(Select if this will be a fast track item. Refer to Fast Track Policy for eligibility)
If the changes included in this proposal are significant, attach copies of original and proposed syllabi in approved university format .
1. Course subject and number: HUM 395/395H 2. Units:
See upper and lower division undergraduate course definitions .
3
3. College: Arts and Letters
5. Current Student Learning Outcomes of the course.
— to learn how to read texts accurately and critically.
Please note that in this class the word “texts” includes printed books and cybertexts.
— to learn how to interpret relevant texts, which include public laws and court decisions, public buildings and works, paintings and sculptures, photographs and motion pictures, and scientific and philosophical literature. These interpretations will be humanistically oriented. A key interpretive question to keep in mind is “what do these many diverse texts tell us about the public dimensions of our humanity?”
— to learn how to construct arguments and explanations verbally and in writing. “Writing” means specific assignments. “Verbally” means class dialogue using the discussion tool.
— to learn how to reason critically, factually, and logically about the public dimensions of the human condition.
4. Academic Unit:
Comparative Cultural
Studies
Show the proposed changes in this column (if applicable). Bold the proposed changes in this column to differentiate from what is not changing, and Bold with strikethrough what is being deleted . ( Resources & Examples for
Developing Course Learning Outcomes )
— to learn how to read texts accurately and critically.
Please note that in this class the word “texts” includes printed books and cybertexts.
— to learn how to interpret relevant texts, which include public laws and court decisions, public buildings and works, paintings and sculptures, photographs and motion pictures, and scientific and philosophical literature. These interpretations will be humanistically oriented. A key interpretive question to keep in mind is “what do these many diverse texts tell us about the public dimensions of our humanity?”
— to learn how to construct arguments and explanations verbally and in writing. “Writing” means specific assignments. “Verbally” means class dialogue using the discussion tool.
— to learn how to reason critically, factually, and logically about the public dimensions of the human condition.
By the end of the course students will be able to:
 identify critical theories associated with the public humanities and apply them to the study of cultural texts
 navigate and interpret digital spaces used for the production of humanistic meanings
Effective Fall 2012

 recognize the critical importance of the public humanities in a wide array of career fields
(including government work, nonprofits, museum studies, the arts and sciences, history, law) and well as personal endeavors (blogging, public art, photography, writing)
 articulate humanistic meaning through various technologies that invite public engagement to better understand each student’s individual power in producing content that furthers the public humanities
6. Current title, description and units . Cut and paste, in its entirety, from the current on-line academic catalog * http://catalog.nau.edu/Catalog/ .
HUM 395 PUBLIC HUMANITIES (3)
Description: Examines the roots of our humanity, sources of the self and community, collective goods issues, possibilities for intentional cultural change, and the practical dimensions of building good and sustainable communities. Letter grade only. May be repeated for up to 15 units of credit.
Units: 3
Requirement Designation: Social and Political
Worlds
Liberal Studies Essential Skills: Critical Thinking
Prerequisite: Junior Status
HUM 395H PUBLIC HUMANITIES-HONORS
(3)
Description: Examines the roots of our humanity, sources of the self and community,
Effective Fall 2012
Show the proposed changes in this column
Bold the proposed changes in this column to differentiate from what is not changing, and
Bold with strikethrough what is being deleted.
HUM 395 PUBLIC HUMANITIES IN THE
DIGITAL AGE (3)
Description: Examines the roots of our humanity, sources of the self and community, collective goods issues, possibilities for intentional cultural change, and the practical dimensions of building good and sustainable communities . Examines the contemporary public humanities, defined as the production of humanistic meanings in public contexts, from museum work, to oral historians, government and nonprofit work, as well as engagement in a wide array of community-based projects.
We will consider the ramifications of the digital humanities for the communication and preservation of culture and the impact of technology on the interpersonal
interactions. Letter grade only. May be repeated for up to 15 units of credit.
Units: 3
Requirement Designation: Social and Political
Worlds
Liberal Studies Essential Skills: Critical Thinking
Prerequisite: Junior Status
HUM 395H PUBLIC HUMANITIES IN THE
DIGITAL AGE -HONORS (3)
Description: Examines the roots of our humanity, sources of the self and

collective goods issues, possibilities for intentional cultural change, and the practical dimensions of building good and sustainable communities. Letter grade only. May be repeated for up to 15 units of credit.
Units: 3
Requirement Designation: Social and Political
Worlds
Liberal Studies Essential Skills: Critical Thinking
Prerequisite: Honors Student Group and Junior
Status or higher community, collective goods issues, possibilities for intentional cultural change, and the practical dimensions of building good and sustainable communities . Examines the contemporary public humanities, defined as the production of humanistic meanings in public contexts, from museum work, to oral historians, government and nonprofit work, as well as engagement in a wide array of community-based projects.
We will consider the ramifications of the digital humanities for the communication and preservation of culture and the impact of technology on the interpersonal
interactions. Letter grade only. May be repeated for up to 15 units of credit.
Units: 3
Requirement Designation: Social and Political
Worlds
Liberal Studies Essential Skills: Critical Thinking
Prerequisite: Honors Student Group and Junior
Status or higher
* if there has been a previously approved UCC/UGC/ECCC change since the last catalog year, please copy the approved text from the proposal form into this field.
7. Justification for course change.
HUM 395 is necessary for the Public Humanities curriculum because it prepares students for
21st-century professional and graduate-level work in humanities disciplines. To achieve this readiness, HUM 395 does two things: it engages students in the digital humanities for the communication and preservation of culture, and it engages students in a sophisticated examination of how media technologies reshape and are shaped by the expression of humanistic meanings in historical, cultural, social, and philosophical contexts.
8. Effective BEGINNING of what term and year?
FALL 2015
See effective dates calendar .
IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING
CURRENT
Current course subject and number:
PROPOSED
Proposed course subject and number:
Proposed number of units: Current number of units:
Current short course title:
PUBLIC HUMANITIES
PUBLIC HUMANITIES-HONORS
Current long course title:
Proposed short course title (max 30 characters):
PUB HUMANITIES DIGITAL AGE
PUB HUM DIGITAL AGE-HONORS
Proposed long course title (max 100 characters):
Effective Fall 2012

PUBLIC HUMANITIES
PUBLIC HUMANITIES-HONORS
Current grading option: letter grade pass/fail or both
Current repeat for additional units:
Current max number of units:
Current prerequisite:
Current co-requisite:
Current co-convene with:
Current cross list with:
PUBLIC HUMANITIES IN THE DIGITAL AGE
PUBLIC HUMANITIES IN THE DIGITAL AGE-
HONORS
Proposed grading option: letter grade pass/fail or both
Proposed repeat for additional units:
Proposed max number of units:
Proposed prerequisite (include rationale in the justification):
Proposed co-requisite (include rationale in the justification):
Proposed co-convene with:
Proposed cross list with:
9. Is this course in any plan (major, minor, or certificate) or sub plan (emphasis)? Yes No
If yes, describe the impact. If applicable, include evidence of notification to and/or response
from each impacted academic unit.
Arts and Cultural Management Minor (elective), Comparative Cultural Studies; B.A. (elective),
Interdisciplinary Studies; Administration, Criminal Justice, Early Childhood, Environmental
Sciences, Learning and Pedagogy, Speech-Language Sciences and Technology; B. (elective),
Museum Studies Minor (elective), Sustainable Community Planning Minor (elective).
10. Is there a related plan or sub plan change proposal being submitted? Yes No
If no, explain.
Arts and Cultural Management Minor (elective), Comparative Cultural Studies; B.A., Museum
Studies Minor (elective)
11. Does this course include combined lecture and lab components? Yes No
If yes, include the units specific to each component in the course description above.
Answer 12-15 for UCC/ECCC only:
12. Is this course an approved Liberal Studies or Diversity course? Yes No
If yes, select all that apply. Liberal Studies Diversity Both
13. Do you want to remove the Liberal Studies or Diversity designation? Yes No
If yes, select all that apply. Liberal Studies Diversity Both
14. Is this course listed in the Course Equivalency Guide ? Yes No
15. Is this course a Shared Unique Numbering (SUN) course? Yes No
FLAGSTAFF MOUNTAIN CAMPUS
Effective Fall 2012

Scott Galland
Reviewed by Curriculum Process Associate
Approvals :
Department Chair/Unit Head (if appropriate)
Chair of college curriculum committee
Dean of college
For Committee use only:
UCC/UGC Approval
Approved as submitted: Yes No
Approved as modified: Yes No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Approvals:
Academic Unit Head
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Chief Academic Officer; Extended Campuses (or Designee)
Effective Fall 2012
Date
Date
Date
Date
Date
Date
1/22/2015
Date
Date
Date
Date
Date

Approved as submitted: Yes No
Approved as modified: Yes No
OLD SYLLABUS
Revised Syllabus, HUM 395: Public Humanities, Fall, 2013
Hello and welcome to all students enrolled in Hum 395! You are a diverse lot, individually, mostly juniors and seniors.
Many of you are enrolled in one of three areas of concentration in the Comparative Cultural Studies department. Some of you are just looking for core credit, which is fine.
I assume that all of you are familiar with online instruction generally and NAU’s BbLearn specifically. If this is not the case, please contact me immediately. You will also need to work through the online help section for students new to BbLearn.
What follows is a revised Syllabus for the course that entirely supercedes (replaces en toto) the Syllabus last used when the course was taught (four years ago). FYI, that Syllabus has been deleted. The reasons that the former
Syllabus has been replaced are two:
1. Students “suggested to me” that the assignment workload was “painful” <g>, particularly the weekly Reading
Assignments based on Bellah, et al, The Good Society . Those have been entirely eliminated, as well as a number of other assignments.
2. Since the course was last taught the platform that supports Distance Learning courses has been changed twice (from
WebCT to Vista and now BbLearn). Vista, for those of you familiar with that platform, allowed instructors to make piecemeal changes in course materials with a minimal amount of hassle. BbLearn does not. Hence the “practicality” of an entirely new Syllabus (which does incorporate most of the material from the old Syllabus).
I might also add that, since piecemeal edits of course materials, such as the lectures, is not possible, you will find material that is irrelevant to the present semester. There is simply no way for me to conveniently change or edit such material.
Thus, for example, there are references to the Reading Assignments throughout the first several lectures. But the weekly reading assignments based on Bellah (that is, exercises submitted for credit) have been eliminated. Key point: when you encounter material irrelevant in the context of the new Syllabus, ignore it.
You will also, from time to time, run across urls that are “broken.” Normally you will be able to find an appropriate url by using Google.
Course Overview
HUM 395 is a course for adults, prepared to engaged in the critical study of a wide array of diverse materials. If you cannot approach the materials with an open mind, willing to take the subject-matter on in a no-holds barred way, then
HUM 395 will likely not be a good course for you.
Here’s an example of what I mean by "open mindedness." We will at an appropriate point in time look at materials concerning the market and the consequences of market-place economics for public goods issues. Despite the successes of the present political-economy, there are also fundamental failures. Unless you are prepared to engage yourself with constructive criticism, you’ll suffer.
The official NAU Undergraduate Catalogue course description for this course reads as follows:
“Examines the roots of our humanity, sources of the self and community, collective goods issues, possibilities for intentionalcultural change, and the practical dimensions of building good and sustainable communities.”
Whew! What’s all that mean? We will get into the substance (content) of the course in Module 1: Introduction to the Public
Humanities . That section will offer the big view, the general framework, within which all the other material meaningfully comes together.
But here’s a simple way of thinking about the course. Doesn’t the very notion of “public humanities” say it all? We live in a culture built on an empirically false although mythologically legitimated notion of the importance of the individual.
Ironically, the culturally dominant story (namely, that private interests supercede public interests, and that individuality absolutely trumps community) was authored for us by previous generations long, long ago. Which is to say that the sources of the dominant story have been forgotten. Out of sight, out of mind, as it were. There is nothing we can do about
Effective Fall 2012

that per se. But insofar as we refuse to reconsider the culturally dominant story, then the cost is a neglect of social and communal — res publica — dimensions of our lives. The course, then, aims at filling the void.
Course Objectives
There’s a simple version of the primary learning objective: to get smart about the public dimensions of our lives.
We all tend to take being human for granted. But our sense of being human is in many ways atrophied, adumbrated, incomplete, Why? Think about that for a moment. Maybe write down a few ideas. Ready to continue? Good. A major problem is that we tend to fall into a “Matrix” that defines humanity in terms of the solitary ego or self. Namely you. Or me.
I’m this. I’m that. I feel good. I want to succeed. I, I, I. But I is a pretty small package. As Morpheus instructs Neo in “The
Matrix,” “Open your mind.” HUM 395, so framed, is about opening your mind to the crucial public dimensions of our humanity. But opening your mind requires effort. It's not easy. And it all starts with your ability to acknowledge the reality of "The Matrix."
Here’s a formal version of course objectives:
— to learn how to read texts accurately and critically. Please note that in this class the word “texts” includes printed books and cybertexts.
— to learn how to interpret relevant texts, which include public laws and court decisions, public buildings and works, paintings and sculptures, photographs and motion pictures, and scientific and philosophical literature. These interpretations will be humanistically oriented. A key interpretive question to keep in mind is “what do these many diverse texts tell us about the public dimensions of our humanity?”
— to learn how to construct arguments and explanations verbally and in writing. “Writing” means specific assignments.
“Verbally” means class dialogue using the discussion tool.
— to learn how to reason critically, factually, and logically about the public dimensions of the human condition.
Word Processing Requirement
As a course requirement you need full featured version of Word that's capable of saving files as either a .doc or a .docx file. ) Lesser versions of Microsoft Word such as “Word Pad” are not acceptable.
Required Texts
There are two kinds of required texts. One is a traditional “in print between covers” book. The other kind is “text” found in the “Online Readings” folder.
There is one text of the first type. Namely, Robert Bellah et al. The Good Society . It’s advisable to order that book from
Amazon or from an online provider immediately.
There is also one of the second type. Namely, Daniel Kemmis, The Good City and the Good Life: Renewing the Sense of
Community . You’ve caught a break on this one, since it’s out of print. But Mr. Kemmis gave NAU permission to copy the text into an Adobe “pdf” file at no cost to you!
Writing Requirements
All students, regardless of classification, are expected to meet the following writing requirements:
— You spell words correctly and use punctuation appropriately.
— You know what a well-formed (grammatical) sentence is, and how to avoid common mistakes such as sentence fragments or run-on sentences.
— You can organize sentences thoughtfully and logically into paragraphs.
— You can organize paragraphs into an argument, with an introductory paragraph (thesis statements), body of the argument, and conclusion. Why is writing important? Reading, writing, thinking and speaking are now understood as an integrated skill set. In BbLearn we cannot literally speak to each other, although the “threaded discussions” are a replacement of sorts. Your grade will be determined primarily, then, by your writing. Your writing submissions (discussion questions, interpretive papers, and term paper) are the “evidence” that we use to determine the quality of your reading and thinking.
Grading Format
100 points total, grades assigned on a normal curve (90-80-70-60 = A-B-C-D).
Assignments
What follows below is an overview. See the Assignments tab for specific details.
1. Discussion Questions
Distributed throughout the course are five so-called "Discussion Questions." Each of these counts five points. You can only find them through a process something like a scavenger hunt as you work your way through the course. You will not
Effective Fall 2012

find a list of them anywhere. Please note that it is your sole responsibility to find these questions (posting an email query to “all” is BAD form!). How do you find them? Very simple. Read the material. Here's the recommended procedure. When you come to one of these assigned questions, copy it into your word processor and save the file with a name like
DQ1YourName.doc" or some such like “DQ1TigerWoods.doc”. Do not insert spaces, hyphens, or other characters into your file name. After making this file, if you’re prepared to answer the question, go ahead. If not, finish the reading or the other tasks associated with the question. Then come back at a later time.
All these questions must be submitted via the Assignments page by the due date. Late work is not accepted under any circumstances.
Some of the questions are easy; you’ll be able to answer in a few sentences. Others will take you considerable time and require several paragraphs.
You must write your own answers to these questions. Clear? Do not succumb to the temptation of submitting someone else’s work (from this or past semesters) as your own. Avoid any suspicion of plagiarism. These questions are not group work. What is plagiarism? Look it up in the dictionary. Don’t do it. Also see the NAU's Student Handbook policies on academic integrity and standards of classroom behavior .
2. Interpretive papers (Two, 15 points each, 30 points total). Your papers should be three pages long, using standard formatting: one inch margins all around, a minimum 12 point and maximum 13 point font, with line spacing similar to that on this page. Your “auto-spacing” feature will generally be right on.
Paper one will focus on R. Bellah, et al, The Good Society . The second assigned paper focuses on Dan Kemmis’s The
Good City . Specific instructions will be given in the Assignment section. Keep in mind that the papers are interpretive.
They are not summaries. I repeat: not summaries. Believe it or not, I've read the assigned materials more than once. Try thinking of the response papers more as interpretive essays that identify the main idea(s) of the author. Generally you should attempt to answer the following questions.
— What is the text’s main point?
— What are the most significant amplifications and/or implications of the main point in relation to the basic themes of
HUM 395 (see lecture one)?
After you draft your paper, make a strong effort to edit it. Correct “speling” (often typographic) errors. How do you spell
“spellng”? I hope you spell it like this — “spelling.” Eliminate grammatical mistakes like sentence fragments and comma splices. (I’m okay with sentence fragments if and only if you note your intentional use of one.) Why do this? Remember that our course objectives include learning how to construct arguments and explanations. Good arguments and explanations are free of editorial mistakes. If your paper is unedited, you’ll be losing points.
3. Term paper (5 point proposal, 20 point draft, 20 point final copy, 45 points total).
The final version of the term paper should be four pages long, standard formatting, including a short section of references and notes. (Standard formatting allows approximately 400 words per page. Use the word count feature on your processor.)
Your topic proposal must be submitted at least seven weeks prior to the end of the semester. Your rough draft for critique must be submitted at least three weeks before the end of the semester. Please understand that “critique” is a good word: it means that your reader will gently edit and make suggestions to you so that you have a chance at getting a really good grade. And you must turn in the term paper on time.
Extra Credit
There is one and only one extra credit assignment, worth five points, which must be submitted by the end of week one in order to receiver credit. See the Assignments page for details.
Extra Credit Assignment
Complete the following quiz, and submit your answers via the Assignments link.
1. The new syllabus totally replaces the former syllabus. (T/F)
2. The Assignments listed on the new Syllabus totally replace any and all previous assignments. (T/F)
3. You are to ignore any references to the previous Syllabus or previous assignments (or WebCT or Vista) as you read the lectures and other material. (T/F)
4. I have read and understand the NAU policies on classroom management, safe environment, plagiarism and professional conduct. (T/F)
5. I understand that late work is not accepted for credit in HUM 395. (T/F)
Effective Fall 2012

Teaching Assistant
Kim Homer will introduce herself to you. Interestingly, she is a graduate of an NAU online program, and thus totally familiar with online learning “from the inside,” the student perspective, so to speak. She’s also totally familiar with online learning “from the outside,” as Kim has worked with me over many semesters.
NAU and HUM 395 Course Policies
All Northern Arizona University Policies (see the Student Handbook ) regarding student and professorial conduct apply to
HUM 395. Plagiarism a.k.a. academic dishonesty is a major offense that will result in an automatic F for the course and possible further disciplinary action by NAU. Be very careful in what you “cut and paste” from the Web. Please go to the following links:
1. NAU’s Policy Statements on Safe Environment, Students with Disabilities, Institutional Review Board, Academic
Integrity, and Academic Contact Hour Policy .
2. NAU’s Student Handbook .
3. Be sure to read the Classroom Management Statement in the Student Handbook. Consider it a rule that taunting, flaming, and other forms of inappropriate behavior will not be tolerated in HUM 393.
4. Additional policies for HUM 395
Please think of the academic policies and procedures of an online class almost exactly as you would a traditional face to face class. The best policy for you is to have all work completed on time. Students who wait to complete their work until the last moment often run into troubles that “hang them up.” Don’t let that happen to you. Avoid the argumentum ad misericordiam. Don’t ask. It simply won’t work.
— Illness, personal difficulties, job related issues, and the like are as difficult to deal with in the “online classroom environment” as with the traditional “face to face classroom environment.” Requests for an “I” due to protracted illness must be certified by an MD or DO on professional letterhead.
— Late work is not accepted.
Effective Fall 2012

PROPOSED SYLLABUS
General Information

Department of Comparative Cultural Studies, College of Arts & Letters

Humanities 395: The Public Humanities in the Digital Age

Spring 2016

3.0 credit hours

Gioia Woods, Ph.D.

Riles 103

Tuesdays – Saturdays through Bblearn messaging; skype by appointment
Course Prerequisites
Junior-level standing
Course Description
This course examines the contemporary public humanities, defined as the production of humanistic meanings in public contexts, from museum work to oral historians, government, non-profit work, and a range of community-based projects. In this course, students will pay particular attention to the ways in which new media technologies reshape and are shaped by the expression of humanistic meanings in historical, cultural, social, and philosophical contexts. Readings and assignments will emphasize the application of traditional and new humanities methodologies to the interpretation of textual, visual, and aural media as the humanities increasingly moves into digital spaces. Concurrently, we will consider the ramifications of the digital humanities for the communication and preservation of culture at all levels, from global communities to localities and the interpersonal interactions which lies at the heart of production within the public humanities.
Liberal Studies Information
1. Mission of Liberal Studies: HUM 395 engages students in debates over humanistic meaning and values in a dramatically changing world.
2. Distribution Block: Humanities 395 fulfills the Liberal Studies Social and Political World distribution block in the following ways:

Students study patterns that characterize the cultural components of human communities

Students analyze the dynamics of human behavior and expression in varied contexts

Students explore the dynamic relationships between human communities and their ecological context
3. Essential Skills: Although students will work extensively on a variety of critical skills including close reading and analysis, the essential skill foregrounded in HUM 395 is critical thinking
(judge and articulate value and meaning of claims, keeping in mind competing viewpoints)
Student Learning Expectations/Outcomes for this Course
By the end of the course students will be able to:
Effective Fall 2012


identify critical theories associated with the public humanities and apply them to the study of cultural texts

navigate and interpret digital spaces used for the production of humanistic meanings

recognize the critical importance of the public humanities in a wide array of career fields (including government work, nonprofits, museum studies, the arts and sciences, history, law) and well as personal endeavors (blogging, public art, photography, writing)

articulate humanistic meaning through various technologies that invite public engagement to better understand each student’s individual power in producing content that furthers the public humanities
Assessment of Student Learning Outcomes

Weekly prompt-based discussions designed to enhance close reading and analysis of texts

Midterm exam designed to test apprehension of reading and lecture material

8-10 page research paper designed to allow students to demonstrate developing knowledge in the public humanities

Presentation of research

Digital teaching project designed to showcase public humanities, i.e., the production of humanistic meaning in public (virtual) contexts/spaces
Course structure/approach
Humanities 395, whether offered face-to-face, blended, or online, will follow this format: Each week consists of one unit; within each unit, students are required to read essays and articles, view visual material, and participate in extensive prompt-based discussion.
Textbook and required materials
Bate, Jonathon, editor. The Public Values of the Humanities
Gold, Matthew K., editor. Debates in the Digital Humanities
Articles from DHQ , Digital Humanities Quarterly
Course outline
Week One Reading: The Public Values of the Humanities Introduction and Part 1,
Learning from the Past
Discussion 1~ see discussion prompts
SLOs week one identify critical theories associated with the public humanities and apply them to the study of cultural texts
Week Two Reading: The Public Values of the Humanities Part 1,
Learning from the Past, continued
“Shakespeare His Contemporaries: collaborative curation and exploration of
Early Modern drama in a digital environment,”
DHQ http://www.digitalhumanities.org/dhq/vol/8/3/000183/000183.html
Visit The Folger Shakespeare Library http://www.folger.edu
Discussion 2~ see discussion prompts
SLOs week two: identify critical theories associated with the public humanities and apply them to the study of cultural texts
Week Three Reading: The Public Values of the Humanities Part 3, Informing Policy
Discussion 3 ~ see discussion prompts
Visit the American Studies digital archives at http://xroads.virginia.edu/
Effective Fall 2012

SLOs week three: identify critical theories associated with the public humanities and apply them to the study of cultural texts
Week Four Reading: Debates in the Digital Humanities Part 1: Defining the Digital
Humanities
“Traveling the Silk Road on a Virtual Globe,” DHQ http://www.digitalhumanities.org/dhq/vol/7/2/000116/000116.html
Visit Prof. Krista Rodin’s blog
Discussion 4 ~ see discussion prompts
SLOs week four: navigate and interpret digital spaces used for the production
of humanistic meanings
Week Five Reading: Debates in the Digital Humanities Part 1: Defining the Digital
Humanities, continued
“Curating Digital Spaces, Making Visual Arguments: A Case Study in New
Media Presentations of Ancient Objects,” DHQ http://www.digitalhumanities.org/dhq/vol/7/2/000159/000159.html
Visit The Metropolitan Museum of Art
Discussion 5 ~ see discussion prompts
SLOs week five: navigate and interpret digital spaces used for the production
of humanistic meanings
Week Six Reading: Debates in the Digital Humanities Part 2: Theorizing the Digital
Humanities
Visit the Digital Humanities project at the Stanford Humanities Center
( http://shc.stanford.edu/digital-humanities )
Discussion 6 ~ see discussion prompts
Week Seven Reading: Debates in the Digital Humanities Part 2: Theorizing the Digital
Humanities, continued
Visit the Digital Humanities project at U of North Carolina at Chapel Hill
( http://digitalhumanities.unc.edu/resources/projects/ ).
Discussion 7 ~ see discussion prompts
Week Eight Reading: Debates in the Digital Humanities Part 3: Critiquing the Digital
Humanities
Midterm
Discussion 8 ~ see discussion prompts
Week Nine Reading: Debates in the Digital Humanities Part 3: Critiquing the Digital
Humanities, continued
Discussion 9 ~ see discussion prompts
DUE: Research paper proposal
Week Ten Reading: Debates in the Digital Humanities Part 4: Practicing the Digital
Humanities
Discussion 10 ~ see discussion prompts
DUE: Research paper outline and working thesis
Week Eleven Reading: Debates in the Digital Humanities
Humanities, continued
Part 4: Practicing the Digital
Effective Fall 2012

Discussion 11 ~ see discussion prompts
Research paper writing workshop
Week Twelve Reading: DHQ 2012 6.3: Hidden Histories: Computing and the Humanities c.
1965-1985 Editor: Julianne Nyhan http://www.digitalhumanities.org/dhq/vol/6/3/index.html
DUE: Research paper draft #1
Week Thirteen Students locate, analyze, and bring to class examples of crowdsourced projects.
Week Fourteen Research paper presentations
Week Fifteen Research paper presentations
DUE: Research paper final draft
DUE: Digital teaching project
Course policies

Retests/makeup tests: no late work or make up tests allowed without institutional or medical excuse. If students are having trouble meeting a deadline, please consult with instructor.

Attendance: meaning is made in collaboration, and in a discussion class such as this, attendance is crucial! Final course grade may be lowered after three unexcused absences.

Statement on plagiarism and cheating*
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any kind as a result of making a complaint under the policy or participating in an investigation is also prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504
Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/ . If you have questions or concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928)
523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu
.
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax).
Students needing academic accommodations are required to register with DR and provide required disability related documentation. Although you may request an accommodation at any time, in order for DR to best meet your individual needs, you are urged to register and submit necessary documentation ( http://www.nau.edu/dr ) 8 weeks prior to the time you wish to receive accommodations. DR is strongly committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or questions related to the accessibility of programs and facilities at
NAU may be brought to the attention of DR or the Office of Affirmative Action and Equal Opportunity
(523-3312).
ACADEMIC CONTACT HOUR POLICY
Effective Fall 2012

Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for every unit of credit, a student should expect, on average, to do a minimum of three hours of work per week, including but not limited to class time, preparation, homework, studying.
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity entails a firm adherence to a set of values, and the values most essential to an academic community are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic integrity is expected not only in formal coursework situations, but in all University relationships and interactions connected to the educational process, including the use of University resources. An NAU student’s submission of work is an implicit declaration that the work is the student’s own. All outside assistance should be acknowledged, and the student’s academic contribution truthfully reported at all times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Individual students and faculty members are responsible for identifying potential violations of the university’s academic integrity policy. Instances of potential violations are adjudicated using the process found in the university Academic Integrity Policy .
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including
NAU students engaged in research are adequately trained in the basic principles of ethics in research. Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the National Science Foundation (NSF)-The America COMPETES Act (Creating
Opportunities to Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C
18620-1, Section 7009, and the National Institutes of Health (NIH) policy on the instruction of the
RCR (NOT-OD-10-
019; “Update on the Requirement for Instruction in the Responsible Conduct of
Research”). For more information on the policy and the training activities required for personnel and students conducting research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
University education aims to expand student understanding and awareness. Thus, it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter —and critically appraise—materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the responsibility of each member of the NAU community to maintain an environment in which the behavior of any individual is not disruptive. Instructors have the authority and the responsibility to manage their classes in accordance with University regulations. Instructors have the right and obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are responsible for establishing, communicating, and enforcing reasonable expectations and rules of classroom behavior. These expectations are to be communicated to students in the syllabus and in class discussions and activities at the outset of the course. Each student is responsible for behaving in a manner that supports a positive learning environment and that does not interrupt nor disrupt the delivery of education by instructors or receipt of education by students, within or outside a class. The complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
Effective Summer 2014
Approved UCC
– 1/28/14
Effective Fall 2012

Approved UGC
– 2/12/14
Effective Fall 2012