Author: Mackenzie Brooks

Categories
Announcement Undergraduate Fellows

Call for Participation: Undergraduate Fellowship Program

Call for Participation

DH @ WLU seeks applications for two Mellon Digital Humanities Undergraduate Fellows for the 2016-2017 academic year.

We’re looking for students who are curious about the ways that technology affects the world around them. You don’t have to be a software engineer to build a website or visualize data, but comfort around technology can set you apart in the job market or graduate school. The goal of this fellowship program is to give students the opportunity to develop technology skills and share what they’ve learned with others. This fellowship is broadly-defined and flexible to meet student skills and interests. Applicants without prior DH coursework are welcome to apply, but they will be encouraged to undertake a practicum project during the first semester of the fellowship to develop their technical skills in consultation with the digital humanities faculty.

Fellows will receive $10/hr and are expected to work 4-8 hours per week. Fellowships last one academic year but may be renewed. Fellows will report to Mackenzie Brooks, Assistant Professor and Digital Humanities Librarian.

Applicants should submit a statement of interest by May 31, 2016 to Mackenzie Brooks at brooksm@wlu.edu.

Position Description

Depending on their skills and interests, students will be expected to perform some the following:

  • Serve as lab assistants in DH courses with lab components or DH studio courses.
  • Staff the future DH Space (potentially after working hours) and serve as tutor/mentor for students seeking assistant on DH assignments.
  • Participate in outreach activities with and without DHAT/DHWG members (ex: visiting classes, connecting with student groups, presenting at conferences).
  • Contribute to the DH @ WLU blog on a regular basis.
  • Develop personal DH research projects or contribute to library DH projects.
  • Collaborate/mentor with other fellows or student groups on specific projects.

Qualifications

  • Willingness to engage with technology (prior experience not required).
  • Interest in humanities and social science-based research questions.
  • Comfort with independent research and skill development.

Statement of Interest

Your statement of interest should include the following in one page or less:

  • Your (prospective) major(s).
  • Your fall term schedule and availability.
  • What you hope to gain from this fellowship experience.
  • Your interest in digital humanities methodology, as it relates to your scholarship and your own skills/experience.

This fellowship program is made possible by a grant from the Andrew W. Mellon Foundation.

Undergraduate Fellows Winter 2016

Categories
DH Project Update Undergraduate Fellows

Lasso-ing the Laisses: A Digital Journey Through Annotations, Javascript, and More!

Guest post by Sarah Schaffer ’16

Introduction

Hi, my name is Sarah and I am a senior Business Administration major with a French minor. This past semester of independent study I worked with Professor McCormick on his current Huon d’Auvergne project. You may be wondering: “What is a business major doing here?” but in the spirit of a liberal arts college I’ve taken advantage of the wide variety of classes offered here. My journey with Digital Humanities began Winter 2015 when I registered for Professor McCormick’s class French 341: La Legende Arthurienne, which included a Digital Humanities lab. It was in this class that I became fascinated with TEI and how Digital Humanities have transformed our interactions with various works.

Before Digital Editions

The first step of research was to understand the importance of the work itself, before it becomes a digital edition. Through reading both the books Introduction to Manuscript Studies and On Editing Old French Texts, I began to better understand the work that Professor McCormick was doing. As someone without much background knowledge of historical manuscripts, it had never crossed my mind to consider even half the elements discussed. Each element, such as the writing support it’s written on, the manuscript errors, corrections made, and annotations, add to the way the document is understood and interpreted. Every new edition of the work needs to take into account the editor’s personality and what they chose to include or exclude. Each component plays such a huge role in editing and choosing what to display on the digital edition that is being presented. This makes choosing what to include even more important in the way that the text is being displayed and available for interpretation.

Theory of Digital Editions

As I moved from my readings about the physical documents themselves, Professor McCormick and I discussed Peter Robinson’s article “The Theory of Digital Editions.” Digital editions in their infancy tried to include everything, but quickly found that resources are limited which restricted what could be included. However, what digital editions can do is include a new level of involvement with the document between both the reader and the editor, something that is not possible with a printed document. Unlike a primary document or editorial text, a digital edition allows the reader “to see the text of the document construct itself, layer by layer, from blank page to fully written text” (Robinson 110). The article and discussion with Professor McCormick opened my eyes to the idea that the text-as-document is intimately linked to the text-as-work within the digital edition.

Putting Ideas Together

While learning about digital editions, I researched the different ways other digital editions included annotations, the platforms they used, and the way their works were displayed. I spent a large amount of time looking through various digital editions and searching through DIRT for tools we could use for the final website. We looked into using Hypothes.is as an annotation tool, but it didn’t quite provide the functionality that we were looking for. Eventually after researching and working with various different platforms, we decided to build our own system, using Ruby on Rails. Instead of trying to tailor an already made platform to the project’s needs, creating a new system allowed for the upmost customization.

Prototyping

If I could look at different examples of digital editions and click through them all day, I would, but at some point I needed to come up with some ideas on my own. Based off of various other editions, understanding the history and theory of digital editions, and being aware of what Professor McCormick was looking for I got to work. The best way to begin prototyping is just sitting down with some blank sheets of paper and a pencil and draw out what to design. So, I got to work sketching out several ways the website could be organized. Once I had one or two ideas down, I found more ways to organize the various laisses and show functionality as well. A laisse is best defined as a narrative unit, similar to a stanza but varies in length. Each version of Huon d’Auvergne has a large number of laisses, which makes the organization and display of them even more important. Below you’ll see some basic prototypes created for the display of different versions of Huon d’Auvergne laisses and the annotations.
Screen Shot 2016-04-11 at 9.56.27 AM

Coding

The final step of my project was to begin building the prototypes that I had created. Luckily, I’ve had some experience coding in Professor McCormick’s class before, as well as during some business classes so the task didn’t seem too daunting. I got to work on learning javascript and jQuery through the courses on Codecademy – a website I highly recommend if you’re trying to learn a new coding skill. Once I learned the basics, I did a quick review of HTML and CSS to prep myself for creating a mock-up website. I forgot how intimidating it is to stare at a blank text editor, but once I got started it didn’t seem nearly as daunting.

Gif of frustrated woman staring at laptop

I worked with basic text generated from Lorem Ipsum in order to more easily put my new coding skills to work. After setting up basic structural parts of the website to work with, I added some CSS styling. I then continued with the javascript portion of the website and worked through hiding and revealing the different laisses. I struggled with this part the most because it was such a new skill. Much like learning a foreign language, every new programming language takes time and effort to work through figuring out a solution.

Reflecting on the Semester

Overall, this past semester has been a great learning experience. Beyond the new skills that I learned, this opportunity allowed me to take my liberal arts education beyond the classroom and apply it to a really unique project It was an honor to work with Professor McCormick’s team and be a part of such an incredible project.

Work Cited:

Robinson, Peter. “Towards a Theory of Digital Editions.” The European Society for Textual Scholarship 10 (2013): 105-31. Web.

Categories
Incentive Grants Pedagogy

Michelle Brock on “Choose Your Own Witch-trials”

Enjoy this post by Michelle Brock, Assistant Professor of History and DH Incentive Grant Awardee 2015-2016

The Idea:

My course on the Age of the Witch-hunts is designed to introduce students to one of the most fascinating and disturbing events in the history of the Western world. Between 1450 and 1750, at least 100,000 individuals, mostly women, were accused of witchcraft in Europe and North America. Of these, roughly half met their demise at the stake or in the noose. A variety of social, religious, judicial, and political causes, none of which is singularly responsible, lurk behind this tragedy. Over the course of the semester, this class examines the litany of complex reasons for the witch-hunts, asking why they occurred when and where they did, why certain people were accused, why the trials finally ended, and how scholars from a multiple disciplines continue to grapple with this topic.

In designing a final project for teaching this course in Winter 2016, I kept thinking of the Choose Your Own Adventure gamebook series that I loved as a child. In these short, interactive works, the reader plays the protagonist of the story, making choices that lead down surprising paths, ultimately shaping the plot and the ending. I knew I wanted to create a similarly interactive assignment for my Age of the Witch-hunts class. With the help of the Mackenzie Brooks and Brandon Bucy at the W&L Library and Academic Technologies, I designed the “Choose Your Own Witch-trial” project to allow my Age of the Witch-hunts students to explore regional differences in the European witch-trials in a fun, collaborative, and informative way.

The reasons for using the Inklewriter interactive format rather than assigning a traditional research paper, were threefold. First, this method encouraged students to pay close attention to historical detail and contextual specificity, and to recognize the difficulty in forming broad causal explanations for such phenomena. Second, I suspected this project would be interesting and collectively engaging in ways that an individual, traditional research paper would not be. Last, the textual gaming method allowed students, as both creators and players of the games, to place themselves in the shoes of those who observed, orchestrated, and, most important, fell victim to the witch-hunts. This, I hope, helped to build empathy and understanding of world-views profoundly different than theirs while also providing an opportunity for reflection about our own belief systems and choices. Throughout, I reminded my students that while these games were supposed to be fun to create, any entertainment factor ought not obscure the fact that the witch-hunts were a genuine human tragedy that claimed tens of thousands of innocent lives.

The Project:

For this project, students worked in pairs to create text-based games using Inklewriter, a free tool that allows users to write interactive stories with twists, turns, and a variety of possible endings. Each pair was assigned a region in early modern Europe that experienced significant levels of witch-hunting. Despite important shared themes, there existed remarkable variety in the nature of witch belief and witch-hunting in different areas. For example, while 85% of those tried for witchcraft in Western Europe were women, the majority of the accused in Russia were male. While the use of torture during trials frequent in the very decentralized Holy Roman Empire, it was illegal in England, where the courts were tightly controlled. In Calvinist Scotland, possession cases rarely attended outbreaks of witchcraft, while the two were often linked in France. Students were accordingly asked to conduct significant historical research into the witch-trials in their specific region. They turned in annotated bibliographies of their sources early in the semester, as well as papers explaining the historical background of their games at the end of the term.

When creating their “Choose Your Own Witch-trial” game, each pair of students made their game model the nature of the witch-hunts in their specific region, paying close attention to the types of people accused, the chronology of the trials, the standards of evidence, the religious climate of the area, the types of punishment doled out, etc. Their games began with the initial accusation and continued through to the ultimate verdict. Groups had the option to write from the perspective of a third party observer, a jury member (if applicable), the orchestrators of the trial (often a clergyman or a local magistrate), or the accused witch. All but one group chose the perspective of the accused witch. At the end of the semester, the class collectively played all of the games over the space of two class periods (each pair taking 20-25 minutes for their game and following Q&A), after which each student wrote a final essay noting the regional variations they observed and examining what factors seem to have most shaped the course, chronology, and severity of the trials across Europe.

Assessment and Evaluation:

The project was assessed in three ways: the quality, accuracy, and creativity of the final games; the annotated bibliographies and historical background essays turned in by each student; and the response essays to the class gameplay. While I set minimum parameters for sources, the length of the games, and the attendant papers, the students were otherwise left to determine the content and course of their games. I did not want to give so much direction that it would stifle creativity; really, I just wanted to see what the students would come up with. I required each pair to meet with me no later than the week before the games were due in order to assess their progress and catch any potential technological or content issues in their games. Much to my surprise, not one group had any trouble using the software after it had been explained by Brandon Bucy at the start of the project. The lesson here, of course, is that my students are much savvier with technology than I am!

The overall quality of the games was generally quite high, and students reported that this was one of the most engaging and informative assignments they had encountered in their college career thus far. Next time I assign this project, I plan to increase the minimum length of the games by requiring students to include more background and more choices for the player, as some games were noticeably longer and more detailed than others. Other than this, however, I was thrilled by the results and would highly recommend the use of Inklewriter for the creation of text-based games in the college classroom.

The Games:

France

Scotland

Poland

Denmark

England

Russia

Categories
Event on campus Project Update Undergraduate Fellows

A Whole New World: Digital Projects with a Global Perspective

A Whole New World

Thursday, April 7, 2016
Center for Global Learning
Room 211
12pm-1pm

Join us for project updates from three students conducting independent digital humanities research this term. In this poster presentation-style forum, students will present on the content of their research – 1920s Africa through Western eyes, the refugee crisis in Germany, and a Franco-Italian romance epic – as well as their methodology – HTML, CSS, PHP, Ruby on Rails, and Javascript. Refreshments provided.

Lions, Jungles, and Natives
Arlette Hernandez ’18
Mellon Digital Humanities Undergraduate Fellow

The Refugees of Germany
Matt Carl ‘17
Mellon Digital Humanities Undergraduate Fellow

Huon d’Auvergne Digital Edition
Sara Schaffer ‘16
Independent Study with Prof. Steve McCormick


This program is sponsored by the Andrew W. Mellon Foundation and a Dean of the College Cohort Grant.

Categories
Event on campus Speaker Series

Diane Jakacki to speak March 29

Time for a another Speaker Series event!

Tuesday, March 29, 2016
12:15-1:15pm
Hillel 101
Lunch provided. Please register.

Diane Jakacki

There Is No Spoon: Overcoming the Digital Pedagogy Imposter Syndrome

As Digital Humanities finds strong roots across the curriculum, even instructors who have used sophisticated DH methods in their research worry about how to successfully incorporate DH assignments into course design. How do we experiment with new methods in our classrooms? How do we balance subject learning goals with those related to digital literacy? How do we evaluate and assess new types of assignments in line with those that seem more traditional? How do we maintain our confidence in the classroom when we’re not necessarily feeling so confident? How do we use DH tools and methods to find new ways to engage with our students without making ourselves crazy?

Diane Jakacki
Diane Jakacki is Digital Scholarship Coordinator and Affiliated Teaching Faculty in the Comparative Humanities program at Bucknell University, where she explores and institutes ways in which Digital Humanities tools and methodologies can be leveraged in a small liberal arts environment. Her research specialties include digital humanities – particularly spatial analysis through text, early modern British literature and drama, and the ways in which pedagogy can be transformed by means of digital interventions. She is an assistant director of the Digital Humanities Summer Institute, Program Chair for the DH 2017 international conference, Technical Editor for the Internet Shakespeare Editions, a member of the Executive Board of the Records of Early English Drama and the pedagogical advisory board for Map of Early Modern London project. She has published widely on digital humanities pedagogy as well as on the intersection of DH and early modern studies.

This program is made possible by a grant from the Andrew W. Mellon Foundation.

Categories
Publication

Library-Faculty Partnerships Enrich Undergraduate Teaching at Washington and Lee

[Originally published on the Digital Library Federation Contribute blog]

Washington and Lee University (W&L) is excited to be a part of the Digital Library Federation’s efforts, particularly as they pertain to promoting digital humanities on liberal arts campuses. The digital humanities initiative at W&L has grown out of longstanding attempts to connect faculty and staff working in related areas across the university. Our primary goal is to foster communication and training among librarians and faculty at all levels of technical skill in the service of encouraging new approaches to digital pedagogy and research methodology. These efforts grow out of two overlapping groups: the Digital Humanities Working Group, a collective of faculty and staff across the university interested in the intersection of information technology and humanities research and teaching, and the Digital Humanities Action Team, a joint initiative by W&L’s Information Technology Services (ITS) and the University Library that provides day-to-day guidance and training on integrating digital methodologies into faculty teaching and research. By partnering library faculty and staff with teaching faculty, we believe that we can develop undergraduate pedagogy in a way that benefits all participants. We bring digital humanities to bear on a liberal arts context by encouraging faculty research with undergraduate partners, by using digital tools in the classroom as opportunities to promote digital literacy, and by offering new occasions for collaborative teaching.

Undergraduates stand to learn a great deal from working on digital humanities projects, and these students offer enormous energy and resources to their adopted teams. The Huon d’Auvergne project, a digital edition being developed at W&L by Professor Stephen P. McCormick, library faculty, and inter-institutional collaborators, offers one such model for collaboration among faculty, students, and staff that collapses traditional pedagogical hierarchies. While students might begin to learn about the project in the classroom, after a semester course in textual encoding they are given the opportunity to work alongside their professor and digital humanities developers in an actual research setting. We encourage students to take ownership of their contributions to the project. Our students present at conferences, appear as co-authors on papers, and list project contributions on their CV. Through support from the office of the Dean of the College and The Andrew W. Mellon Foundation, we stimulate such collaborations by offering competitive stipends to both the faculty and students involved. By further funding undergraduate research projects in digital humanities through a fellowship program, we provide training for students to explore their own interests with the same sort of support that we might offer humanities faculty.

We carry our support of digital projects and tools in the classroom beyond logistics and mechanics, using them as opportunities to educate students about more traditional information literacy topics. Many of our librarians involved in work with classroom instruction began their careers in cataloging or systems librarianship, but our digital humanities efforts have created a space in which they can translate these experiences into outward-facing pedagogy in metadata, intellectual property, and digital preservation. These teaching opportunities generate collaborations with subject and instruction librarians who already possess extensive training in curriculum design and information literacy instruction. When working with Omeka, for example, our Digital Scholarship Librarian provides students training in digitization, metadata conventions, and sustainability. While the digitization of original material often falls outside the scope of semester-long Omeka projects, she still takes the time to discuss copyright, attribution, and the ethical and legal use of digital materials. These courses often receive joint visits by our Access Services Librarian and Instructional Design Specialist who offer workshops in visual literacy. By dividing labor among related faculty in such a way we leverage expertise in information literacy from a variety of angles and combine them in a rich curriculum for students.

In our efforts to disperse technical knowledge beyond early adopters, we have been experimenting with different models of collaborative teaching. One such model, the “DH Studio,” involves pairing a traditional humanities course with a one-credit lab. The studio courses are taught by library faculty and give students dedicated time and expertise to learn and apply digital methodologies without sacrificing course content. We are also exploring more direct models of co-teaching in which course time and credits are extended to allow for “baked-in” digital methodology and course content. By partnering with French, journalism, and history professors, we have been able to offer courses in medieval French literature and textual encoding, multimedia storytelling and design, and text analysis approaches to histories of British scandal. Such hybrid courses offer students new avenues of study that educate the instructors as well. And by gearing digital assignments toward primary course objectives, we hope to show that digital humanities collaborations, far from detracting from disciplinary material, can actually challenge and enrich them. By working together, in the short term, digital humanities faculty gain disciplinary skills outside their normal area of expertise, and teaching faculty learn digital humanities skills and techniques in which they might not otherwise have training. In the long term, we aim for these same faculty members to develop the skill-sets necessary to teach these same courses and design new offerings without the same level of collaboration and support, allowing library faculty to further develop new courses themselves.

We see the library as the natural home for digital humanities initiatives on the liberal arts campus. The expertise of our faculty and staff in digital technologies and information literacy pedagogy, combined with our close relationships with ITS colleagues and concentration on the practical implications of digital scholarship, stands to enrich the undergraduate curriculum. We offer the library to our students as a space where they can meet faculty and staff as collaborators as well as educators.

Categories
Undergraduate Fellows

Introducing Mellon DH Undergraduate Fellow: Matt Carl

We are thrilled to announce a new program in our DH initiative at W&L: the Mellon Digital Humanities Undergraduate Fellowship. We have two fellows for the Winter term who will be developing their own DH projects. They will be blogging regularly on their progress. Check out Matt’s first post below!

Hi, my name is Matt and I am a student of German, Economics, and Mathematics. My interest in the German culture originates from a holiday spent in Heidelberg in 2006, and has since been encouraged in my classes and discourses with professors and peers during my time in high school and college. Having been far from married to the idea of pursuing a degree in German prior to my membership in an Advanced German course during my first year, I now look back fondly on my eagerness to “see the world” during that year, which resulted in a 4-month stay at the Üniversität Bayreuth that summer. It was in these months I developed a formative and intimate understanding of German culture.

I am currently preparing for yet another stay in Germany, this time to conduct research on a topic that is likely familiar to you. The refugee crisis has undoubtedly been polarizing in the media, coined by some as a moral crisis, condemned by others as a catalyst of the rise of terrorism in the Middle East, and, for the receiving countries, a herculean challenge to integrate millions of refugees into their communities, thereby reconciling two opposing cultures. I am extraordinarily interested in how the influx of refugees could affect the German conception of its own identity given the structural and historical restrictiveness of citizenship and naturalization laws, which seem to encourage an unadulterated ethnocultural citizenry. Similarly, I hope to be the artistic voice of the refugees residing in Germany by telling their story.

This program is made possible by a grant from the Andrew W. Mellon Foundation.

Categories
Undergraduate Fellows

Introducing Mellon DH Undergraduate Fellow: Arlette Hernandez

We are thrilled to announce a new program in our DH initiative at W&L: the Mellon Digital Humanities Undergraduate Fellowship. We have two fellows for the Winter term who will be developing their own DH projects. They will be blogging regularly on their progress. Check out Arlette’s first post below!

Hello! My name is Arlette Hernandez and I am a sophomore English major and Creative Writing minor from Jacksonville, Florida. I am one of the two undergraduate recipients of the Mellon Digital Humanities Fellowship and my project is tentatively called “Lions, Jungles, and Natives: Colonialism and the Individual’s Perception of Africa in 1929.” I got the idea for this project after taking an African History course and working with special collections materials from a Vassar professor’s 1929 trip to the Eastern states of the African continent. I was stunned by the content of the five photograph albums, but even more so by the language and overwhelming presence of tropes. There is no continent more essentialized than Africa and this is largely the product of colonialism. The goal of my project is to discuss the problematic legacy of three centuries of imperialism while shedding light on issues of implicit bias and flawed, or even absent, cultural appreciation.

Moving forward, I plan to transcribe Professor Hills’ diaries and analyze the photos and films in the collection, paying close attention to how the Western eye constructs Africa. The final product of my research will be a digital exhibit that synthesizes the textual and visual materials of the Hills collection through a process of mapping. One of the maps will details Professor Hills’ journey and the other will track the use of visual tropes in the films and photographs. I would also like to build a representation of the Africa imagined by the West to demonstrate how it contrasts with reality. Ultimately, I want to make these materials more accessible to the public while increasing awareness about rampant and uncontrollable preconceptions that are born from history and continued with each passing generation.

This program is made possible by a grant from the Andrew W. Mellon Foundation.

Categories
DH Event on campus Speaker Series

Day of DH @ Winter Academy 2015 featuring Amanda French

It’s that time again! This year’s Day of DH will be December 16, 2015. Don’t forget to register. All events will be held in Hillel 101.

9:15-10:15am How Did They Do That?: Team Teaching and Telling Stories

Journalism Professor Toni Locy and Librarian Jeff Barry will discuss their approach in teaching a course on multimedia storytelling design that attracted journalism, politics, history, English and mass communications majors who wanted to learn how to use HTML, CSS, and JavaScript to tell compelling, interactive stories that are on the cutting edge of news and communications today. Students utilized basic web design and programming skills to envision and execute online narratives through the interplay of words, images, sound and video that they gathered in reporting the story of W&L’s decision to move juniors back on campus.
11am-12pm DH Medley: Entry-Level Digital Pedagogy Panel
Were you inspired by Quinn Warnick’s charge to try “one new thing” during Fall Academy? A panel of three faculty members will share their experiences adding a taste of DH to their courses. Mikki Brock, Assistant Professor of History, will discuss her use of TimelineJS to inform a traditional writing assignment. Caleb Dance, Assistant Professor of Classics, will discuss the annotation tool “nb” and its success in his Latin prose class. Stephanie Stillo, Mellon Junior Faculty Fellow, will discuss her incorporation of a UVa graduate student to introduce DH to a first-year seminar.
12:15-1:45pm Annotating and Writing about Online Text, Images, Audio, and Video: Introduction to Hypothes.is and Scalar led by Amanda French
This workshop will be led by Amanda French, Director of Digital Research Services at Virginia Tech University Libraries.
amanda_jacket_crop-300x300
The web is full of content that scholars would like to comment on, write about, and incorporate into multimedia-rich online essays. Rather than trying to describe what happens in a particular video with words only in a print-only essay, wouldn’t it be better to incorporate comments into an existing film clip, then embed that film clip into a longer essay where it can be compared to other clips, audio snippets, images, and even scholarly articles? Hypothesis is a free annotation tool that lets you highlight and comment on any web page: your annotations and highlights can be private to just yourself, shared to a select group, or entirely public. Scalar is a free multimedia authoring tool that allows you easily to create media-rich online books that can themselves have Hypothes.is annotations enabled by default. Both tools have been created by and for humanities scholars who are particularly interested in challenging subordination, hierarchy, and linearity on the web by enabling interpretive commentary on existing web content. This workshop will show some examples of Hypothes.is and Scalar uses in teaching and research, will define terms and demonstrate key features of both tools, and will give you hands-on in-class exercises that will let you practice working with both tools to create useful and interesting digital scholarship.

Before the workshop, if you can, please create an account for Hypothes.is at http://hypothes.is and install the bookmarklet in your browser of choice, then create an create an account for Scalar at http://scalar.usc.edu. Please do bring a laptop (NOT a tablet).

Categories
Event on campus Speaker Series

Jon Eastwood to speak on November 12

We are happy to have our own Jon Eastwood for our next DH Speaker Series lunchtime workshop.

Thursday, November 12, 2015
12:15-1:15pm
Hillel 101
Lunch provided. Please register.

Reflections On Teaching Neighborhoods, Culture, and Poverty with a DH Component

Jon Eastwood
Laurent Boetsch Term Associate Professor of Sociology

Jon will discuss what worked well in his Neighborhoods, Culture, and Poverty course in Winter 2015, what didn’t work so well, and what he plans for version 2.0 next semester.