|4:15 - 6:15 PM
Prof. Mandiberg & Prof. Gonzalez, Digital Pedagogy 2
Critical Approaches to Educational Technology
|6:30 - 8:30 PM
Prof Maney, Digital Humanities: Methods and Practices
Prof. Smyth, Software Development Lab
Prof Silva, Textual Studies in a Digital Age (cancelled)
DHUM 70002 - Digital Humanities: Methods and Practices #61139
Tuesday, 6:30 - 8:30 PM, 3 Credits, Rm. 6494, Prof. Bret Maney (email@example.com)
During the Fall 2019 semester, students explored the landscape of the digital humanities from a Caribbean Studies perspective, considering a range of ways to approach DH work and propose potential DH projects. In the spring, we will put that thinking into action by refining and producing a small number of those projects. This praxis-oriented course will ask students to organize into teams and, by the end of the semester, produce a project prototype. Upon completion of the course, students will have gained hands-on experience in the conceptualizing, planning, production, and dissemination of a digital humanities project. Student work for this course will demonstrate a variety of technical, project management, and rhetorical skills. One of our goals is to produce well-conceived, long-term projects that have the potential to extend beyond the Spring 2020 semester. A range of advisors may be matched to support the needs of each individual project. Successful completion of the course will require a commitment to meeting mutually agreed-upon deadlines and benchmarks established at the outset of the semester.
This class will hold a public event at the end of the semester where students will launch their projects and receive feedback from the DH academic community.
DHUM 71000 - Software Design Lab #61145
Wednesday, 6:30 - 8:30 PM, 3 Credits, Rm. 6494, Prof. Patrick Smyth (firstname.lastname@example.org)
Many digital humanities projects require the creation of software, and many of these projects are large, complex, or require sustained collaboration. Knowledge of particular methods, processes, and tools is necessary for completion and maintenance of significant projects in the digital humanities. This course will give students a foundation in software development methodologies that they can draw from throughout their coursework and career.
This is a technical course, and students will learn a variety of hard and soft skills important for successful project completion. These include a limited number of fundamental concepts in programming, the use of version control, common software design patterns, managing state and persistence, and the basics of test driven development (TDD). The course will focus on two software "stacks," or collections of systems and tools frequently used alongside one another: a WordPress stack less focused on writing code, and a flexible stack based on coding in the Python programming language. Broader topics of discussion will include working to specifications, time line estimation, formulating an MVP, using project management tools, reading documentation, building for maintainability, and software ethics. After completing this course, students will be able to evaluate tradeoffs in software design, collaborate in a small group of mixed skills, and implement the most common techniques for designing modern software.
DHUM 72000 - Textual Studies in a Digital Age #64581 (CANCELLED)
Thursday, 6:30 - 8:30 PM, 3 Credits, Rm.6494, Prof Andie Silva (ASilva@york.cuny.edu)
This course addresses the question, “what is a text?” and interrogates the extent to which the modifier “digital” in “digital textuality” alters prior conceptions of textuality. To that end, it surveys the history and practices of textual studies from a three-part perspective, including critical, material, and digital approaches. Students will explore how ideas of authorship and readership shape critical editions and notions of textuality itself. The course will focus on introducing students to bibliography and book history studies, employing a variety of approaches to digital book history to study texts as material and virtual objects. Assignments will include critically analyzing digital humanities projects, learning the basics of textual encoding methods, as well as evaluating and using tools for remediating texts in digital spaces. After completing this course, students will be able to interrogate the purposes of digital editing for teaching and scholarship, collaborate in group projects to digitize and re-contextualize materials, and become confident users and producers of digital texts.
DHUM 73700 - Geospatial Humanities #61146
Monday, 4:15 - 6:15 PM, 3 Credits, Rm. 9204, Prof. Jonathan Peters (email@example.com)
Cross-listed with DATA 78000
This course combines an introduction to basic cartographic theory and techniques in humanities contexts with practical experience in the analysis, manipulation, and the graphical representation of spatial information in a fun and engaging way. The course examines the storage, processing, compilation, and symbolization of spatial data; basic spatial analysis and spatial statistics; and the visual design principles involved in conveying spatial information. Emphasis is placed on digital mapping technologies, including online and offline computer based geographic information science tools. Students will develop original maps using various forms of data collection, analysis and historical resources.
The overarching objective of this course is to familiarize students with GIS and spatial analysis tools and techniques used in professional and scholarly fields. By the conclusion of this course, students will be able to:
* gather and manipulate geospatial data;
* interact with geospatial data stored in a database;
* interact with geospatial data stored in hierarchical data formats;
* explore historical geospatial data resources and understand variations in data reporting based upon time period and location;
* collect geospatial data in field using GPS technology and map as needed;
* use cartographic theory to design effective graphical representations of geospatial data;
* use cartographic theory to interpret, analyze, and critique graphical representations of spatial phenomena;
* and create both static and interactive maps containing different representations of geospatial information.
Mastering ArcGIS by Maribeth H. Price – Seventh Edition. ISBN-13: 978-0078095146 $78.25 MSRP
Getting to Know ArcGIS Desktop Second Edition, for ArcGIS 10 Edition by Tim Ormsby, Eileen J. Napoleon, Robert Burke, Carolyn Groessl ISBN-13: 978-1589482609 $25.00 MSRP.
Lost City of the Monkey God by Douglas Preston ISBN 9781455569410 – selected chapters as noted
Topics / Academic Papers as noted
DHUM 74700 - Critical Approaches to Educational Technology #61142
Tuesday, 4:15 - 6:15 PM, 3 Credits, Rm. 4422, Prof Luke Waltzer (firstname.lastname@example.org)
As schools at all levels integrate digital tools into teaching, learning, and administration, educational technology is an increasingly important and contested field. Too frequently educators adopt tools without sufficient concern for their impacts on students, faculty, and staff. Rhetoric in the field tends towards the techno-utopian, fueled by venture capital that’s more hungry for lucrative user data than it is interested in finding better ways to support students.
Ideally, faculty, staff, and administrators will be critically engaged with developments in educational technology so that they can meaningfully advocate for the ethical deployment of tools on behalf of their institutions and their students. In this course, we will examine the history and current state of educational technology at the primary, secondary, and college and university levels, gaining a deeper understanding of how ed tech tools are conceived of and sold, procured and deployed, and rationalized and resisted. Students will gain hands-on experience with the skills and ways of making and working that educational technologists must possess if they wish to approach their work critically. We will pursue this work by drawing upon connections with the digital humanities, and by applying lessons learned in the specific contexts in which we work or aspire to work. A full version of the course description on the Teaching and Learning Center website.
DHUM 74500 - Digital Pedagogy 2 #60132
Monday, 4:15 - 6:15 PM, 3 Credits, Rm. C415A, Profs. Michael Mandiberg (email@example.com) & Sonia Gonzalez (firstname.lastname@example.org)
Cross-listed with ITCP 70020
Students build on the historical and theoretical insights gleaned in the first interactive technology and pedagogy course, as they begin to employ digital tools in their own work. In this praxis oriented course students explore digital methodologies in the contemporary academy, enabling them to better contextualize their own work and negotiate the practicalities involved in creating a technology dependent project. By the end of the semester students will produce a polished proposal for a technology-based project in their discipline related to research, teaching, or both.
Through class discussions, online work and workshops, students will hone their understanding of and ability to use digital dools and new media approaches in teaching and research. This is the second course in the Interactive Technology and Pedagogy Certificate Program. ITP courses meet Monday 4:15 - 6:15 PM with a two-hour non-credit bearing lab that takes place on the same day as class, directly afterwards, from 6:30 - 8:30 PM, in room 6418. Students must take at least six labs in the semester.
Learn more about the 9 credit, 3 course certificate at http://www.gc.cuny.edu/itp and see examples of past capstone projects here: https://itpis.commons.gc.cuny.edu/ For information about enrollment please contact Julie Fuller, Program Assistant (email@example.com)