- 2016-17 Year of Humanities & Public Policy
- Endowed Lectures
- Detroit City Study
- Data and Society
- Humanities Without Walls
- Early Modern Conversions Project
- Contexts for Classics
- Humanities Collaboratory
- 2015-16 Year of Conversions
Using Computer-Based Tools to Analyze Academic Writing with Students
Friday, October 18th, 2013
In this workshop, Laura Aull (Wake Forest U.) introduced freeware tools, activities, and sample projects that showcase features of undergraduate academic writing and invite students to analyze their own writing vis-a-vis patterns in a range of writing from informal texts to advanced academic essays.
Digital Pedagogy in Practice
Friday, November 1st, 2013
Lisa Spiro, Executive Director of Digital Scholarship Services at Rice University's Fondren Library, led a workshop on how and why to integrate digital approaches into teaching. Instructors worked with data visualization, mapping, and online exhibits.
Exploring, Remixing, Analyzing: Teaching History with Digital Media
December 6th, 2013
T. Mills Kelly (professor of history, George Mason University) is a specialist in the scholarship of teaching and learning in history. His most recent book, Teaching History in the Digital Age, was published by the University of Michigan Press in 2013. In this workshop, Professor Kelly presented digital tools and techniques applicable to the teaching of history.
A Brief History, A Few Principles, and Some Suggestions for Developing a Digital Humanities Undergraduate Curriculum
February 21st, 2014
The 2014 Jill S. Harris Memorial Lecture, given by Tanya Clement, assistant professor in the School of Information at the University of Texas at Austin.
How Not to Teach Digital Humanities
Friday, March 28th, 2014
This lecture drew on Ryan Cordell's experiences teaching digital-humanities-inflected courses at both a liberal arts college and a research university to reflect on the reasons undergraduates often do not share their instructors' fascination with defining or theorizing digital humanities qua digital humanities. Rather than dwelling on such debates, Cordell contended that DH instructors should embrace undergraduate disinterest in DH as an aid to curricular incursion.