INTRODUCING THE UNIVERSITY OF NORTH FLORIDA DIGITAL HUMANITIES INITIATIVE
This presentation will introduce the UNF Digital Humanities Initiative (DHI), an association of faculty from across campus working in partnership with CIRT, OFE, ITS, ORSP, and the Thomas G. Carpenter Library. Clayton McCarl, Associate Professor of Spanish, and Sherif A. Elfayoumy, FIS Distinguished Professor of CIS and Interim Director, School of Computing, will discuss the benefits to faculty and students of promoting interdisciplinary collaboration on projects employing technology in research and teaching. To illustrate the types of endeavors that the Initiative might support, several faculty members will then briefly highlight their recent work. Ching-Hua Chuan, Assistant Professor of Computing, will discuss her research, in which she applies computational techniques to analyze music and video. Anne Pfister, Assistant Professor of Anthropology, will describe her use of Photovoice in her research with deaf youth participants in Mexico City. Aisha Johnson, Head of Special Collections and Archives, will join Clayton McCarl to discuss an electronic textual editing project in which UNF students will transcribe materials from the Eartha M.M. White Collection, held by Special Collections in the Thomas G. Carpenter Library, to create a digital archive for increased access. The session will conclude with a preview of spring events sponsored by the DHI.
PRESENTER(S) – Clayton McCarl, Sherif Elfayoumy, Ching-Hua Chuan, Anne Pfister, and Aisha Johnson,
Clayton McCarl is Associate Professor of Spanish and the Interim Director of the UNF Digital Humanities Initiative. His research involves the electronic edition of manuscript and rare print books dealing with the Spanish maritime world in the sixteenth, seventeenth, and eighteenth centuries.
Sherif Elfayoumy is the Associate Dean of the College of Computing, Engineering and Construction, FIS Distinguished Professor of CIS, and a senior member of the IEEE. He is also the founder of UNF’s Interdisciplinary Program for Big Data Analytics and the first recipient of the CSE Doctoral award from the University of Louisville. Dr. Elfayoumy has 45 publications including three awarded patents in the areas of supercomputing and data mining.
Ching-Hua Chuan is an Assistant Professor in the School of Computing at University of North Florida. She received her Ph.D. in Computer Science from University of Southern California in 2008. She has published refereed articles in journals and at conferences on audio analysis and music generation. She received the best new investigator paper award at the Grace Hopper Celebration of Women in Computing in 2010.
Anne E. Pfister is an Assistant Professor of Anthropology. She used visual methods, including photovoice, to investigate identity and language socialization among deaf youth in Mexico City, Mexico. This community-based project actively engages participants as co-researchers and extends her involvement in the Mexican deaf community with whom she has been associated for over nine years. Pfister’s other research interests include medicalization, treatment seeking, research with children and families, and applied anthropology. Pfister has taught students of various ages in Colorado, Arizona, Mexico, and Florida.
Aisha Johnson is the Head of Special Collections and Archives for UNF’s Thomas G. Carpenter Library. Her dissertation explored the contributions of the Julius Rosenwald Fund to the development of libraries in the American South through archival research. Johnson is dedicated to uncovering the history of those less represented using archival studies.
raising the stakes in general education: blended learning in an intellectual competency curriculum
An intellectual competency-based curriculum in General Education (GE) (like UNF’s new program instituted in 2014) emphasizes the teaching of broad, essential intellectual abilities in writing, thinking, and reasoning over the factual instruction in disciplinary content common to many traditional General Education programs. Traditional GE courses often serve as introductions to a major curriculum rather than as integral parts of a program of liberal leaning that emphasizes interdisciplinary skills and abilities. There are many challenges involved in asking faculty to reconceive the traditional GE model: Two problems that I address in this paper through an example from by my own teaching are scalability and rigor.
Large GE courses are common and, pragmatically, necessary. The traditional GE strategy manages large classes with straight lecture and scantrons. In an intellectual competency-based program, how does one deliver a course at scale that offers meaningful opportunities to practice writing and critical thinking and that provides students with meaningful feedback without overwhelming the instructor? In this talk I discuss blended-learning strategies that I use to enhance the rigor of expectations and the impact of feedback in a GE class of 200 students.
PRESENTER(S) – Scott Brown
Scott Brown (Ph.D. Yale University, 2004) is an expert in medieval art history with research interests in Romanesque art. Dr. Brown joined the faculty of the University of North Florida in 2005 and teaches widely on topics including Romanesque and Gothic art, northern Renaissance and Baroque painting, and the Apocalypse. Current research projects include books on the iconography of the Biblical heroine Jael and the economics of the revival of monumental architecture and sculpture in the eleventh century. In his teaching, Dr. Brown is an advocate for pedagogical self-scrutiny, for the mission of general education, and for undergraduate research.
transitioning team-based projects from a face-to-face to an online environment successfully
Student collaboration (i.e., team project) is a valuable pedagogical approach commonly employed in face-to-face courses. Many of the problems plaguing team projects such as member selection, time management, and accountability often seem insignificant in face-to-face courses, but can be quite significant when online. Attempting to conduct online team projects in a manner similar to a face-to-face course may add to the pressure, confusion, and frustration students often experience during team projects, which can result in poor-quality deliverables and unnecessary student withdrawals. One way to ensure the success of online team projects is to divide the project into a number of smaller more frequent deliverables that include elements of peer-accountability. The use of primary deliverables such as a team contract, prospectus, and a mid-term report emphasizes the need for teams to define the guidelines and the framework in which they will produce a final deliverable. Secondary deliverables such as anonymous team surveys hold team members accountable for their performance during each deliverable, and status reports assist the instructor with identifying and addressing issues before they can negatively affect the team. The application of these primary and secondary deliverables has shown that online team projects can be successful.
PRESENTER(S) – James Littleton
Jim Littleton has been an Instructor with the School of Computing at the University of North Florida for five years during which he has taught online courses for nearly three years. Jim is currently working to complete his first TOL7100 course for CIS3253 – Legal and Ethical Issues in Computing in which he has applied his ideas for successful online team projects. Jim earned a BS and MS in Computer and Information Sciences from the University of North Florida.