As Digital Humanities (DH) gains popularity and attention for its creative approaches to scholarly production, Digital Humanities classes have become more common across a range of disciplines, at both the graduate and undergraduate levels. DH practitioners are increasingly sharing their experiences teaching Digital Humanities methods and tools, but little formal research has been done on pedagogical methods for this particular field. The continued growth of digital humanities depends upon the development of effective pedagogy, and incorporating student perspectives is critical to that process.
In our research project, Siobhain Rivera, Erica Hayes, and I sought ways for faculty to take student perspectives into consideration as they develop pedagogy practices that empower students to think creatively about their research and scholarship. We interviewed 10 instructors and surveyed 75 students in total. We later presented our findings and recommendations at the College English Association 2015 and the Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC) 2015.
HASTAC 2015 presentation slides:
College English Association 2015 presentation slides: