Senior Fellows

Senior Fellows will support the Digital Scholarship Summer Fellowship program by:

  • serving as mentors to the 2017 cohort of Digital Scholarship Summer Fellows; this will include supporting and leading workshops and labs and  engaging in individual and group consultations with the 2017 cohort
  • providing digital scholarship project and assignment assistance to students, faculty, and staff engaged in summer research; this will include supporting faculty who have been awarded Johnson Center for Creative and Teaching and Learning Digital Literacy grants, working with the Kolbe Research Fellows, and providing support to other projects as they arise
  • writing biweekly blog posts that focus on subjects related to mentoring, teaching, the digital scholarship community of practice, and the creation of  documentation
  • developing an open educational resource, on a topic chosen by the cohort of senior fellows, that addresses an aspect of digital scholarship and supports documentation needs of the digital scholarship community of practice

Week 1: What is an OER?

For the summer of 2017, the Senior Fellows will create an open educational resource that will document an aspect of digital scholarship. We will use the structure of the Programming Historian website to guide the creation of our resource.

Planning Meeting: Tuesday, May 23, 10am-11am

Readings and Assignments

  • Robison, Scott, and Robin DeRosa. “From OER to Open Pedagogy.
  • Bring with you ideas for what you want to do and learn this summer!

Week 2: Learning Objectives and Audience

Planning Meeting: Tuesday, May 30, 11am-Noon

Readings and Assignments

  • Come with an idea for a topic. For inspiration, look through the Programming Historian Lessons. Is there a topic you’d like to see covered?
  • Skim through “Introduction to Text Analysis” and take a look at its structure and how it is written. You are more focused on style and user experience than content.

Blog Post 1: Due Friday, June 9

Read “Pedagogies of Race: Digital Humanities in the Face of Ferguson” and think about the various projects you have been working on, either your own independent research, the What We Did Here site, or the tutorials and classes you have supported as Digital Scholarship Fellows. Then tie this back to the chapter, especially thinking about this quote:

A focus on points of resistance is central to student learning. Just as we as faculty collaborators interrogate moments of resistance in our partnership, we encourage students to understand how points of resistance in their own work, in the historical narrative, or the technical interface reveal crucial moments of engagement and insight. Instead of following a lockstep approach to a text, we ask the students to creatively interrogate the text within a broader context.

How do we resist, in the sense of resisting the narratives you are working with, the tools you have been presented with, the challenges and biases you have faced as a student researcher/digital scholar, and even your own research?

Week 3: Planning for Scalar Workshop and Lab

Planning Meeting: Tuesday, June 6, 1pm-2pm

Readings and Assignments

  • Look over the #dssf16 Scalar plan

Week 4: Instructional Design

Planning Meeting: Tuesday, June 13, 9am-10am

Readings and Assignments

  • None

OER Time: Tuesday, June 13, 10am-Noon

Blog Post 2: Due Monday, June 19

During week 4 you’ve supported a Scalar workshop and worked on concepts of instructional design related to your OER. Read How Not to Teach Digital Humanities and reflect upon this in light of your recent experiences. Think on this quote:

As an opening gambit, I want to suggest that undergraduate students do not care about digital humanities. I want to suggest further that their disinterest is right and even salutary, because what I really mean is that undergrads do not care about DH qua DH. In DH classes, meta-discussions about the field too often preclude engagement with its projects and theoretical engagements. In other words, we lead students brand-new to DH immediately into straw-man arguments about its broadest characterizations, whether good or bad, rather than substantive investigations of specific projects, thinkers, methods, books, or articles.

As from your perspective as undergraduates, do you feel there are right/better/improved ways that digital scholarship concepts can be taught? What strategies can be used to get your peers excited about learning digital scholarship and applying it in their assignments? Is there a “wrong” way to teach digital scholarship?

There are no wrong answers here, and more questions are always welcomed.

Week 5: Writing Documentation

Planning Meeting: Thursday, June 22, 10:30am-11:30am

Readings and Assignments

OER Time: Tuesday, June 20, 10am-Noon

Week 6: Usability and Testing

Planning Meeting: Tuesday, June 27, 9am-10am

Readings and Assignments

  • Bring the current version of the OER so we can plan usability testing for it

OER Time: Tuesday, June 27, 10am-Noon

Blog Post 3: Due Wednesday, July 5

Use this blog post to provide us with an update on your research project. What new questions are you asking? What new tools have you decided to use (if any)? Have you made any new connections? What has been rewarding/frustrating?

Week 7: First Draft Review

Planning Meeting: Tuesday, July 5, 9am-10am

Readings and Assignments

  • Come ready to present the first draft of the OER.

OER Time: Tuesday, July 5, 10am-Noon

Week 8: Keystone DH

Planning Meeting: Tuesday, July 12, 9am-10am

Readings and Assignments

  • We will use today to go over any last-minute KeystoneDH concerns.

KeystoneDH Practice: Tuesday, July 21, 10am-Noon

Week 9: Peer Review

Blog Post 4: Due Monday, July 17

The concept of digital humanities as focusing more on process instead of projects is important to understanding how we teach DH and expect others to learn it. How does a process-oriented digital humanities change how you think about your research? In other words, if you are focusing more on the idea of the journey in digital humanities research instead of a final product, how does that change how you ask a research question, and how you expected to be evaluated on it? An (very crude) analogy could be getting graded on how you conduct your research and the process of revising and writing a paper, instead of just getting a grade on a final draft. Along the same lines: what if we focused less on projects in DH, and more on the different nodes and pieces that make it come together? How does that change how we think about collaboration and who gets credit for working in the digital humanities?

Planning Meeting: Tuesday, July 18, 9am-10am

Readings and Assignments

OER Time: Tuesday, July 18, 10am-Noon

Week 10: Second Draft Review and Next Steps

Planning Meeting: Tuesday, July 26, 9am-10am

Readings and Assignments

  • Come ready to present the draft version of the OER.

OER Time: Tuesday, July 26, 10am-Noon

Use this time to review the feedback from the morning meeting and make revisions. Expect to submit your draft for feedback to Programming Historian by Friday, July 28.

Blog Post 5: Due Friday, July 28

You’ve spent two summers now as part of the DSSF. What thoughts do you have for the program going forward? What do you think the summer should look like, going forward?