COURSE STRUCTURE
The first aspect of this course you should be aware of is that it employs a hybrid instructional model. The role of the instructor is not only to lead seminar-type discussions, but to also help students reach their goals as a coach and facilitator. It is imperative that instructor and participants work together to meet the objectives of the class, foster a collaborative learning climate, and help guide each other when necessary. Presentations by the instructor will only take place when they are necessary in order to move group discussions forward.
Primary Learning Objective
To evaluate the ways in which digital tools have (or have not) transformed the field of history
Specific learning objectives
1. Participants should be able to…assess in what ways digital tools have reshaped the history profession
2. Participants should be able to…think critically about how technology shapes our access to and interpretations of the past (incl. ethical concerns)
3. Participants should be able to…identify specific tools for rethinking how we research, teach, produce, and learn history
4. Participants should be able to…develop a sense of their own “digital” identity as historians
COURSE MATERIALS
HIS 5595 does not require any books to purchase. All readings will be available through the Zotero group folder for HIS 5595 and this Google Document (LINK forthcoming). However, you will be asked to purchase an account with Reclaim Hosting ($36-66/year depending on your needs + $15 for your top-level domain) to set up your own professional portfolio website – perfect for your post-graduate studies career! Your site will be where your work this semester will be hosted.
For examples of historians’ and DH scholars’ personal websites, check out those by Goodall, Keller, Heppler, Gibbs, Robertson, Mullen, Posner, and Moore.
Always bring your preferred computing device (laptop, tablet, phone). In case there are any issues, we have access to departmental laptops in case you need it. Most importantly, though, bring your imagination and work ethic to every meeting.
COURSE SCHEDULE AT A GLANCE*
Session 01 (January 13): Introduction & Learning in a Digital World
Session 02 (January 20): Evolution of Digital History
Session 03 (January 27): Digital History – Civil War & Sports History In Focus
Session 04 (February 3): Publishing Historical Scholarship Online
Session 05 (February 10): No class – Individual Meetings; scheduled times
Session 06 (February 17): American Revolutions in the Digital Age / Visualizing the Past
Session 07 (February 24): Content Management and Exhibits
Session 08 (March 3): Sharing Your Research in Academic Circles
SPRING BREAK
Session 09 (March 17): Teaching
Session 10 (March 24): In-Class Individual Meetings – Lab Work ABH 240
Session 11 (March 31): A.I. / Establishing Your Digital Identity
Session 12 (April 7): No class meeting
Session 13 (April 14): Ethical Issues to Consider: Copyright, Ownership, Manipulation / Lab Time
Session 14 (April 21): No class meeting – open lab or individual meeting for support
Session 15 (April 28): Final class meeting – Poster Presentations
*Every effort will be made to cover the topics identified in the syllabus; however, occasional changes may be made for pedagogical or scheduling reasons.
GRADING
HIS 5595 follows the standard grading scale used at App State, Final grades will be a mix of self-evaluation (quality) and earned points for completing assignments. [Grade Descriptors are listed below]
Assignments – points for completion (up to 60 pts. total)
• Engagement (Attendance, Participation) – up to 5 pts.
• Blog posts (5)/In-class discussion recordings (3) tied to the weekly readings – up to 16 pts.
• Research Project Items:
• Archiving/Collecting the Past – up to 24 pts.
• Visualization project – up to 10 pts.
• Conference Poster presentation – up to 5 pts.
Assignments – quality, self assessment and instructor assessment (up to 40 pts. total)
This Spring, I will offer helpful feedback as you progress with each assignment. We will meet for one-on-one meetings at various points in the semester. At the end of the semester, we have a final exit meeting to discuss the quality of your work this semester and your final grade. Before our meeting, you will complete a self-evaluation that evaluates the quality of your work, with a justification for how you evaluated the quality of each assignment: Engagement, Research Project and its three assignments (Archiving/Collecting the Past, Visualization Project, and Conference Poster presentation), and Blogging/Class Recording of Weekly Readings analysis. I will share my own evaluation as well. Our discussion will determine the remaining 40pts. of your final grade.
TOTAL: up to 100 pts.
The idea is to ensure you are on pace with the demands of a graduate class through earned points (60%), while employing self evaluation considerations to assess the quality of your work (40%). Learning should be intrinsic and flow out of your learning journey. As a graduate course focused on digital history, you will be developing a new set of skills and practices. Thus, even “final products” are works in progress. The grading approach is a reflection of this reality.
GRADE DESCRIPTORS & DISTRIBUTION
To Pass (“C”)
Attend class regularly (no more than 3 absences for the semester); submit your Final Reflection form, and complete at least 3/4 of assigned work. In terms of participation in class discussions, you offered some input but the quality of your participation suggests minimal-to-moderate effort outside of class.
To Earn a B
Attend class regularly (not missing more than 2 classes in a semester); submit your Final Reflection form (with honest and reflective comments throughout); complete all assigned work in a timely manner, with sincere effort, and attention to detail [work shows you read texts closely and kept up with journal entries]. In terms of participating in class discussions, be fully present and engaged in class readings and discussions.
To Earn an A
Do all of what is required for a “B” but also show excellence in your work. That means putting extra effort by stretching yourself intellectually: strong critical thinking (including the ability to understand and respond to other views, especially those contrary to your own); evidence of problem solving; writing that shows critical analysis, careful re-reading, and original thought; ideas uniquely your own (not just repeated from the readings or class discussions); risk taking that reflects creativity in your learning (trying a new technique or a more challenging approach).
93+ / A
90-92 / A-
87-89 / B+
83-86 / B
80-82 / B-
77-79 / C+
73-76 / C
70-72 / C-
69- / F
NOTES
If at any time you’d like to discuss how your academic work is measuring up to these standards, stop by my office or schedule an appointment. I’m always glad to talk with you. Our periodic one-on-one meetings will also provide opportunities to discuss your learning and growth.
NOTE: It is Spring semester, so expect weather issues. In case of extreme emergencies, attendance expectations may be flexible. For specific absence policies, see “Policies” page.
