2018-2019 Call for Applications
Co-sponsored by the Digital Scholarship Commons (DSC) and the Center for Innovations in Teaching and Learning (CITL), the Digital Instruction Project is a year-long program that supports faculty to develop and implement an impactful digital assignment.
NEW FORMAT THIS YEAR: This year's Digital Instruction Project will focus on a cohort of no more than 5 History Department faculty who will further develop their expertise with digital assignment design in relation to their teaching goals and in the context of the History Department's current curricular revision.
The Digital Instruction Project provides time and space for focused and thoughtful conversation about pedagogy with a dedicated faculty cohort from the same department; one-on-one consultation and assignment development; and student support for course development and digital project implementation in the classroom.
Participants commit to:
How to apply:
We're looking for digital assignment ideas that aim to improve student learning, solve a problem, or take advantage of an opportunity. Applications are due October 10, 2018.
Submit a brief application form that includes:
If you have questions, please reach out to the Digital Scholarship Commons (firstname.lastname@example.org).
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)
Hear from the 2016-2017 cohort:
"The program offered a rich opportunity to think through and implement new assignments in visual thinking and collaborative research. It also provided a welcome forum for critical approaches to digital and experimental pedagogy." - Kyle Parry (HAVC)
"Being part of the DIP gave me the extra push I needed to take a pedagogical risk and try something new in my classroom. (It) provided a safety net of support for both my students and me, giving us the confidence we needed to experiment. Working with a cohort allowed me to draw inspiration from my colleagues who were also thinking creatively and critically about combining digital literacy with unconventional ways of presenting ideas." - Amanda Smith (Literature)
"Constant support ... throughout the planning and implementation of the course meant that the entire class was liberated from worries over our tech prowess. Instead, we could focus on the new ways that the digital tools allowed us to engage with course content." -Dustin Wright (History)
"The assignment I developed in the (Digital Instruction) Project allowed students to apply writing and analytical skills into a new domain." - Philip Longo (Writing Program)
Inaugural Cohort (2016 - 2017)