The outline for the second module in An Introduction to Digital Humanities, a course I taught annually at the College of Wooster between 2017 and 2022. The assignments provide a scaffolded approach to introducing students to the scripting language, python. Students begin to explore the logic of programming through tracery, a scripting language for…[Read more]

The outline for the first module in An Introduction to Digital Humanities, a course I taught annually at the College of Wooster between 2017 and 2022. The assignments use HTML as a gateway to markup in general and encoded text. We discuss how machines “read” what we have encoded and how programs, like MS Word, introduce layers of abstraction, for…[Read more]

The rationale and expectations for the final portfolio for An Introduction to Digital Humanities, a course I taught annually at the College of Wooster between 2017 and 2022. Portfolios are presented on HTML websites that are created in the first “lab series” (course module) and edited over the course of the semester.

The assignment sheet for a project in An Introduction to Digital Humanities, a course I taught annually at the College of Wooster between 2017 and 2022. Through this project students, typically in small groups, familiarize themselves with a “low barrier to entry” (i.e. primarily web-based) digital humanities tool and then lead their classmates…[Read more]

The syllabus for a course taught annually at the College of Wooster between 2017 and 2022. It evolved considerably over time, but eventually focused on cultivating a critical engagement with and through digital technologies.

Kathleen Fitzpatrick analyses the sudden isolation graduate students find themselves in during the dissertation process. In the humanities, she observes, graduate students are regularly habituated into an anxiety of intellectual independence whereby sharing ideas, collaboration and publishing work in progress is to be considered suspect and…[Read more]