Digital Scholarship at UCSC Libraries
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 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)
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)