Digital Humanities has become a “hot” topic in academia over the last few years (as of 2012), primarily in research and scholarship. While many push forward into new realms of using technology to articulate cool findings, others at non research intensive universities are moving forward with engaging their undergraduate students in var ious for…[Read more]

Digital Humanities has become a “hot” topic in academia over the last few years (as of 2012), primarily in research and scholarship. While many push forward into new realms of using technology to articulate cool findings, others at non research intensive universities are moving forward with engaging their undergraduate students in var ious for…[Read more]

In this essay, we examine the invisibility of pedagogical labor in digital humanities. We argue that the complexities of teaching DH require modes of instruction and effort that are unusual, uncounted, and undertheorized. Unlike publications or citation counts, it is difficult to quantify or to review. Why does DH teaching involve so much extra…[Read more]

In this essay, we examine the invisibility of pedagogical labor in digital humanities. We argue that the complexities of teaching DH require modes of instruction and effort that are unusual, uncounted, and undertheorized. Unlike publications or citation counts, it is difficult to quantify or to review. Why does DH teaching involve so much extra…[Read more]

In this essay, we examine the invisibility of pedagogical labor in digital humanities. We argue that the complexities of teaching DH require modes of instruction and effort that are unusual, uncounted, and undertheorized. Unlike publications or citation counts, it is difficult to quantify or to review. Why does DH teaching involve so much extra…[Read more]

In this essay, we examine the invisibility of pedagogical labor in digital humanities. We argue that the complexities of teaching DH require modes of instruction and effort that are unusual, uncounted, and undertheorized. Unlike publications or citation counts, it is difficult to quantify or to review. Why does DH teaching involve so much extra…[Read more]

In this essay, we examine the invisibility of pedagogical labor in digital humanities. We argue that the complexities of teaching DH require modes of instruction and effort that are unusual, uncounted, and undertheorized. Unlike publications or citation counts, it is difficult to quantify or to review. Why does DH teaching involve so much extra…[Read more]

In this essay, we illustrate how the European Summer University in Digital Humanities at the University of Leipzig (hereafter referred to as “ESU”) under the leadership of Prof. Dr. Elisabeth Burr has set forth a set of values that have built and continue to model a collaborative, communal, and compassionate future for higher education. We ide…[Read more]

In this essay, we illustrate how the European Summer University in Digital Humanities at the University of Leipzig (hereafter referred to as “ESU”) under the leadership of Prof. Dr. Elisabeth Burr has set forth a set of values that have built and continue to model a collaborative, communal, and compassionate future for higher education. We ide…[Read more]

In this essay, we illustrate how the European Summer University in Digital Humanities at the University of Leipzig (hereafter referred to as “ESU”) under the leadership of Prof. Dr. Elisabeth Burr has set forth a set of values that have built and continue to model a collaborative, communal, and compassionate future for higher education. We ide…[Read more]

In this essay, we illustrate how the European Summer University in Digital Humanities at the University of Leipzig (hereafter referred to as “ESU”) under the leadership of Prof. Dr. Elisabeth Burr has set forth a set of values that have built and continue to model a collaborative, communal, and compassionate future for higher education. We ide…[Read more]

Alexa Alice Joubin received the Rev. Dr. Martin Luther King, Jr. Award, which recognizes Professor Joubin’s “contributions to social justice and inclusive excellence ” that exemplify “the ideals that Dr. King espoused,” particularly “community-based social justice organizing rooted in non-violence.” The MLK Award comes on the heel of her bell hook…[Read more]

Alexa Alice Joubin received the Rev. Dr. Martin Luther King, Jr. Award, which recognizes Professor Joubin’s “contributions to social justice and inclusive excellence ” that exemplify “the ideals that Dr. King espoused,” particularly “community-based social justice organizing rooted in non-violence.” The MLK Award comes on the heel of her bell hook…[Read more]

Alexa Alice Joubin received the Rev. Dr. Martin Luther King, Jr. Award, which recognizes Professor Joubin’s “contributions to social justice and inclusive excellence ” that exemplify “the ideals that Dr. King espoused,” particularly “community-based social justice organizing rooted in non-violence.” The MLK Award comes on the heel of her bell hook…[Read more]

Alexa Alice Joubin received the Rev. Dr. Martin Luther King, Jr. Award, which recognizes Professor Joubin’s “contributions to social justice and inclusive excellence ” that exemplify “the ideals that Dr. King espoused,” particularly “community-based social justice organizing rooted in non-violence.” The MLK Award comes on the heel of her bell hook…[Read more]

Alexa Alice Joubin received the Rev. Dr. Martin Luther King, Jr. Award, which recognizes Professor Joubin’s “contributions to social justice and inclusive excellence ” that exemplify “the ideals that Dr. King espoused,” particularly “community-based social justice organizing rooted in non-violence.” The MLK Award comes on the heel of her bell hook…[Read more]

Criticism of the Shakespearean canon through adaptation as a genre has the capacity for liberation and social reparation. As a cluster of complex texts that sustains both past practices and contemporary interpretive conventions, Shakespeare provides fertile ground for training students to listen intently and compassionately to other individuals’ v…[Read more]