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Fellowships + Opportunities

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Digital Instruction Project

The University Library Center for Digital Scholarship, in partnership with the Center for Innovations in Teaching and Learning and UCSC Online Education, invites applications for participation in the 2023–2024 Digital Instruction Project.

The Digital Instruction Project is a yearlong program that supports instructional faculty in developing and implementing an impactful digital assignment for an upcoming course. The program offers time and space for focused and thoughtful conversation about pedagogy with a dedicated faculty cohort; one-on-one consultations with digital scholarship librarians for assignment development; and customized support for students as the digital assignment is implemented.

In selecting participants, we look for assignments that thoughtfully engage a digital method or tool to improve student learning. Assignments can be newly designed or existing assignments that you envision transforming through a digital component. 

Participants receive:

  • Enhanced support from digital scholarship librarians, including expanded consultations and customized resource development; 
  • Access to digital scholarship student peer support during assignment implementation; and, 
  • Focused discussions with a cohort of faculty/instructor peers around digital assignment design, implementation, and assessment.

Participants commit to:

  • Design a digital assignment for implementation in an upcoming quarter; 
  • Work individually with digital scholarship librarians to develop their digital assignment (number of consultations determined on an as needed basis); 
  • Participate in cohort meetings, held 2-3 times per quarter; and, 
  • Make the designed assignment shareable at the conclusion of the course. 


Applications closed


Past Assignment Examples

Here are a few examples of past digital assignments there were developed by DIP fellows:

Students in a Latin American and Latino Studies worked with QGIS and StoryMaps to map data from as they explored the history of unfree migration. (Jeffrey Erbig, LALS)

Students in a graduate History seminar were asked to choose a digital tool commonly employed for classroom projects and to explore and analyze the tool in light of its user-friendliness, what kinds of intellectual growth it encouraged, and how one could rigorously assess the resulting student work. (Noriko Aso, History)

Students in a Latin American and Latino Studies course researched, scripted, and recorded interviews and audio vignettes to explore the concepts of home and mobility. (Cat Ramírez, LALS)

Students in a Literature course used Google Earth to map locations and trajectories in works of literature. The annotated maps they created allowed them to gain a deeper and different understanding of the works they analyzed. (Amanda Smith, Literature)

Past Fellows


Kim Helmer (Writing Program)
Mark Baker (Writing Program)


Ana Pedroso (Philosophy)
Clara Weygandt (Sustainability)
Jeffrey Erbig (LALS)
Gerald Moulds (Computer Science and Engineering)
Heather Shearer (Writing Program)


Brenda Sanfilippo (Writing Program)
Mark Baker (Writing Program)
Terry Terhaar (Writing Program)
Erica Halk (Writing Program)
Kate McQueen (Writing Program)


Minghui Hu (History)
Michele Bigley (Writing Program)


Jeffrey Erbig (LALS)
Thomas Retterwender (Architecture)
Elaine Sullivan (History)


Maya Peterson (History)
Matt O'Hara (History)
Catherine Jones (History)
David Henry Anthony III (History)


Noriko Aso (History)
Cat Ramíre (LALS)
Amanda Smith (Literature)


Philip Longo (Writing Program)
Kyle Parry (HAVC)
Cat Ramirez (LALS)
Amanda Smith (Literature)
Dustin Wright (History)
Zac Zimmer (Literature)