaching) digital humanities looks like in the Mountain West. The format of the panel will be as follows. Each panelist will have a strictly timed five minutes to discuss their “Intro to DH” class. Following this the floor will be opened to strictly timed three-minute presentations from audience members who want to talk about their own pedagogical praxis. Following such presentations, the rest of the panel’s time will be devoted to questions from the audience and a roundtable discussion format.