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Digital Instruction Project
The Digital Scholarship Commons, in partnership with the Center for Innovations in Teaching and Learning and UCSC Online Education, invites applications for participation in the 2021–2022 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 class. 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 digital assignments that aim to improve student learning, solve a problem, or take advantage of an opportunity. Assignments can be newly designed or existing assignments that you envision transforming by means of a digital method or tool.
Participants receive:
Participants commit to:
Early decision deadline — June 1st, 2021
Early decision applicants may propose assignments to be implemented in Fall, Winter, or Spring 2021-22. For Fall assignments, applicants will be expected to work with digital scholarship librarians during the Summer to design their digital assignment and will not have the benefit of cohort interaction prior to the start of the quarter.
Fall decision deadline — October 4th, 2021
Fall decision applicants will be accepted as space allows and will be expected to implement their assignment in either Winter or Spring Quarters.
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 SlaveVoyages.org 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)
2020–2021
Minghui Hu (History)
Michele Bigley (Writing Program)
2019–2020
Jeffrey Erbig (LALS)
Thomas Retterwender (Architecture)
Elaine Sullivan (History)
2018–2019
Maya Peterson (History)
Matt O'Hara (History)
Catherine Jones (History)
David Henry Anthony III (History)
2017–2018
Noriko Aso (History)
Cat Ramíre (LALS)
Amanda Smith (Literature)
2016–2017
Philip Longo (Writing Program)
Kyle Parry (HAVC)
Cat Ramirez (LALS)
Amanda Smith (Literature)
Dustin Wright (History)
Zac Zimmer (Literature)
The land on which we gather is the unceded territory of the Awaswas-speaking Uypi Tribe. The Amah Mutsun Tribal Band, comprised of the descendants of indigenous people taken to missions Santa Cruz and San Juan Bautista during Spanish colonization of the Central Coast, is today working hard to restore traditional stewardship practices on these lands and heal from historical trauma.
The land acknowledgement used at UC Santa Cruz was developed in partnership with the Amah Mutsun Tribal Band Chairman and the Amah Mutsun Relearning Program at the UCSC Arboretum.
Santa Cruz, CA