2018-2019 Call for Applications
The Digital Scholarship Commons in partnership with the Center for Innovations in Teaching and Learning invites applications for participation in the 2019/2020 Digital Instruction Project.
The Digital Instruction Project is a year-long program that supports faculty in developing and implementing an impactful digital assignment. The program offers time and space for focused and thoughtful conversation about pedagogy with a dedicated faculty cohort; one-on-one consultations for assignment development; and support for students as the digital assignment is implemented in the classroom.
We're looking for digital assignment ideas that aim to improve student learning, solve a problem, or take advantage of an opportunity. Assignments can be newly design or existing assignments that you envision transform by means of a digital method or tool.
Participants commit to:
Digital assignments that the DSC has particular experience with are listed below. Consider these as a starting point—we are always interested in working in new areas based on your particular teaching goals.
How to apply:
Submit a brief form that includes:
The name and number of a course to be taught in Winter or Spring 2020 with an estimated number of students
A brief description of the envisioned digital assignment, including what you would like the students to learn and how this assignment will help them to achieve that learning
What you hope to gain from the cohort-based approach offered by this program
Applications are due by November 4, 2019.
If you have questions, please reach out to the Digital Scholarship Commons (email@example.com).
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)