SENATE COMMITTEE ON CURRICULAR AFFAIRS
COURSE SUBMISSION AND CONSULTATION FORM
Principal Faculty Member Proposing Course: Aaron Mauro
College: BEHREND COLLEGE
Department or Instructional Area: HUMANITIES AND SOCIAL SCIENCES
College/Academic Unit With Curriculum Responsibility: BEHREND COLLEGE
Type of Proposal: Add
Type of Review: Full
(See Guide to Curricular Procedure for definitions of a full or expedited review.)
Course Designation: (DIGIT 100) Introduction to Digital Humanities
Special categories for Undergraduate (001-499) courses
Current listings for existing courses are in bold type. Proposed changes are indicated by the checkboxes.
Humanities (GH)
Proposed Bulletin Listing
Abbreviation
: DIGIT
Number
100
Title
: Introduction to Digital Humanities
Abbreviated Title
: IntroDH
Credits
: Min: 3 Max: 3
Repeatable
: No
:
DIGIT 100 students will study the ways computation is shaping literary, political, and
Description
historical discourses.
Prerequisites
:
Concurrent Courses :
Cross Listings
:
Does this Course have a Travel Component: No
Course Outline
A brief outline or overview of the course content
Digital technology has reshaped the humanities. The traditional theories and methods that underwrote the study of
literature, history, and philosophy in the 20th century are now being supplemented with new techniques and tools.
Therefore, DIGIT 100 students will study the rhetorical and political basis of consumer level technology and the ways
computing is shaping literary, political, and historical discourses. They will work to better understand the social,
economic, and cultural contexts of computing and how the open source ethos has redefined modes of scholarly
collaboration and participation. The content of the course will vary with the expertise of the instructor, but students
reading these primary materials will leverage an array of digital tools to find new answers to humanistic problems.
For example, a course might be arranged around the study of the representations of gender in a large collection of
contemporary literary magazines on the web and compare similar stylistic characteristics to publications produced in
the early 20th century. As they gain more experience with a content area, students will learn to build and share
websites to present their research. Students will learn to interpret the results of computer assisted text analysis and
visualize their findings in a meaningful and rigorous way. Within the context of a broader humanistic critique of
technology, DIGIT 100 will ask students to use computational tools to make arguments relating to issues in literary,
historical, and cultural discourses.
A listing of the major topics to be covered with an approximate length of time allotted for their discussion
History and Theory of Digital Humanities
-Definition of digital humanities
-Theory and practice as expressed in prototypes
-Philosophy of technology and 21st century perspective
-Contemporary theory that supports current digital humanities projects
-Literary Culture and Computational Tools
-The study of a contemporary literary perspective of technology
-Humanities based questions and technological solutions
-Role of criticism in the 21st century
DH Practice and Web Based Tool Use
-HTML, CSS
-UNIX based programs (wc, grep, awk, etc.) and Regular Expressions
-Best available online tools (for example, Voyant, Juxta, RAW)
-Optical Character Recognition and digitization
Critical Awareness of Technology
-Materiality of technology
-Technology and the environment
-Manufacturing and consumer access
-Proprietary vs. open source systems
Long Course Description:
A succinct stand-alone course description (up to 400 words) to be made available to students through the on-line Bulletin
and Schedule of Courses.
Digital technology has reshaped the humanities. The traditional theories and methods that underwrote the study of
literature, history, and philosophy in the 20th century are now being supplemented with new techniques and tools.
This course assumes that critical and speculative thought emerges from methods of humanistic inquiry rather than
strictly theoretical frameworks. While this class will give a sense of the breadth of theoretical writings that have
defined the digital humanities (DH), we will imagine how current debates in DH share similarities to a longer history
of philosophy and technology. Intended for students unfamiliar with the digital humanities, this course surveys an
array of tools, techniques, and cultures related to the field. Because of the methodological orientation of the course, we
will be reading primarily contemporary criticism and short literary or historical works. These texts will in turn serve
as the raw material for our textual analysis. Social media, gamification, drone warfare, censorship, and geo-spacial
studies would be just some of the topics up for study. We will also use a whole host of data visualization tools and
techniques to represent our findings. There is no assumption that students will possess any particular computational
expertise beyond basic computer use.
The name(s) of the faculty member(s) responsible for the development of the course
Aaron Mauro
Justification Statement
Instructional, Educational, and Course Objectives
Course Objectives:
This course is an introduction to the tools, methods, theories, and culture of the digital humanities. This course
seeks to show students how technological tools can be used to answer and complement humanities questions and
critiques.
Instructional goals and educational objectives include:
1) Goal: To strengthen students’ ability to read and interpret literature and culture
Educational objectives: Students should be able to…
-conduct collaborative research in the humanities.
-engage with a range of tools and technologies including HTML, CSS, and UNIX.
-use sophisticated language and appropriate technical terms.
-find and evaluate electronic tools, resources, and datasets.
-understand the context of technological development of DH.
2) Goal: To encourage students to respond critically to ideas
Educational objectives: Students should be able to...
-analyze political and cultural thought as it relates to technology and literature.
-persuasively blend a variety of media and tools in academic arguments.
-situate specific examples of technology within historical contexts.
-take a critical stance toward DH methods and evaluate arguments.
3) Goal: To prepare students to contribute meaningfully to the digital humanities discourse
Learning objectives: Students should be able to...
-plan, outline, draft, revise, and edit an essay and critical prototypes.
-write a purposeful essay on technology and culture.
-discuss technology with sophisticated, appropriate, and persuasive language.
Evaluation Methods
1) Ongoing Blog Posts:
Each week, students will write a short post to the class blog about a reading or project that they find interesting or
useful. Their posts may be as long they like, but a substantial contribution will likely be 200 to 300 words in length.
They may also consider including links or other content to share with the class.
2) Response Blog Post:
Students are required to respond to a classmate’s blog post once during the semester. They must respond with
academic professionalism, critical insight, encouragement, and support. This is a forum for you to commiserate,
congratulate, and postulate. They may answer questions that have been asked or you may ask questions that need
asking. The instructor will moderate or interject if needed. Students may comment on other comments.
3) Attendance and Participation:
This class is designed to give students the opportunity to use new tools of literary and cultural production and
critique. While we will place an emphasis on using digital tools for cultural critique, we will situate this critical
practice within broader historical and philosophical trends in the development of technology. Students are
expected to attend class, to be on time, and to be ready to engage with class material.
4) Small Experiment:
Students will complete a small digital project conducted in pairs that are selected at random. They will select a tool,
find or create relevant data for analysis, and propose the best method to answer a research question. For example,
students may be required to contribute meaningfully to a Wikipedia page and document the editorial response from
Wikipedians. Research topics will be determined by the group and in consultation with me.
5) Large Project:
Large projects can be completed independently or in groups. Each group must have at least one meeting with the
instructor in person (or virtually) to discuss the breadth and direction of their project. The size and scope of their
project will be proportional to the number of members in your group. Those working in groups must also submit a
short email detailing your experiences in the group. These comments are private and are meant to offer a space to
reflect on your collaborative experience. Their final assignment will be submitted in the form of an HTML
document. Their mark-up will be validated according to current HTML standards. A fully validated HTML
document is a portion of their assessment.
Relationship/Linkage of Course to Other Courses
DIGIT 100 is the theoretical and methodological prerequisite for DIGIT 110 and DIGIT 210. Students will learn the
theoretical basis of digital humanities research and practice. They will also learn HTML and CSS markup, which is a
necessary prerequisite for more advanced web development techniques.
Relationship of Course to Major, Option, Minor, or General Education
DIGIT 100 is the theoretical and methodological prerequisite for DIGIT 110 and DIGIT 210. Students will learn the
theoretical basis of digital humanities research and practice. They will also learn HTML and CSS markup, which is a
necessary prerequisite for more advanced web development techniques.
A description of any special facilities
A Multi-user computer lab
Frequency of Offering and Enrollment
Annually
Effective Date: Fall 2015
Consultation Summary/Response:
Formal Consultation
Name: Rod Troester
Position: Formal Consultant
Title:
(1)
Department: DIV HUMAN & SOC SCI
Campus:
PENN STATE ERIE, THE
BEHREND COLLEGE
associate professor
Concur:Yes
Comments:
Reviewed On: 9/11/2014 10:46:00 AM
Name: Mary Beth Rosson
Position: Formal Consultant
Title:
PROFESSOR AND ASSOC DEAN INFO SCI & TEC
Concur:Yes
(2)
Comments:
Reviewed On: 9/15/2014 9:08:00 AM
Department: INFO SCIENCES & TECH
Campus:
UNIVERSITY PARK CAMPUS
Name: Lynette Kvasny
Position: Formal Consultant
Title:
ASSOC PROF OF IST
Concur:Yes
(3)
Comments:
Reviewed On: 9/16/2014 10:56:00 AM
Department: INFO SCIENCES & TECH
Campus:
UNIVERSITY PARK CAMPUS
Name: Scott Bennett
Position: Formal Consultant
Title:
HEAD DEPT OF POL SCIENCE
Concur:Yes
(4)
Comments:
Reviewed On: 9/17/2014 11:12:00 AM
Department: POLITICAL SCIENCE
Campus:
UNIVERSITY PARK CAMPUS
Name:
Department: LIBERAL ARTS
ADMINISTRATION
Campus:
UNIVERSITY PARK CAMPUS
Christopher Long
Position: Formal Consultant
Title:
ASSOC DEAN FOR GR and UG Education
Concur:Yes
(5)
Comments: (Approved By Default - Exceeded Two Week Time Limit)
Reviewed On: 9/24/2014 2:50:00 AM
Name: Graeme Sullivan
Department: SCHOOL OF VISUAL ART
Position: Formal Consultant
Campus:
UNIVERSITY PARK CAMPUS
Title:
DIRECTOR
Concur:Yes
(6)
Comments: (Approved By Default - Exceeded Two Week Time Limit)
Reviewed On: 9/24/2014 2:50:00 AM
Name: Maura Shea
Department: FILM/VIDEO
Position: Formal Consultant
Campus:
UNIVERSITY PARK CAMPUS
Title:
Assoc. Dept Head, F-V & MS
Concur:Yes
(7)
Comments: (Approved By Default - Exceeded Two Week Time Limit)
Reviewed On: 9/24/2014 2:50:00 AM
Name: Mariel O Harden
Department:
Position: Formal Consultant
Campus:
Title:
Concur:Yes
(8)
Comments: (Approved By Default - Exceeded Two Week Time Limit)
Reviewed On: 9/24/2014 2:50:00 AM
Name:
Meng Su
Department: THE SCHOOL OF
ENGINEERING
Campus:
BEHREND
Position: Formal Consultant
Title:
ASSOC PROF CMPSC/SFTW EN
Concur:Yes
(9)
Comments: (Approved By Default - Exceeded Two Week Time Limit)
Reviewed On: 9/24/2014 2:50:00 AM
Name:
Matthew Jackson
Department: COMMUNICATIONS
Position: Formal Consultant
Campus:
Title:
ASSOC PROF DEP HD TELECOM
Concur:Yes
(10)
Comments: (Approved By Default - Exceeded Two Week Time Limit)
Reviewed On: 9/24/2014 2:50:00 AM
Name: Robert Speel
Position: Formal Consultant
Title:
(11)
(12)
Department: DIV HUMAN & SOC SCI
Campus:
PENN STATE ERIE, THE
BEHREND COLLEGE
ASSOC PROF POL SCI
Concur:Yes
Comments: (Approved By Default - Exceeded Two Week Time Limit)
Reviewed On: 9/24/2014 2:50:00 AM
Name: Rob Speel
Position: Per Request of College Administrator
Title:
UNIVERSITY PARK CAMPUS
Department: DIV HUMAN & SOC SCI
Campus:
PENN STATE ERIE, THE
BEHREND COLLEGE
ASSOC PROF POL SCI
Concur:Yes
Comments: The School of Humanities and Social Sciences Academic Program and Policy Committee
recommended some revisions to an earlier version of this proposal, and the recommended revisions have been
made. The Committee unanimously approves this proposal.
Reviewed On: 11/12/2014 12:31:00 AM
Required Signatories
Name: Steven Hicks
Position: Head of Department
Title:
(Not Available)
Concur:Not Yet Reviewed
Comments: Not Yet Reviewed
Reviewed On: Not Yet Reviewed
Department: (Not Available)
Campus:
(Not Available)
Name: Rodney Troester
Position: College Representative
Title:
(Not Available)
Concur:Not Yet Reviewed
Comments: Not Yet Reviewed
Reviewed On: Not Yet Reviewed
Department: (Not Available)
Campus:
(Not Available)
Name: Dawn Blasko
Position: Dean of the College
Title:
(Not Available)
Concur:Not Yet Reviewed
Comments: Not Yet Reviewed
Reviewed On: Not Yet Reviewed
Department: (Not Available)
Campus:
(Not Available)
Name: [Name Not Specified]
Position: Faculty Senate
Title:
(Not Available)
Concur:Not Yet Reviewed
Comments: Not Yet Reviewed
Reviewed On: Not Yet Reviewed
Department: (Not Available)
Campus:
(Not Available)
Concur:Not Yet Reviewed
Comments: Not Yet Reviewed
Reviewed On: Not Yet Reviewed
Bluebook Number:
Approval Date:
ProposalID: 19797
Course Information - Humanities (GH) Information
Below is the information received for the General Education - Humanities (GH) course.
Digital humanities (DH) is an established and robust field of inquiry. It has a history that spans back into the 1940s with
Roberto Busa and the development of the Index Thomisticus. The Index Thomisticus is a complete lemmatization of the
works of St. Thomas Aquinas and his apocryphal or associated texts. When Busa first began his project, it quickly became
unmanageable with traditional paper based methods. He convinced Thomas Watson, the founder of IBM, to sponsor his
project in 1949. It took another 30 years to produce the 56 volume Index and finally appeared on the web in 2005.
In the intervening years, the digital humanities community has produced many projects and platforms that have
revolutionized research and teaching in the humanities. An exhaustive list of early DH projects would be very large, but a
representative sample might include the following: The William Blake Archive (1996) is an important early example of a
project headed by a multidisciplinary team: Morris Eaves (University of Rochester), Robert Essick (University of
California, Riverside), Joseph Viscomi (University of North Carolina at Chapel Hill). The archive is sponsored by the
Library of Congress and hosted by the University of North Carolina at Chapel Hill. The Rossetti Archive (1993-2008)
hosts a scholarly collection of materials to facilitate the study of Dante Gabriel Rossetti. The Archive was originally edited
by Jerome McGann who remains one of the foremost thinkers and theoreticians of the digital humanities. The Textual
Condition (1991) and Radiant Textuality (2001) represent canonical works for DH practitioners. In fact, McGann describes
a new generation of humanities scholars in Radiant Textuality that has proven to be prescient: “The next generation of
literary and aesthetic theorists who will most matter are people who will be at least as involved with making things as with
writing texts.” By introducing students to the digital humanities in their first year, we are working to foster the development
of this next generation.
Digital humanities is finding new ways to understand and interpret the human condition. Our 21st century context is
increasingly dominated by technology and technological literacy is now necessary to live a full and well-connected life.
There are ethical concerns inherent to those lacking access to technology and education, and many in DH have endeavored
to remedy these inequalities by making their research freely available online. DIGIT 100 represents the first step toward
training technically capable, socially engaged, and humanistically focused researchers. It teaches core competencies in
computation and introduces students to the significance of the larger history I have sketched above. Digital humanists have
a entrepreneurial sensibility that leads them to work in collaborative teams and develop projects with ranging appeal.
DIGIT 100 will also give all humanists, regardless of major, an awareness of an increasingly influential field and allow
them to better anticipate the direction and content of many graduate level research groups.
General Education Core Competencies
Below is the information indicating how the course will engage students in the following:
a. writing, speaking and/or other forms of self expression
Academic research in the humanities is now finding a voice on the web. The traditional print journal or monograph have
long been the gold standard of academic excellence, but scholarly publishing is appearing on the web in the form of Open
Access journals and informal communications networks. All too often, 21st century scholarly production finds its
primordial beginning as a blog post or Tweet. This quick exchange of ideas often finds further traction as a conference
presentation and colloquium session. As research projects evolve, ideas are refined through a collaborative exchange on
the web before finding fixity in print. The collaborative editing that occurred during the publication of Kathleen
Fitzpatrick's Planned Obsolescence (2009) or Debates in the Digital Humanities (2012) are excellent examples of how
scholarly production is upending traditional peer-review and public engagement. DIGIT 100 will train students to evaluate
evolving research and contribute to projects as they develop. Participating in scholarly and cultural discourses requires that
students can anticipate and hit a moving target. In The Laws of Cool (2004), Alan Liu called this phenomenon "just-intime" scholarship. DIGIT 100 will prepare students for this rapidly evolving cultural and technological landscape.
b.information gathering, such as the use of the library, computer/electronic resources, and experimentation or
observation
Nearly all humanists make use of digital content during the course of their research. While it is common for students to
use these resources, it is less common for students to contribute in a meaningful way to their field of study while they are
still students. Several research projects are now incorporating student researchers into their platform design. For example,
The Map of Early Modern London has a well developed workflow for students to contribute to their archive. DIGIT 100
will encourage students to become active participants research projects the moment they become member of our academic
community.
c.synthesis and analysis in problem solving and critical thinking, including, where appropriate, the application of
reasoning and interpretive methods, and quantitative thinking
The broader thrust of twentieth century theory and criticism has sought to undermine and question canon formation and
majority discourses, while also embracing voices from the margins. The digital humanities recognizes that canons can be
formed through passive omission. In other words, it is impossible for any single researcher to read and evaluate all the
works in a given period or field of study. Computational tools allow for humanists to cast a wider net and evaluate
thousands or millions of works from a distance before "telescoping" down to a specific passage or work of interest. Franco
Moretti has called this "distant reading" and draws out its repercussions in Graphs, Maps, Trees (2005). Large corpus size
is a critical problem that requires technical solutions. DIGIT 100 will teach the introductory elements to understanding
humanistic "data" and information produced by archival, historical, and literary research.
d. collaborative learning and teamwork
The digital humanities has long been a collaborative enterprise because no single researcher can have all the technical or
subject area knowledge necessary to complete a project. Library personnel and archivists have also long been equal
partners in DH research because of their technical expertise and ability to bridge computational concerns with research
interests. The digital humanities have also been fostered in a parainstitutional context. Humanities labs and centers have
served as training grounds in the absence of formalized curricula. See CenterNet for a list of DH centers worldwide:
http://digitalhumanities.org/centernet/. DIGIT 100 students will learn how to work in a collaborative environment and
make use of the opportunities that exist within this network of research centers.
e. activities that promote and advance intercultural and/or international understanding
Digital humanities research lives online. It is available 24 hours a day, and it is international once it is posted to the web. It
links research projects using similar methods, tools, and techniques, and the interdisciplinary scope of the digital
humanities often requires collaborating with teams from across the university and around the world.
f.
activities that promote the understanding of issues pertaining to social behavior, scholarly conduct, and
community responsibility
Digital technology defines nearly every aspect of contemporary life. DIGIT 100 students will learn how best to conduct
themselves online and how to project their research to the audiences that need them. They will be trained to be community
advocates and leverage online tools to shape public opinion with rigorous and quantitative research.
Close