11 UC/15 BA,CertArts/1
UNIVERSITY OF CANTERBURY
Te Whare Wānanga o Waitaha
CUAP Proposal-New Qualification/Subject/Endorsement 2015
Section A
Proposal Description
Purpose of the proposal
(i)
To introduce a Minor in ‘Digital Arts, Social Sciences, and Humanities (DASH)’ for the Bachelor of Arts
degree;
(ii)
To introduce ‘Digital Arts, Social Sciences, and Humanities (DASH)’ as a subject for the Certificate in Arts.
(iii)
To change the subject title ‘Digital Humanities’ to ‘Digital Arts, Social Sciences, and Humanities (DASH)’;
Justification
An Honours programme in ‘Digital Humanities’ was introduced in 2013. The programme was initiated in concert with
the development of the CEISMIC Digital Earthquake Archive, using the first two years to establish courses and
pedagogical principles, and understand the needs of students and staff across the new School of Humanities and
Creative Arts and the wider College of Arts. This process has been an undoubted success: the UC CEISMIC Archive is very
strongly positioned as the central data repository for quake-related digital archiving in the country, with relationships to
over a dozen key local and national agencies involved in everything from cultural heritage to geoscience and
infrastructure rebuild. It won the 2012 International Digital Humanities Prize as the Best Project for Public Audiences.
The CEISMIC programme office is becoming a key resource for staff and students working in the digital arts, social
sciences, and humanities as well as providing support for post-graduate research assistants and individual student
projects.
At the same time as these services have been developed, the Digital Humanities Programme has developed a local,
national and international presence, run a very successful ‘THATCamp’ (The Humanities and Technology Camp),
established a successful new 300-level course in Digital Literary Studies, altered existing Honours courses to better serve
both students and also other College of Arts programmes, and created a new Honours course to offer an applied project
option for students across all arts and humanities disciplines. The programme has provided postgraduate supervision at
Honours level to English and Art History students, at Masters level to Mathematics and Statistics students, and at PhD
level to Sociology and Media and Communications students.
This proposal to introduce an undergraduate Minor in ‘Digital Arts, Social Sciences, and Humanities (DASH)’ will
implement lessons learned from the first two years of the Honours programme in Digital Humanities, in particular the
need for an undergraduate programme to provide the necessary skill base for postgraduate study. Undergraduate
courses will serve the needs of students across all departments in the College, whether they intend to go on to
postgraduate study in this area or not. It has become clear that the Digital Humanities Programme can best serve its
School, College, and the wider University if it develops its own student cohort, but also, importantly, provides
‘outsourced’ services to other programmes in need of digital expertise. Several programmes across the College of Arts
are in the process of building digital research and teaching capability, and they have expressed an interest in using staff
from Digital Humanities rather than going through the process of resourcing and hiring their own staff (even assuming
resources or people with the correct skill-set could be found). This can be achieved by the continued development of
postgraduate options and by offering a Minor that can complement other programmes in the College of Arts. There are
significant opportunities to deepen existing collaborations across the core Humanities subjects as well as Media and
Communication, develop collaborations with Creative Arts, and explore the potential for contributions to several other
subject areas in the College. Exciting opportunities exist to contribute to Maori and Indigenous Studies, helping that
programme take advantage of opportunities for national and international leadership in the area.
The proposed Minor in ‘Digital Arts, Social Sciences, and Humanities (DASH)’ aligns with the University’s strategic plan. It
meets the challenge to develop curricula reflecting scholarship, societal need, digital literacy and virtual learning; it
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consolidates and expands current expertise in the Digital Humanities Programme; it assists the College in ensuring that
students graduate with the up to date digital skills required for many areas of employment and research.
The DASH minor is also aligned with College and School plans, in particular:

The 2014 review of the Bachelor of Arts degree, which singled out the Digital Humanities and CEISMIC
programme for special commendation, noting that “[t]he Panel gained a sense of intellectual energy and
innovation from the staff involved in these programmes. The Panel hopes that they will be sustained and
nurtured, and allowed to develop without the constraints of premature domestication (e.g., by conversion in to
a major)”;

The College of Arts 2015 Operational Plan, which supports the development of the Minor in ‘Digital Arts, Social
Sciences, and Humanities (DASH)’.
The Digital Humanities programme is becoming an important hub for the development of capability in the digital arts
and humanities nationally. Paul Millar and James Smithies were keynote speakers at Otago University’s workshop on
Digital Humanities in 2014. The Programme has a long-standing relationship with colleagues at Victoria University of
Wellington. Our goal is to facilitate the development of digital arts, social sciences, and humanities at all New Zealand
universities. The DASH minor will offer another example to New Zealand universities interested in developing their
capability in the area, and to University of Canterbury staff in other programmes who are interested in augmenting their
course offerings with digital elements.
It should also be noted that Dr Smithies is an adjunct fellow at the University of Western Sydney Digital Humanities
Group. In addition to being on the Board of New Zealand’s National Digital Forum and contributing to National eScience
Infrastructure (NeSI) conference programme committees, he is a member of the Executive Committee of the
Australasian Association of Digital Humanities, the International Executive Council of the global CentreNet initiative
(http://www.dhcenternet.org/), the Conference Coordinating Committee of the international Alliance for Digital
Humanities Organisations (http://adho.org/), and has contributed to two programme committees for the major global
digital humanities conference, being held this year in Sydney. In addition to teaching Digital Humanities and cosupervising postgraduate theses in social sciences and Mathematics and Statistics, he contributes to undergraduate
courses in Philosophy and English and provides guest lectures in Honours programmes in Art History, History, and
English.
Pasifika Content and Collaboration
The Digital Humanities programme is developing strong links with Professor Steven Ratuva, Director, Macmillan Brown
Centre for Pacific Studies particularly around offering advice and support to meet key objectives in the Centre’s ‘Plan for
Strategic Growth’ relating to online publishing, creating an online community stories database, electronic publication of
books and research, and online exhibitions. Wherever appropriate the skills to achieve such outcomes will be worked
into the training the DASH minor can offer Pasifika students, and students working on Pasifika themed projects.
As well, in developing the minor in Digital Arts, Social Sciences, and Humanities, we have thought seriously about the
intention in the university’s Pasifika Strategy to create “a diverse campus community…[with an] online learning
environment [that] will be culturally inclusive, responsive and enriching”. We believe that offering digital training to
Pasifika students, and developing Pasifika-themed digital resources, will help develop diversity and advance Pasifika
strategies for communicating culture. We will work to actively incorporate Pasifika content in the minor, and to engage
Pasifika students in digital projects that are relevant and of benefit to their communities.
Subject Title
The decision to change the subject name to ‘Digital Arts, Social Sciences, and Humanities (DASH)’ from ‘Digital
Humanities’ is the result of careful consideration, including input from the University of Canterbury’s Academic
Administration Committee. The College of Arts is small enough and its School structure such that it makes sense to
deliver digital capability across all subjects, rather than focussing only on the humanities. Using the ‘DASH’ acronym
offers the ability to incorporate arts and social science content as the minor develops while distinguishing its ‘digital’
(and, indeed, applied) nature. Consideration was given to offering more options at 2nd and 3rd year level, in particular
courses titled Digital Arts, Digital Social Science, and Digital History (incorporating content from Classics, Media and
Communication, History, Art History, and History), but it was felt prudent to start small and develop additional courses if
and when interest is received from the relevant departments. We believe the key to the success of the minor will be
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ensuring the integrity of its ‘brand’, meaning care will need to be taken during expansion that additional courses have
strong practical learning outcomes. Ideally, over time, the minor will grow to be an interdisciplinary undertaking with a
broad variety of courses, and with the input of a broad variety of staff. The broad focus of the Minor fits with emerging
international initiatives such as the University of Calgary DASH Lab (http://dashlab.ucalgaryblogs.ca/), the University of
Minnesota ‘DASH’ initiative (https://www.lib.umn.edu/digital/dash), and Australia’s Council for Humanities and Social
Sciences (CHASS) (http://www.chass.org.au/).
Qualification
We can confirm that the programme meets the CUAP definition for a minor in the BA. It will offer “broad operational or
technical and theoretical knowledge within a specific field of work or study” and “specialised technical or theoretical
knowledge with depth in one or more fields of work or study”, as well as offering skills related to self-management and
the management of others, the importance of leadership responsibility, and both generic and specialist skills in a
professional knowledge domain.
Acceptability of the programme and consultation
The wider UC Digital Humanities Programme has been presented to digital humanities conferences in Australia and the
United States, and is a founding member of the Praxis Network (http://praxis-network.org/), a group developed by
scholars at Duke University, Michigan State University, University College London, University of Virginia, Brock
University, Hope College, Graduate Centre CUNY, and the University of Canterbury, to showcase innovative and best
practices in digital humanities education. It was recently presented to the New Zealand National Digital Forum (NDF)
conference in Wellington (November 2014), an audience comprised of staff involved in digital initiatives in galleries,
libraries, archives, and museums. A Memorandum of Understanding is being developed with the Digital Humanities
Group at the University of Western Sydney that involves the possibility of co-teaching and course-sharing initiatives.
Conversations are underway with the Digital Humanities Summer Institute (DHSI) at the University of Victoria, Canada the global leader in digital humanities training - about the possibility of coordinating teaching delivery.
The proposals to introduce a minor in Digital Arts, Social Sciences, and Humanities (DASH) and postgraduate certificate
in Digital Arts and Humanities (see separate CUAP proposal) have received a very positive response from stakeholders in
industry and community organizations. In his keynote address to the National Digital Forum in November 2014, new Te
Papa CEO Rick Ellis talked about the need for ‘digital entrepreneurship’ from New Zealand’s cultural heritage sector. The
Minor in Digital Arts, Social Sciences, and Humanities (DASH) is designed to fulfil this need. Chair of the National Digital
Forum and Web Team Manager at the Ministry for Culture and Heritage, Matthew Oliver, noted that:
Much of the work undertaken in the cultural heritage sector at the moment requires at the very least an
understanding of technology by people engaged with the content and an understanding of content by those
involved in the technology. People with skills in both areas are increasingly in high demand and are helping
reimagine our history.
As a Board member of the National Digital Forum (New Zealand’s primary forum related to digital cultural heritage,
supported by all the major cultural heritage institutions) Senior Lecturer in Digital Humanities James Smithies is in a
good position to understand the requirements of relevant professional, industry, and community organisations. He has
been assured that the digital arts and humanities community would welcome a Minor in Digital Arts, Social Sciences,
and Humanities (DASH). This assurance comes in the form of emails and positive feedback following a talk at the
National Digital Forum conference in November 2014, where the new minor was described. Michael Lascarides,
Manager, New Zealand National Library Online (formerly New York Public Library) noted on Twitter that the initiative
was a “Great idea”, and was supported in that by Tim Sherratt, Manager, Trove, National Library of Australia. Academic
colleagues working in the Digital Humanities in Australia and the United States have provided positive feedback about
the Minor too. Dr. Bethany Nowviskie, Director of the high-profile ‘Scholars’ Lab’ at the University of Virginia, was
excited the initiative has been developed “as a practice-oriented minor that could fit in with any number of majors”.
Kath Bode, Senior Lecturer in Literary and Textual Studies, Centre for Digital Humanities Research, Australian National
University, commented that the “approach resonates with the one [they] are pursuing at the Australian National
University, where [their] new Digital Humanities minor in the Bachelor of Arts” begins this year. Tom Scheinfeldt,
Associate Professor in the Departments of Digital Media & Design and History and Director of Digital Humanities in the
Digital Media Center at the University of Connecticut, noted the proposal was “extremely exciting” and he liked “the
emphasis on connecting with indigenous community needs” . Feedback has been positive, but has impressed on us the
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need to implement the programme as currently conceived, and in particular its balance of scholarly and practical
outcomes and focus on augmenting the core disciplines in an effort to ‘lift all boats in the harbour’.
Positive verbal feedback has been received from the College of Arts Academic Management Committee, and Faculty
Committee.
International Notifications were sent to:

Katherine Bode, Head and Senior Lecturer, Literary and Textual Studies, Digital Humanities Hub, Australian
National University, Bethany Nowviskie, Director, Digital Research & Scholarship, University of Virginia Scholars
Lab, Tom Scheinfeldt, Associate Professor of Digital Media and Design and Director of Digital Humanities in the
Digital Media Center, University of Connecticut, Uta Kremer, International Outreach, University of Leipzig Digital
Humanities.
New Zealand Notifications were sent to:

Matthew Oliver, Chair, National Digital Forum, Sydney Shep, Senior Lecturer, School of Information
Management, Victoria University of Wellington, Stuart Charters, Head of Department of Informatics and
Enabling Technologies, Lincoln University.
University of Canterbury notifications were sent to:

CoA Heads of School, Dean of Postgraduate Research, Undergraduate Dean, College of Arts, Prof. Tanja
Mitrovic, Head of Department, Computer Science and Software Engineering Department, Assoc. Prof. Tim Bell,
Deputy Head of Department, Computer Science and Software Engineering Department, Prof. Mark Billinghurst,
Director, HIT Lab NZ, Assoc. Prof. Annette Mills, Department of Accounting and Information Systems, Assoc.
Prof. Te Maire Tau, Director, Ngai Tahu Research Centre, Alison McIntyre, Academic Liaison Manager, UC
Library, Rachel Wright, Manager, UC Innovators and Stephen Hardman, College of Arts Internship Coordinator /
International.
Treaty of Waitangi
In defining the role the Digital Arts, Social Sciences, and Humanities Minor will play in developing students who are
aware of and understand the nature of bi-culturalism in Aotearoa New Zealand and its relevance to their studies, we
have sought advice from the office of the DVC Maori, and from Kaiārahi Māori Lynne-Harata Te Aika, and from Te
Runanga o Ngāi Tahu via their Senior Archivist, Jill Durney. We have also looked closely at the role we can play in
developing projects for indigenous and first nations peoples and will look at using internships and field trips to develop
and strengthen these connections.
Following Kaiārahi Māori Lynne-Harata Te Aika’s advice to create modules that develop bicultural themes and
understanding for all students; examining and documenting Maori themes and knowledge, as well as encouraging Maori
students to express their language, culture and identity. Our modules will teach about current trends in the digitization
of indigenous heritage materials, explaining the relevance of projects internationally that seek to enlist tribal
communities in co-curation of their source materials, and detail the challenges currently faced by tribal museums,
archives and libraries who want to conduct their own independent digitization projects. There will also be scope to
examine ways in which technology can challenge embedded colonial assumptions by extending learning experiences
beyond traditional teaching structures. Further opportunities will then exist to show how evolving social media leads to
the development of new forms of social activism and assertions of identity, and how the use of computational
approaches can help generate new understandings of the formation of the bicultural nation, using technology to create
a bicultural digital discourse for Aotearoa/New Zealand.
Goals of the programme
In purely practical terms the goal is to develop a cohort of students who are aware of the range of digital practices
available to arts, social science, and humanities students, and the opportunities offered by the wider digital field. This is
secondary, however, to respond to changing market and workforce demands, and the need to ensure prospective
postgraduate students have the skills required to undertake advanced research in technical topics in the arts and
humanities. The goal is to ensure our core disciplines retain continuity with their traditions, while offering students the
opportunity to augment their degree with digital options. Students will major in History, Media and Communication,
Political Science, English, Classics (etc) as normal, but be able to add the DASH minor to their degree to ensure they have
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hands-on experience with digital tools, are prepared for advanced research in arts and humanities subjects, and can
demonstrate to employers the value of their degree. We believe this ‘protects’ the core arts, social science, and
humanities disciplines from the ever-changing cycle of digital tools and methods, while offering students the experience
and skills they need for the modern world.
A subsidiary goal is to develop a ‘dual track’ option, not only for the arts, social sciences, and humanities, but also for
engineering students. By coordinating activities with the Department of Computer Science and Software Engineering,
and the HIT Lab NZ, the hope is that undergraduate students from both sides of campus will feel more comfortable
blending their degrees and developing skills ‘across the spectrum’. This is an important strategic move, made in
recognition of the fact that the future workforce is expected to need people confident in both the liberal arts and
technology. It is also designed to produce students capable of undertaking interdisciplinary postgraduate work involving
a blend of subjects from the arts, social sciences, humanities, and engineering disciplines. It reflects programmes like
Stanford’s CS+X (https://undergrad.stanford. edu/academic-planning/majors-minors/joint-majors-csx).
Outcome statement
Graduates from the Digital Arts, Social Science, and Humanities (DASH) minor will have a blend of traditional skills and
21st Century applied ones. They will have an understanding of the moral and ethical issues surrounding technologies and
the digital world, the ability to write clear, concise prose, and an understanding of the technical constraints imposed by
information systems. They will be comfortable using and critically assessing a range of technologies, and the ability to
apply those skills to new technologies as they encounter them. This makes them well suited to work in all new media
and digital industries, but especially ones requiring a blend of analytical and technical skills. Graduates would be suitable
for work in research, relationship management, business analysis within the creative and cultural heritage sector, digital
archiving, project management, and the mainstream (non-digital) creative and cultural heritage sectors. They will be
particularly suited to policy analysis positions related to technology and culture, and any position that requires
communication across technical and non-technical teams.
University graduate characteristics and Qualification graduate profile
The Minor in Digital Arts, Social Science, and Humanities (DASH) strongly reflects the new University graduate profile.
The programme is, in particular, designed to enhance the employability of graduates, and to offer them options in a
global employment marketplace. The goal is to get ‘ahead of the curve’ in undergraduate education by blending arts,
social science, humanities, and technology-related disciplines. This will create students who are confident in their
abilities and capable of engaging in entrepreneurial activities, either as initiators or start-up team-members. The
framework being put in place invites participation from Ngāi Tahu and facilitates exploration of the relationship
between the digital and indigenous worlds. Connections with the UC CEISMIC Digital Archive, College of Arts Internship
Programme, and Macmillan Brown Library offer a range of opportunities for community outreach and wellbeing. The
Minor relates to the University’s graduate profile in the following ways:

‘Employable, innovative and enterprising’: see above.

‘Critically competent in a core academic discipline of their degree’: the DASH Minor is not intended to deliver
core disciplinary competencies in and of itself. It complements core academic disciplines – and is delivered
within them - to extend students’ capabilities in their chosen area.

‘Globally aware’: International ties are being developed with the University of Western Sydney and Leipzig
University, and the possibility has been raised with a number of other institutions. Dr Stephen Hardman,
International and Internship Coordinator, has “spoken to a number of European and North American
universities and there is real enthusiasm for joint Digital Humanities collaborations with UC”.

‘Bi-culturally competent and confident’: The intention is to make this a key outcome of the DASH Minor. The
global digital humanities community is eager for New Zealand to lead in the development of tools and methods
that can enable and empower indigenous communities worldwide. The Digital Humanities programme is
conscious this needs to be driven from within local communities, and result from ongoing dialogue.

‘Engaged with the community’: Digital internship projects have already been run and there is considerable
scope to extend this aspect of the Minor. Dr. Stephen Hardman, International and Internship Coordinator, notes
that the proposed Minor fits well “with Work Integrated Learning developments, including developments in
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internships, and Professional and Community Engagement initiatives across the College as students develop key
skills and work on ‘real’ community projects”.
Graduates with a minor in Digital Arts, Social Sciences, and Humanities will be:

capable of producing clear, concise analyses of technologically-oriented topics;

conversant with a range of common digital tools used in small, medium and large organisations;

aware of the constraints imposed by the technical requirements of information systems;

aware of common project management and software development methodologies;

able to contribute innovative perspectives to society and the workplace, as well as working within established
norms;

capable of critically analysing digital content to assess its quality and social value;

comfortable interacting with a range of technical and non-technical people, and aiding communication between
those people;

aware of the difference between theoretical and applied knowledge, and comfortable with both;

aware of the position of digital culture in society, and the role of new media.
Outcome
Course
·
Capable of producing clear, concise analyses of
DIGI 102, DIGI 201, DIGI 301 and electives.
technologically-oriented topics;
·
Conversant with a range of common digital tools used
in small, medium and large organizations;
COSC 101, DIGI 201, ARTS 295 / 395.
·
Aware of the constraints imposed by the technical
requirements of information systems;
COSC 101, DIGI102, DIGI 201, DIGI 301
·
Aware of common project management and software
development methodologies;
DIGI 201
·
Able to contribute innovative perspectives to society
and the workplace, as well as working within
established norms;
DIGI 102, DIGI 201, DIGI 301
·
Capable of critically analyzing digital content to assess
its quality and social value;
DIGI 102, DIGI 201, DIGI 301
·
Comfortable interacting with a range of technical and
non-technical people, and aiding communication
between those people.
Aware of the difference between theoretical and
applied knowledge, and comfortable with both;
Aware of the position of digital culture in society, and
the role of new media.
COSC 101, DIGI 201, DIGI 301 and electives.
·
·
COSC 101, DIGI 102, DIGI 201, DIGI 301.
DIGI 102, DIGI 201, DIGI 301.
Programme overview
Students intending to complete the BA with a minor in Digital Arts, Social Sciences, and Humanities must be credited
with at least 75 points including at least 45 points at 200-level or above in courses from the Digital Arts, Social Sciences,
and Humanities schedule or either ARTS 295 or ARTS 395. There are two compulsory courses, DIGI 102 and DIGI 201.
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Internship courses – ARTS 295, ARTS 395 - that are to be credited to the Digital Arts, Social Sciences, and Humanities
Minor must be approved in advance by the Programme Co-ordinator.
The Minor will be ‘anchored’ by the two first year courses, both existing courses in the College of Arts and Computer
Science. In taking these courses students will gain new skills, and keep their options open for study at higher levels:

COSC 101 (S1): Working in a Digital World. This course provides students with an understanding of how the
digital world is engineered, and exposes them to a range of tools commonly used by knowledge workers.

DIGI 102 / PHIL 137 (S2): Computers, Artificial Intelligence and the Information Society. This course begins with
an overview of the history of computing and the information society from 1950 – 2000 before introducing the
history and logic of artificial intelligence. The course is co-taught with staff from Digital Humanities, Philosophy
and the HIT Lab NZ, and includes tutorials with interactive technologies such as robotics and 3D printing.
Co-coded courses (including one new course) and internship courses will provide second and third year options for
students taking the Minor. The co-coded courses, DIGI 201 and DIGI 301 will be co-ordinated by the Digital Humanities
Programme and utilise the expertise a variety of lecturers from across the College of Arts. Where applicable, these
courses will be cross-coded with core College of Arts disciplines.

DIGI 201 / CULT 213 (S1): Digital Cultures. This is a new course. It will be co-taught by staff in Digital
Humanities, Cultural Studies, Media and Communications, and Journalism. The course challenges students to
critically assess digital cultures, and their relationship to them. Students engage with digital tools they might not
have experienced before, and consider how a range of digital tools enable, restrict and/or undermine their role
as citizens.

DIGI301 /ENGL 345: Digital Literary Studies (S2). This course currently exists as ENGL 345: Digital Literary
Studies. The course explores the history and theory of digital literary studies and exposes students to
computational methods to augment literary scholarship.

ARTS 295 Internship or ARTS395: Internship (S1,S2, Anytime Start): These courses provide an opportunity to
apply skills acquired through academic study to a project designed by a local company or community group in a
New Zealand context. Internships will be approved and supervised by the Digital Humanities Programme,
subject to availability of a suitable placement.
Proposed teaching/delivery methods
The Minor will use a range of teaching methods including lectures, seminars, tutorials and practical laboratories.
Students will also produce applied projects.
Prescriptions

DIGI 201 /CULT 213: Digital Cultures. The course challenges students to critically assess digital cultures, and
their relationship to them. Students engage with digital tools they might not have experienced before, and
consider how a range of digital tools enable, restrict and/or undermine their role as citizens.
Assessment and moderation procedures
Traditional essays will be used to build and assess students’ critical, analytical and written skills. Additional assessment
will use a broad range of assessment techniques, including blog posts, Wikipedia entries, forums, essays, response
papers, and in-class tests. Computational analysis of literary and historical texts will be undertaken in workshops, and
assessed through an examination of both elementary programming concepts and (especially) the scholarly
interpretation of computational outputs. Hands-on tutorials will be accompanied by written response papers relating
the experience to scholarly topics in the arts and humanities.
Resources
No additional staff are required. Courses will be convened by the Digital Humanities Programme, and draw on staff from
both the College of Arts and other Colleges.
The Digital Humanities Programme has gathered a range of resources. A multi-site Wordpress install will be used for
class blogs, a proposed multi-site Omeka install will be used for web archiving projects, an Ubuntu Linux virtual machine
with a range of tools is available for a variety of uses, and either the Raspberry Pi or Arduino (or similar platform such as
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http://littlebits.cc/) will be used for rapid hardware and software prototyping. Free online services will be used where
appropriate.
Robots and 3D printers will be sourced from HIT Lab NZ.
The Library has been developing resources in support of the Digital Humanities Programme since its inception in 2012.
Many more resources are available through the global digital humanities community free of charge.
A working relationship exists with the College of Arts Internship Programme for placement of interested students into
workplaces as part of that programme.
UC has particular strengths in digital humanities, the history and philosophy of computing, high performance
computing, and augmented reality. The UC CEISMIC Digital Archive Programme Office, already established with 2 dualboot Apple – Windows computers, can be used if demand requires it. Normal lecture and tutorial rooms will be used for
other teaching.
Plans for monitoring programme quality

The programme will conduct an internal review of all course offerings and results annually, focussing on
learning outcomes.

Students will evaluate all classes, teaching and supervision through the STU survey. They may also submit their
own recommendations and responses through the Class Rep or directly to teaching staff at regular staff /
student Liaison meetings.

Peer review of course offerings and student work by fully qualified External Moderators from humanities and
(where appropriate) computer science programmes.

Mentoring: regular meetings with the Head of the School of Humanities and Creative Arts and senior academics
in the School of Humanities.
Review of the programme

Full programme review in 3 years.

Graduating year review.

5 yearly programme review.
Section B
Section B has been prepared and is available on request.
For New Qualifications – TEC/NZQA/UNZ Requirements
EFTS value of qualification:
NZSCED code
0.625 EFTS (part of 3.0 EFTS award).
090399
NZQA exit level of qualification to go on the New Zealand Qualifications Framework: (part of NZQA Level 7 award)
Statement regarding funding: na
Memorandum of understanding: na
Duration of the Qualification-NZQF requirement
Minimum number of points to complete the qualification: 75 points
Vacation/recess weeks: As for Bachelor of Arts
Work experience/placement hours per week: N/A
Tuition/teaching (full-time equivalent) weeks (including exam and study weeks): As for Bachelor of Arts
Teaching hours per week: Variable – depending on choice of courses.
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Self-directed learning hours per week: Variable depending on choice of course.
Calendar Form
New Qualification Regulations
(i)
To change the subject title ‘Digital Humanities’ to ‘Digital Arts, Social Sciences, and Humanities (DASH)’
UC Calendar 2015 Page 572 Course Catalogue
DELETE Digital Humanities
INSERT Digital Arts, Social Sciences, and Humanities (DASH)
(ii)
To introduce a Minor in ‘Digital Arts, Social Sciences, and Humanities (DASH)’ for the Bachelor of Arts
degree
UC Calendar 2015 Page 74: Schedule A to the Regulations for the Degree of Bachelor Arts
INSERT after the entry for Cultural Studies:
Digital Arts, Social Sciences, and Humanities (DASH)
Minor
Students intending to complete the BA with a minor in Digital Arts, Social Sciences, and Humanities (DASH)
must be credited with at least 75 points, including at least 45 points at 200-level or above from the Digital
Arts, Social Sciences, and Humanities (DASH) schedule. DIGI 102 and DIGI 201 are required courses. Note:
Students may include only one Arts internship course in their Minor. Internship courses that are to be
credited to the Digital Arts, Social Sciences, and Humanities (DASH) Minor must be approved in advance by
the Programme Co-ordinator.
100-level: Required: DIGI 102
200-level: Required: DIGI 201
UC Calendar page 96 add
Digital Arts, Social Sciences, and Humanities (DASH)
COSC 101
DIGI 102
ARTS 295
Working in a Digital 15
World
Computers, Artificial 15
Intelligence,
and the Information
Society
Special Topic:
15
Internship
S1
S2
A, SU1, S1, S2
P: Approval of the Internship
Director.
R: PACE 295.
DIGI 201
Digital Cultures
15
9
S1
P: A B pass in 15 points in
DIGI102/PHIL 137, COMS103 or
ENGL132/CULT132 or 30 points
from the Arts Schedule
or any 45 points.
11 UC/15 BA,CertArts/1
ARTS 395
DIGI 301
Internship
Digital Literary
Studies
30
30
SU2, A, S1, S2
S2
P: Special application and
interview, with permission of
Internship Director.
RP: Students should attend UC
Careers CV writing and
Interview skills workshops prior to
submitting internship
application.
P: 15 points of ENGL at 200 level
with a B pass, or 30 points of
ENGL at 200 level, or any 45 points
at 200 level from the Arts
schedule.
UC Calendar Page 572 Change “Digital Humanities” to “Digital Arts, Social Sciences, and Humanities (DASH)”
(iii)
To introduce ‘Digital Arts, Social Sciences, and Humanities (DASH)’ as a subject for the Certificate in Arts.
UC Calendar 2015 Page 159 Regulation 2 Structure of the Certificate, Second paragraph
INSERT after Cultural Studies: Digital Arts, Social Sciences, and Humanities (DASH)
10