A few years ago, Rebecca Frost Davis and I put together a workshop called “Integrating Digital Humanities Projects into the Undergraduate Curriculum.”  We offered the workshop several times in 2011: at DH2011 at Stanford University, at THATCamp LAC  at St. Norbert College, and at THATCamp Pedagogy at Vassar College. I presented a shortened version at THATCamp New England at Brown University in 2012, and at the DHCommons workshop that was held during MLA 2013 in Boston.  I also led a longer version at Emory University’s Institute for Pedagogy in the Liberal Arts at Oxford College in summer 2013.  The session I led at AHA 2014’s Preconference Workshop on Digital History was yet another iteration of this workshop.  This time I called it “Project-Based Learning and Undergraduate Research in the History Classroom.” The description and materials have remained the same.


This workshop will present strategies for effectively integrating digital projects into undergraduate courses. By examining cases of assignments linked to digital projects, participants will consider how to make room for such assignments in a syllabus, how to tie digital projects to a course’s learning outcomes, and how to scaffold both technological and content learning to allow students to make positive contributions to a project external to the course.

Participants will leave with a set of pedagogical strategies for thinking about digital projects, preliminary plans for assignments for their own courses, and suggestions for how to find collaborative partners in library and technology services for such projects on their home campuses.

Suggested reading:

Blackwell, C., & Martin, T.R., 2009. Technology, collaboration, and undergraduate research. Digital Humanities Quarterly, 3(1). 

Our discussion will focus on this Process Checklist for Integrating Digital Humanities Projects Into Courses.



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