I certainly learned a great deal watching the interviews and examples of student projects from previous semesters. I’ve always believed that the best way to inspire creativity is to show, when possible, a range of examples or models of good work. I particularly enjoyed: Historical Thinking and Writing (to create Digital Projects)
and Erin Bush: Women and Crime.
These two projects were quite different but equally admirable in their scope, purpose, sources, and pedagogy/lesson plan(s). I actually plan to pass along the Historical Thinking project to our librarians and information specialists. In addition, I could see myself using the Women and Crime project in my own US history class.
Other projects that I also found helpful were more specific: Campus Disorder: 1969 and Lighthouse history teachers’ guide. In many ways, these projects mirror my Power of Persuasion project because of a more limited thematic range of sources. However, my project has more components and is designed to be used in history and English classes.
The student examples have changed my thinking about my own final project. I think that I have done an adequate job with the big picture and selecting particular primary sources. But I need to work on more clearly articulating and writing the related assignments and how they will be assessed. I also realized in watching the interviews that good projects can be designed in a relatively short period of time, but great project need continued tweaking, revisions, and additions based on student learning and user feedback.
I will work to finalize my project on Friday and Saturday before heading to visit Michigan State University’s LEADR facility and staff (Lab for the Education and Advancement in Digital Research). I am excited to see a well established digital humanities program in action and to meet with its staff and faculty members.