Interested in learning more about ChatGPT and other AI tools? Join colleagues from across the USG as we discuss affordances and limitations of AI in higher education.
All sessions will be held in Zoom. Session links will be emailed to you upon registration.
The GPT Revolution: Exploring Prospects and Roadblocks in Teaching and Learning September 27, 2023, 12 – 1 PM Meg Mittelstadt, University of Georgia
In the past year, new tools have emerged in the rapidly expanding field of generative AI that are sending shockwaves through higher education. In this session, we will explore prospects and roadblocks associated with the use of Generative Pre-trained Transformer (GPT) and similar generative AI models in teaching and learning. We will focus on identifying where our own line in the sand falls with regard to use (or not) of generative AI personally, use (or not) by our students, etc.
The Impact of Artificial Intelligence on Higher Ed: Shaping the Change October 16, 2023, 12 – 1 PM Cynthia Alby, Georgia College and State University
We are already feeling the impact of artificial intelligence on higher education, but this is merely the tip of the iceberg. Which long-held beliefs and practices are crumbling? What do we need to consider? How might we re-imagine teaching and learning in response to this disruption in ways that not only solve the issues AI presents but, in the long run, better support the flourishing of students, faculty, staff, and administration?
Expect to walk away with a personalized list of ideas for responding wisely to the issues and affordances AI has brought to the table.
From A.I. to A+: Unleashing the Power of ChatGPT October 26, 2023, 12 – 1 PM Cori Crews and Casey Colson, Valdosta State University
Calling all educators who want to take their teaching game to the next level! Join us to explore discipline-specific examples and discover how ChatGPT can be your secret weapon in conquering daily academic challenges. Be ready to dive into a hands-on session, ask burning questions, and leave with new tools to implement inside and outside the classroom! Don’t miss this chance to learn how you can incorporate ChatGPT to revolutionize how you teach, inspire, and create.
PANEL: Navigating the Digital Future: Faculty Exploring AI’s Role in Education October 31, 2023, 3 – 4 PM
Charles Grimm, Georgia Highlands College Dr. Sunil Hazari, University of West Georgia Kimberly Van Orman, University of Georgia
Discover the practical side of AI in education. Our faculty panel will provide insights into using AI in higher ed, discussing its advantages and challenges. Learn how they’re incorporating AI into student assignments and classroom activities. Join us for a straightforward and informative discussion on AI’s role in shaping the future of education, with time for Q&A with our panelists.
Making the Most of MyCourses: Best Practices Badge
Title: Making the Most of MyCourses: Best Practices AY2023-24
Description:
The Making theMost of MyCourses workshop series presents pedagogical best practices for course design regardless of instructional modality (online, hybrid, hyflex, face-to-face) combined with MyCourses best practices.
To earn the Making the Most of MyCourses: Best Practices AY202324 badge faculty and staff must provide evidence of a minimum of 20 of 27 possible artifacts. Participation in associated workshops is highly recommended but not required. Workshops will be recorded and available for faculty and staff to review at their discretion.
Faculty and staff earning the Making the Most of MyCourses: Best Practices AY2023-24 badge exhibit a commit to implementing best practices in course design and technology use. As such faculty and staff, may also choose to attend additional, optional workshops that are primarily focused on using specific MyCourses features in-depth such as but not limited to the Quiz tool, Assignment tool, Content tool, and Grade Book.
Why should faculty and staff earn this badge?
Faculty and staff should consider earning this badge to:
participate in the development of best practice and standards-based courses that create consistency in course design across the college.
share your commitment to expanding high-quality online, hybrid, face-to-face, and hyflex course offerings in support of the strategic plan.
participate in the conversation around designing courses and leveraging technologies to promote student success.
provide evidence of best practice implementation of Quality Matters (QM) using GGC technologies such as MyCourses, Kaltura, and more.
gain insight into the technologies and services available at GGC for faculty and students to support teaching and learning.
Expiration: The Making the Most of MyCourses badge will expire approximately 3 years after it is awarded.
The Making the Most of MyCourses: Best Practices AY2023-24 badge will be issued between September 1, 2023 and May 31, 2024. This badge will expire on June 1, 2027.
Criteria:
Provide 20/27 artifacts as evidence that best practices presented in the Making the Most of MyCourses series were implemented in an Academic Year 2023-2024 MyCourses course.
MyCourses: Designing a supportive and easy to navigate course Wednesday, September 6, 2023, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Designing an easy to navigate syllabus Wednesday, September 27, 2023, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Incorporating time management strategies Wednesday, October 18, 2023, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Communicating assignment and activity expectations Wednesday, November 1, 2023, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Humanizing your [online, hybrid, or face-to-face] course Wednesday, November 15, 2023, 10:00 am – 10:45 a.m. Zoom Session
Spring Workshops
MyCourses: Leveraging digital content from the Kaufman Library Wednesday, January 31st, 2024, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Fostering engagement with assigned readings Wednesday, February 14th, 2024, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Fostering engagement with online lectures and videos Wednesday, March 20th, 2024, 10:00 am – 10:45 a.m. Zoom Session
MyCourses: Assessing students Wednesday, April 10th, 2024, 10:00 am – 10:45 a.m. Zoom Session
Supplementary MyCourses Workshops Faculty and staff may also wish to attend supplementary MyCourses workshops to increase familiarity with features and become more acquainted with recent updates.
Steps to Earn your Badge
Attend Making the Most of MyCourses workshops or review recordings.
Implement recommendations in any AY2024 MyCourses course.
Share your achievement be selecting the share option for your badge. You can share your badge in a variety of ways, including on LinkedIn and in your Email Signature.
There are two ways to submit evidence that you have implemented the best practices discussed in the Making the Most of MyCourses series
Provide screenshots from any AY2024 course that show how you implemented the best practices discussed in the Making the Most of MyCourses series. The screenshots will be considered as evidence in order to earn your Making the Most of MyCourses: AY2024 badge. Each screenshot should be added as an attachment to the Making the Most of MyCourses AY2024 Evidence assignment in the MyCourses: Center for Teaching Excellence badging site.
MyCourses: Designing a supportive and easy to navigate course
The Content tool’s Table of Contents shows: At least 4 modules including: a Welcome module, 2 modules that include content, activities, and assessments, and a Wrap-up module The 2 modules that include content, activities and assessments should use a similar structure to ensure consistency from module to module
The Welcome module includes: A welcoming message from the instructor A syllabus (deconstructed or word or PDF) An attendance verification activity
A welcome to the course announcement is available in the Announcement tool that includes: The use of the {firstname} replacement string to personalize the announcement Language that includes embedded links directing students to the syllabus and other content housed in the Welcome module An embedded video from the instructor welcoming students to the course
MyCourses: Designing an easy to navigate syllabus
The Welcome module includes a deconstructed syllabus that includes: The deconstructed syllabus as a submodule within the Welcome module Each major section of the “syllabus” should be its own content item within the submodule
The Welcome module’s deconstructed syllabus includes: The content for the syllabus presented as a HTML file (not Word or PDF files) The HTML files use the HTML templates provided within the HTML editor
An intelligent agent set to nudge a student who has not viewed a particular content item contained within the deconstructed syllabus submodule is available.
This can include an intelligent agent set to nudge/remind a student to view syllabus content such as attendance policies, grading policies, or tutoring information
MyCourses: Communicating assignment and activity expectations
A module that displays a TILTed assignment/activity content item as well as a content item immediately following the TILTed content item that is linked to an assignment/activity such as a quiz, assignment dropbox, or discussion is available.
The TILTed assignment/activity is created as HTML content. The HTML content must include the purpose, task, and criteria.
The TILTed HTML content is formatted using a HTML template.
MyCourses: Incorporating time management strategies
The Calendar tool includes all major due dates (assignment/assessment/activities), meeting times, major milestones (e.g. last day to drop), midterm and final exam dates.
The Content tool’s Course Schedule includes all entries pulled from the Calendar tool.
The deconstructed syllabus includes a content item that describes time management strategies/tools such as: recommendations for setting MyCourses notifications, downloading the Pulse app, and using the subscribe to calendar feature complete with links to appropriate knowledgebase articles.
MyCourses: Humanizing your course
The syllabus or welcome message provides students with assistance on setting a preferred first name and instructions for updating and/or sharing personal pronouns in MyCourses.
There is a survey available in the Welcome module that asks students to share: 1) Why they are taking the course 2) What they hope to get out of the course
There is an end-of-course or end-of-module survey available that asks students to provide feedback on course design. The survey should include questions that ask students to provide feedback on what went well, what did not go well, and suggestions they have for future students.
MyCourses: Fostering engagement with assigned readings
The Calendar tool shows due dates for reading assignments.
The syllabus or welcome message includes student best practices for readings such as: Recommendation to add time to the calendar/study plan for reading via MyCourses and/or Claw Mail Recommendation to chunk reading sessions in to 45 minute or less sessions Metacognitive Reading Strategies
There is a reading assignment (ungraded or graded) available via the Assignment tool, Survey tool, Discussion tool or Perusall.
MyCourses: Fostering engagement with online lectures and video
The Calendar tool shows due dates for viewing video/ video assignments.
The Calendar tool shows meeting dates for Zoom (or similar) meetings (synchronous class sessions or appointments)
A video assignment (ungraded or graded) is available via the Assignment tool, Discussion tool or Kaltura Video Quiz.
MyCourses: Leveraging digital content from the Kaufman Library
The syllabus includes information regarding availability of Kaufman Library resources such as: Accessing Library Databases from on and/or off Campus Ask a Librarian LibGuides
The course includes digital video content from sources like Films on Demand, Swank, or Kanopy in a Content module. This might include embedding video in a HTML file, discussion, or assignment.
The course includes electronic texts or articles in a Content module. This might include linking the text in a HTML file, discussion, or assignment.
MyCourses: Assessing students
A low stakes, practice assessment is available during the first week of the semester that includes proctoring setup, if applicable. The practice assessment may be created using the Quiz, Assignment, or Discussion tool.
The syllabus includes information on proctoring requirements or expectations related to the use of artificial intelligence (AI) enabled technologies.
The course includes a rubric created using the Rubric tool. The rubric is linked to TILTed information AND the rubric is attached to an assignment created using the Assignment or Discussion tool.
Join Dr. Rebecca Pope-Ruark (author of Unraveling Faculty Burnout, speaker at our Winter Institute this past January, and guest speaker at our recent CTE book club wrap-up) on May 7th or 20th for a Faculty Vitality Summer Retreat. Reflect on your academic year, assess vitality vs. burnout, and use #AgileFaculty tools to plan your summer. $25 with one-on-one coaching option.
As some of you may already know, Dr. Marquez is leaving GGC; his last day in the Center for Teaching Excellence will be Tuesday, March 21st. Roy has been with the CTE for 10 years, and has been instrumental in shaping what it has become today. Roy has requested that we not make a big deal out of his departure, but we would be remiss if we did not take a moment to recognize his efforts, accomplishments, and impact both in the CTE and at GGC over the past decade, and to wish him well in his future endeavors.
– Dr. Miranda (Mei) Zhang and the rest of the CTE staff
The Center for Teaching Excellence, School of Liberal Arts, and Information Technology are partnering to offer a miniseries on artificial intelligence and the implications for teaching and learning.
Episode 1:
Session Title: ChatGPT: What it is and why you should (and should not) be worried about how it will impact your teaching.
Facilitators:
Dr. Daniel Vollaro, Associate Professor of English and Coordinator of Digital Humanities, Georgia Gwinnett College
Jason Palmer, Instructor of English, Georgia Gwinnett College
Have you heard about ChatGPT and want to know more? Are you worried about how AI chatbots may enable students to cheat on your assignments? Or are you interested in how they may facilitate both faculty and student learning, creativity, and productivity? Do you wonder how this tech will change the definition of writing, research, teaching, and learning?
To demonstrate its capabilities, we asked the ChatGPT to write a description for a faculty workshop on ChatGPT. Here’s what it gave us:
ChatGPT is a sophisticated language model trained by OpenAI that is capable of generating human-like responses to text-based prompts, which means that it can simulate a conversation with a person. ChatGPT uses machine learning algorithms to analyze vast amounts of text data, learn from it, and generate coherent and relevant responses to various prompts.
It is essential for faculty members to understand the capabilities of ChatGPT and its potential impact on academic integrity. Students can use ChatGPT to generate essays by analyzing the context of a prompt and producing an essay on any given topic. This feature can be tempting for students looking to complete their assignments quickly, but it also poses a risk to academic integrity if not used appropriately.
In this workshop, we will discuss the potential implications of ChatGPT on academic integrity and how we can encourage students to use it as a tool to enhance their learning experience rather than a shortcut to complete their assignments. We will also explore the various use cases of ChatGPT in higher education, such as its potential to help students with language barriers and its role in developing more personalized learning experiences.
Overall, this workshop aims to provide a comprehensive understanding of ChatGPT, its potential benefits, and the challenges it poses to the academic community. By the end of this workshop, faculty members will have a better understanding of how to use ChatGPT as a tool to enhance the learning experience of students and promote academic integrity.
This demonstration shows how this AI is both powerful and problematic. Our session will be different from the one the chatbot describes–more wide-ranging and reflective. Please join us to learn more and participate in a rich discussion on the inevitable impact of AI on higher education.
You must make a choice: #TeachWithAI or #TeachAgainstAI. You can’t ignore AI. I do both in my classes at Georgia State University Perimeter College. Some of my lessons include #AI, and some of my lessons are fairly AI-proof. In either case, you must learn about AI, play with AI, and make changes to the way in which you #teach.
You must make a choice: #TeachWithAI or #TeachAgainstAI. You can’t ignore AI. I do both in my classes at Georgia State University Perimeter College. Some of my lessons include #AI, and some of my lessons are fairly AI-proof. In either case, you must learn about AI, play with AI, and make changes to the way in which you #teach.
CTE Initiatives for Supporting Faculty and Coping with Burnout
Have the last few years left you feeling stressed, exhausted, and generally burned out? You’re not alone. This has been an unprecedented time of upheaval and change, and higher education has been forced to adapt through a number of rapid and dramatic changes with far-reaching (and not yet thoroughly understood) consequences. Most educators agree that higher ed will never (and should never) return to what was considered “normal” before the pandemic, and faculty and students alike are now trying to figure out how to define our “new normal” and what teaching and learning can and should look like in a post-pandemic world.
The CTE is sponsoring several initiatives designed to help faculty cope with the stress and turmoil of the past few years and to share strategies and resources for coping with burnout, rebuilding resilience, and re-energizing your teaching.
Join the CTE Book Club: Unraveling Faculty Burnout by Dr. Rebecca Pope-Ruark
Join the CTE in the Spring 2023 semester for a book club consisting of a series of moderated discussions scheduled to take place over a period of eight weeks (this will allow us to focus on one chapter per week, plus one additional week for a final discussion and wrap-up).
Unraveling Faculty Burnout by Dr. Rebecca Pope-Ruark
Participants will decide whether the book club will take place virtually (in Teams or Zoom), face-to-face in the CTE, or in some sort of hybrid combination of both formats.
The CTE will provide copies of the book to the first 12 faculty who sign up. All other participants will need to purchase their own copies.
Moderators: Jessica Estep (English) / Michael D. Smith (CTE)
Timeline / Schedule:
Jan 13 – Feb 03: signup period (see the form below)
Jan 17 – Feb 03: books for the first 12 faculty to sign up will be available for pickup in the CTE.
Jan 23 – Feb 03: polling of participants to determine format
Feb 06 – Feb 10: Week 1 (reading time) Feb 13 – Feb 17: Week 2 (discussion of introduction, Chapters 1 and 2) Feb 20 – Feb 24: Week 3 (reading time) Feb 27 – Mar 03: Week 4 (discussion of Chapters 3 and 4) Mar 06 – Mar 10: Spring Break Mar 13 – Mar 17: Week 5 (reading time) Mar 20 – Mar 24: Week 6 (discussion of Chapters 5 and 6) Mar 27 – Mar 31: Week 7 (reading time) Apr 03 – Apr 07: Week 8 (final discussion – takeaways, next steps, and wrap-up)
For more information, contact Michael D. Smith (mdsmith@ggc.edu)
Join the CTE’s Burnout Support Group
The CTE’s Burnout Support Group is intended to provide a safe and welcoming shared space for faculty to connect with colleagues, share experiences, and discuss strategies and practices for coping with burnout. As a part of the CTE’s Teaching and Learning Community (TLC), the support group will be facilitated and maintained by the CTE, but the participants will determine how, how often, and in what format(s) the support group will take place (asynchronous discussion forums and/or synchronous f2f/virtual meetings). Respect for group members’ privacy will be a primary focus.
The Burnout Support Group will discuss the strategies presented by Dr. Pope-Ruark, and will also explore Dr. Kristin Neff’s research on self-compassion as an antidote for burnout. In two studies with healthcare professionals, Dr. Neff found that a self-compassion program significantly increased self-compassion and well-being as well as significantly reducing secondary traumatic stress and burnout. Dr. Neff, the author of the book Self-Compassion, believes that a regular self-compassion practice can greatly benefit educators.
“With the burnout issues teachers face, taking care of themselves through work/life balance is important, but it isn’t enough,” says Neff, “Teachers need to give themselves permission to be self-compassionate for the stress they’re under.” She describes the practice as a way of reining in our inner critic, replacing it with a voice of support, understanding and care.
The potential benefits of self-compassion are huge. Neff has found that people who practice self-compassion experience fewer negative emotions and stay emotionally balanced in difficult situations—both of which, according to another study on emotional exhaustion among teachers, help prevent teacher burnout.
A note about the stigma associated with faculty burnout: as Dr. Pope-Ruark points out, there is a certain amount of shame attached to a diagnosis of burnout in higher education; because of this stigma, it is not something that faculty generally talk about. If burnout is discussed in business and higher ed, it is often treated as a badge of honor, perpetuating a culture of stress that ignores the problem rather than trying to find a solution. Burnout was a significant problem among faculty members before the pandemic, however, and has only gotten worse over the past few years. Obviously, this is something that we need to start talking about. The stigma associated with burnout is similar to the stigma associated with seeking therapy for depression, anxiety, or other mental health issues, even though almost 40% of workers in a survey from one insurance company reported suffering from some sort of mental health issue before the pandemic began (and as of 2020, that number had increased to 46%). There is a growing recognition that therapy is beneficial for everyone, however, and more and more people (including celebrities) are beginning to talk about mental health. As burnout, anxiety, and depression often go hand in hand, we need to provide more opportunities for frank, open, safe, and non-judgmental conversations about these issues and work together to find effective solutions.
For more information, contact Michael D. Smith (mdsmith@ggc.edu)
Join the CTE’s Teaching and Learning Community
After the turmoil of the past few years, some GGC faculty have expressed a need for a “back to basics” approach – an effort to reform, regroup, and rekindle the spirit of teaching. What are your core beliefs about teaching? Do they look the same as they did three years ago? Or do you feel a need to redefine what teaching and learning means for you, personally, today, to re-discover your guiding principles?
The Teaching and Learning Community (TLC) is intended to provide a space for faculty to have some of these crucial conversations and to do the necessary work of renewing and reforming together as a community. Our goals include:
Providing a virtual space for ongoing community discussion and support
Facilitating (re)connections with colleagues – sharing stories, experiences, and examples (both within and across disciplines)
Renewing faculty energy and motivation / rekindling the spirit of teaching (and learning)
Working collaboratively to redefine teaching after two and a half years of upheaval and to relearn how to teach in whatever the new (ab)normal ends up looking like
Going back to the basics
Identifying proven best practices
Defining our “new normal”
Providing resources and workshops on a variety of topics, including:
The importance of wellness, well-being, self-compassion, and self-care
Dealing with burnout
Teaching through trauma
Best practices for hybrid and online teaching and learning
Best practices for engaging students
The extent of your participation in the TLC is completely up to you, of course – lurk in the background and observe; take part in any of the discussions that seem relevant to you (or start your own!) whenever you have some free time; take advantage of community resources as needed; and / or participate in as many of the self-paced / face-to-face workshops as you like. Whatever your level of participation, YOU can help to shape the nature, scope, and future of the community, explore what teaching and learning look like now, and define what sort of support you and your colleagues need now in order to move forward into the new normal.
Please join the CTE staff for our Winter Institute as we welcome renowned educator, speaker, and author of the book “Unraveling Faculty Burnout: Pathways to Reckoning and Renewal”, Dr. Rebecca Pope-Ruark. In her book, Dr. Pope-Ruark mines her own burnout experience as well as the experiences of other academic women to understand what about the culture of academia leads to burnout and how we can build burnout resilience over time.
In this workshop, we will:
Explore the definition and characteristics of burnout and how to identify them in yourself and your colleagues
Reflect on the ways focusing on Purpose and Connection can help us build burnout resilience
Define strategies that can be used individually and collectively to address the cultural elements that lead to burnout.
The Winter Institute will take place on Tuesday, January 10th from 1:00 – 3:30 PM. This year, you have the option of joining us in the CTE Conference Room (L-2135) with a small group of colleagues (up to 16) for the livestream or you can join us from home.
Monday, November 7 from 12:00 ‐ 1:30 p.m. in the CTE Conference Room
The goal of the event is to discuss a model for successful international collaboration and describe one current project (an edited volume) in detail. Dovile and Erica have collaborated on many projects since 2011. They won a workshop grant from the International Studies Association (ISA) and produced two co‐edited volumes and two special journal issues. They are currently working on another co‐edited volume (under contract with Routledge) and a special journal issue. The event will outline the steps for establishing successful international collaboration and will discuss the co‐edited volume on memory politics in international relations.
Dr. Erica Resende
Dr. Erica Resende holds a double B.A. in Legal Studies and in International Relations, and a PhD in Political Science from the University of Sao Paulo, Brazil. She is Assistant Professor (tenured) of International Relations and Security Studies at the Brazilian War College in Rio de Janeiro, Brazil. She is also visiting professor at the University of Passau, Germany, at the University of Oklahoma, a Fulbright U.S. Scholar and U.S. State Department alumna.
Her research interests are critical security studies, U.S. foreign policy, identity politics, and memory and trauma studies. Based in Brazil, she has authored over 12 books in both Portuguese and English as well as published in articles in peer‐reviewed journals.
Dr. Dovile Budryte
Dovile Budrytė, Ph.D, is a professor of political science at Georgia Gwinnett College. Her areas of interest include gender studies, trauma and memory in international relations and nationalism. She was a 2004 National Endowment for the Humanities grant recipient, 2000‐01 Carnegie Council on Ethics and International Affairs (New York) Fellow, and a 1998‐99 Fellow at the College for Advanced Central European Studies at Europa University Viadrina, Frankfurt (Oder), Germany.
The third annual Georgia Gwinnett College Teaching, Learning, and Research Symposium, co-hosted by the Business, Economic, and Applied Research (BEAR) Center and the Center for Teaching Excellence (CTE), invites submissions for a hybrid conference to be held January 11-12, 2023. The conference theme is: “Economic Horizons,” and will feature two faculty tracks, SoTL research and non-SoTL empirical research, along with one undergraduate research track. Submissions that align with the theme are particularly encouraged, such as works focusing on inflation, recession, economic inequality, and economic prosperity, however other topics are also welcomed.
By submitting, authors are attesting that their work is unpublished at the time of submission. Submissions will be double-blind reviewed by faculty with subject matter expertise. Authors will present in a concurrent session format, either virtually or in person. Proceedings are abstract only.
Undergraduate students must have a faculty sponsor, who is familiar with the research and supports submission to an academic conference. The faculty sponsor can, but does not have to be, a co-author; however the majority of both the research and the presentation should be done by the student.
The submission deadline is November 11, 2022. A 250-word abstract and contact information for all co-authors are needed. Presenter, coauthors, and attendees are asked to consider serving as a reviewer. Decision notices will be sent out by December 12, 2022. Individuals are limited to a total of 3 submissions, which includes single and co-authored work. All conference presenters and attendees, except student presenters in the undergraduate track, will need to pay the $35 registration fee.
The new GGC Digital Humanities Lab is proud to announce a three-part introductory series of workshops on the Digital Humanities (DH). Presented in partnership with the GGC’s Center for Teaching Excellence, the sessions will provide an entry point into this exciting discipline that is changing the way humanists teach, conduct research, and publish their work. The workshops will introduce faculty to the origins, history, and fundamental principles of DH; survey projects and scholarship that are characteristic of the discipline; and provide a structure for integrating DH into a variety of courses.
Mon, Oct. 03 from 2:00 – 3:15: Introduction to the Digital Humanities – In this session, faculty will learn the origins, evolution, and current status of the digital humanities as a discipline of study. How is the work of a digital humanist different from traditional scholarship? What are the current debates in the field? How is the field defined within academia? We will explore these questions.
Mon, Oct. 24 from 2:00 – 3:15: Digital Humanities Projects | Scholarship – This session surveys three digital humanities projects–two from other institutions and one from GGC–presenting the breadth of current work within the discipline. Faculty will learn about the challenges of DH research and scholarship by focusing on these projects. How did the creators take the project from idea to final product? What technological and institutional challenges did they face? How was the success of the work evaluated?
Mon, Nov. 7 from 2:00 – 3:15: Digital Humanities in the Classroom – In this session, Faculty will learn about several DH projects that were completed in classrooms at GGC. The session will focus on how instructors at GGC can begin to integrate the digital humanities into their classes, with resources and tips for how to get started.
