Digital Humanities Course Development Stipend
Co-sponsored by the Center for Digital Humanities and the Center for Teaching Excellence,
this award supports faculty members who wish to enhance an existing humanities course
by incorporating innovative digital tools or projects. Awardees receive a stipend
as well as pedagogical and technical course development support.
Award Recipients 2015-2016
Awardees receive a stipend as well as pedagogical and technical course development
Traditionally, art history educators have evaluated students’ knowledge with slide
comparisons and memorization. Students memorize the titles, dates and creators of
paintings, sculptures and architecture in order to understand the development of artistic
movements and place them in their historic context. Brandt plans to replace such quizzes
and exams in her ARTH 340: American Art and Architecture to 1812 course with a series
of alternative digital assignments using Google SketchUp.
Students will select artworks studied in class to create a three-dimensional digital
gallery. They will organize the works in the virtual space, considering both chronology
and formal and thematic relationships, and then write accompanying text to justify
their curatorial choices.
These assignments, Brandt predicts, will provide students with a more engaging means
of contextualizing works of art and foster critical thinking about course concepts.
Ultimately, she hopes to adapt this new assignment format to other 300-level art history
Mark Garrett Cooper
Cooper will use the stipend to incorporate new digital tools and methods into FAMS
300: Film and Media History. This course introduces students to major events, actors,
and issues in the history of media while helping them to develop basic research and
interpretive skills that media historians use in their work.
Cooper’s project focuses on three major course assignments. In the first, students
will use primary sources to develop online histories of movie-going in Columbia from
1907-1919. In the second, they will use data visualization tools to analyze media
coverage of celebrities. In the third assignment, students will use open source courseware
to compare 1950s television programming in Columbia and New York. Learning how to
use these tools and methods, Cooper believes, will be essential for the next generation
of media historians.