I am now wrapping up my graduate class on “Introduction to the Digital Humanities,” which I taught for the first time. Judging from the conversations and presentations we had, in and out of class, and the quality of student work that is just beginning to come in, I thought the class went well and I would like to teach it again. I know that I learned a tremendous amount. We met once a week, and each class was divided between discussion of readings; reviews of existing web projects; and a lab (the syllabus is here). When teaching it again, I would think about making a few modifications: The readings were a bit heavy. Most weeks, we had to squeeze in time to discuss the readings, as we ended up spending most of our time on project presentations and labs. At the same time, the readings each week were more organically drawn into the conversations, especially about web projects – the web sites that we examined were, in any case, almost always mentioned in the readings so there was a connection. For example, we might read an article that deals with argumentation in digital history that mentions Scalar and Black Quotidian; […]
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