Maybe your university wants to develop a course in digital humanities. I assure you, it’s a great asset for any modern humanist. Dr. Clarissa Ceglio has done a great job creating a syllabus for my advanced practice. See below.

DMD 3099-10 Fall 2016 Independent Study Version of
DMD 4615 Advanced Digital Humanities Practice  

Weekly Colloquy: Weds., 9:45-10:30 a.m.    Where: Room 241, Bishop Center Office
Instructor: Clarissa Ceglio, PhD                   Office hrs: TBD

This required course for Digital Humanities (DH) concentrators engages students in three interrelated activity streams across the course of the semester. Theses praxis-focused streams are designed to build the intellectual, technical, teamwork, and grant writing skills necessary to create, manage, and develop collaborative digital humanities projects. Students, working as a team, will contribute to advancing a project in partnership with a museums, archives, or similar mission-driven organization that uses digital technologies for public engagement.

Learning objectives

  • Gain analytical and practical knowledge of current DH theories, approaches, tools and projects
  • Develop abilities and interpersonal skills essential to collaborative project management
  • Understand and navigate the grant writing process, from idea generation to finished proposal or project plan

Activity Streams

  1. Collaborative work on a real-world DH project (e.g., current grant-funded initiatives or new projects designed for the course by the instructor with an external partner);
  2. Explorations of DH theories, approaches, tools and projects documented in an online research and reflection notebook (recommended platform, WordPress: ).
  3. Stepwise incubation of an individual project culminating in a draft grant proposal or project plan. Students may elect to use this assignment to set the groundwork for, or to advance, work on a senior thesis.

Assignments and Grading

Stream 1: The Collaborative Project (40%). This semester we will be working on the NEH-funded research project Omeka Everywhere, a collaboration of external partners Ideum and the Roy Rosenzweig Center for History and New Media with DMD. To aid user testing of this new open source software on campus at the Benton Museum of Art and to build a permanent online archive of materials related to the work of artist Ellen Emmett Rand, we will be working closely with curator/professor Alexis Boylan and colleagues in UConn’s Archives and Special Collections. In addition to the weekly colloquy, additional meeting times with our partners will be required (and scheduled based on mutual availability of all parties, including student).

HONORS CONVERSION: As a member of the online exhibition development team, the student’s primary work on this collaborative project includes learning to use Omeka, building the online collection, establishing a metadata schema, creating/importing object metadata, attending collaborator meetings, and pursuing collections research. The additional work required for the honors conversion entails contributing to the authorship of a white paper detailing exhibition team experience with the new software, Omeka Everywhere. This involves synthesizing team experience from 2015-16 and integrating new insights from the Fall 2016 work.

Stream 2: Weekly readings and blog entries (30%). Your online research notebook is designed to promote self-reflective learning and the application of concepts drawn from assigned readings and other materials to your own emerging digital humanities practice. Additionally, it is a place to note and process insights, stumbling blocks, “failures,” and lessons gained from working with the tools, teammates, external partners, etc., on the collaborative project. This “thinking” space is also where your own project proposal/plan gestates. To do this work successfully, you must, of course, complete each week’s assigned readings or other materials assigned for your review.

Our initial set of Stream 2 readings will be taken from The LA Review of Books “The Digital in the Humanities: A Special Interview Series”:

In reading these interviews be sure to explore any urls provided in the text, seek out the interview subject’s online presence and work (as these are not always included as links), pay note to reader comments, and browse the Web for reactions among the DH community to each interview. What debates or areas of friction are revealed across these interviews and responses? What might these mean for your own developing practice? Think, too, about what opinions and experiences resonate with you, inspire you, irritate you, challenge you…and ask why. One of the key question being asked through this series is: How do the digital and the humanities intersect in the work that we call “digital humanities” and what does this mean for the different areas of practice involved?  The goal of this assignment is to prompt you, as an emerging DH practitioner, to ask of yourself, “How do the digital and the humanities intersect in my work? Where do I see myself situated–and headed–in the field called Digital Humanities?”

This series, however, looks primarily at the work of university-based  practitioners, so future readings will cast a wider net.

Stream 3: Developing  (30%). Over the course of the semester, you will conceive of, research, and refine ideas for your own digital humanities project. A real or mock proposal constitutes the final deliverable for the semester; or, if deemed appropriate by the instructor, a detailed project plan. Your project will develop iteratively over the course of the semester, so interim materials will be reviewed, revised and count toward a portion of the final grade for this activity stream.

Nb: The schedule of assigned readings and materials will be developed over the course of the semester as project needs and students’ work focus develop. Students are expected to identify and suggest materials (readings, DH projects for analysis, tools for experimentation, etc.) pertinent to the collaborative effort as well as their own project.

  • Unless noted, items without links are in our class folder on Google Drive
  • Numbers 1, 2, and 3 designate the activity stream correlation (see above) for assigned activities


Week 1: Orientation – 8/31

  1. Omeka
  2. Set-up WordPress site

Week 2:     Articulating the Idea

(1) Omeka Everywhere grant narrative
(3) Worksheet 1: Articulating the Idea

Week 3:     Identifying Audiences and Key Constituencies

(2) Part 1: Franco Moretti
(3) Worksheet 2: Identifying Audiences and Key Constituencies

Week 4:      Environmental Scan

(2) Part 5: Bethany Nowviskie
(3) Worksheet 3: Environmental Scan

Week 5:     Environmental Scan – continued

(2) Part 10: Jessica Marie Johnson

Week 6:      Identify an Appropriate Funding Source

(2) Part 11: Ted Underwood

Week 7:      Resource Assessment, Scoping and Scheduling Work

(2) Roxanne Shirazi

Week 8:     Short project proposals

(2) Seb Chan: ; ; and

Week 9:      Forging Effective Partnerships

(2) Student selected reading

Week 10:   What Happens Next

(2) Student selected reading

Week 11:     Letters of Support

(2) Student selected reading

Week 12:     Assessments: Formative and Summative

(2) Student selected reading

Week 13:  Wrapping It All Up

(2) No readings