new course cover sheetdesign.umn.edu/about/intranet/governance/committees/curriculum/... ·...

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NEW COURSE Cover Sheet Use$this$form$to$propose$a$new$course.![Revised(July(2017](

!!New$Course$DESIGNATOR$and$TITLE:$$$$ !

!!Career:! [!!]!!Undergraduate!!!!!!!!![! ]! Graduate!!

Unit:! [!!]!!ARCH!!!!!!![! ]! DHA!!!![! ]! HUMF!!

! [!!]!!LARCH!!!!![!!]!!MST!!!![!!]!!INTERDISCIPLINARY!

Program:!!! ! ! ! ! !!!!!!!!

Submission!from:!!! ! ! ! !!!!!!

Submission!date:!!!! ! ! !!!!!!!!!!!!!

Effective!term!(must!be!a!future!term):!!! ! ! !!!!!!!!!!!!

Estimated!student!materials!expense!for!this!course:!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Required:([((]( YES,$Academic(Support(Resources(needed:((

[((]( Computer(Lab([((]( Digifab(Lab([((]( Goldstein([((]( Imaging(Lab([((]( Libraries([((]( Other(Technology([((]( Workshop(

[((]( NO$Academic(Support(Resources(need

!!!!Overview!

Does(this(course(change(also(change(the(program((including(adding(it(as(an(elective)?([( ]( YES( ( ((((((((([( ]( NO(If(yes,(is(Program(Change(form(included(this(curricular(review(cycle(or(future(cycle?( [( ]( YES,(included( [( ]( NO,(deferred(Is(this(course(required?((( [( ]( YES(((((((((((((((( [( ]( NO((Does(the(course(require(new(FTE(faculty?(( [( ]( YES(((((((((((((((( [( ]( NO(Does(the(course(require(TA(support?(( [( ]( YES(((((((((((((((( [( ]( NO(

!Summarize$new$course$and$rationale$(Executive(Summary(field(in(Workflow(Gen)(

Describe(the(planning(and(development(activities(that(generated(this(course(proposal.(Include(the(following(information:(why(the(course(is(needed,(which(students(are(impacted,(projected(enrollment,(etc.(

((((((((Summarize$consultation$required$by$the$University$Curriculum$Committee!

Before(submitting,(verify(that(there(are(no(comparable(courses(at(the(University(of(Minnesota.(Course(proposer(should(identify(possible(overlap(with(or(relation(to(other(courses,(and(provide(proposed(syllabus(and(ECAS(course(description(to(CDes(Associate(Dean(for(Academic(Affairs,(who(will(consult(with(the(associate(dean(s)(of(the(relevant(college(s).((

(!$$$$$Faculty$oversight/unit$approval$process$by:([((]( full(faculty( [((]((unit(undergraduate(curriculum(committee( [( ]( unit(graduate(curriculum(committee([((]((other((specify(oversight(body):((( (

!Faculty$oversight$vote:( Ayes((( ( Nays((( (((((((((((((((((((((( Abstain((((((((((((((((((((((((((((((((

This course was planned and developed by Ben Wiggins, PhD, Program Director of Digital Arts, Sciences, & Humanities (DASH) for University Libraries and an Affiliated Assistant Professor of History at the University of Minnesota, in collaboration with Kevin Murphy; Greg Donofrio; Kat Hayes; and Colin McFadden, Technology "Architect", CLA. Digital technologies are significantly altering the speed and scale of the foundational methodologies of archeology, history, and preservation. In this course, students will not only learn how emerging digital technologies can enhance their research, but also how those technologies are fundamentally transforming the possibilities for the public presentation of that research. The course is available as an elective to graduate students in the HSPH program, including those registered by the PhD minor. Other non-HSPH graduate students may enroll subject to instructor permission and class capacity. Target enrollment of 15. Maximum enrollment of 20. The following departments and programs were consulted and their feedback informed the course proposal: Anthropology, Geography, History, Museum Studies, American Studies, Graphic Design. There are no comparable courses at the UMN. Evidence of consultation is submitted with this proposal.

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2017.10.30!College!of!Design!Curriculum!Committee!New!Course!Proposal!TEMPLATE,!p!1!

1!

!New!Course!Proposal!FILL1IN!TEMPLATE!!!In#addition#to#the#New#Course#Coversheet,#the#CDes#College#Curriculum#Committee#requests#that#all#course#proposals#be#presented#for#review#with#a#similar#structure#in#order#that#the#committee#can#more#efficiently#focus#on#curricular#content#and#structure#of#each#new#course.#While#this#proposal#template#can#also#serve#as#a#checklist#for#essential#syllabus#information/course#consideration,#it#is#not#proposing#the#final#graphic#format#for#the#syllabus.#For#additional#syllabus#information,#see#the#Best#Practices#document#on#the#curriculum#website.#Thank#you#for#your#help#with#this#endeavor.#!Please!address!each!blank!box!(using!n/a!as!appropriate).!!Information!in!BLACK!is!required!(per!University!of!Minnesota!policy)!in!final!syllabus.!Information!in!BLUE!is!required!for!curricular!review,!but!not!required!in!final!syllabus!distributed!to!students.!!!!!

Section!1:!Identifying!Information!!

1.1! institutional!identifiers! University!of!Minnesota!College!of!Design!

1.2! department/school! Arch!

1.3! graduate!or!undergraduate?! Graduate!

1.4! course!designator(s)!(include!crossClisted!designators)!

!HSPH!

1.5! course!title! !Digital Methods for Heritage Studies & Public History !

1.6! credits! !3!

1.7! term(s)!offered! Every!Fall!

1.8! prerequisites! none!

1.9! WI!and/or!LE!designation(s)!!and/or!intent!(brief!statement)!

!

1.10! catalog!description! !Digital!technologies!are!significantly!altering!the!speed!and!scale!of!the!foundational!methodologies!of!archeology,!history,!and!preservation.!!

Moreover,!they!are!shifting!the!way!the!public!engages!with!the!past!in!

cultural!institutions!and!across!the!myriad!screens!that!pervade!their!

daily!life.!!In!this!course,!students!will!not!only!learn!how!emerging!

digital!technologies!can!enhance!their!research,!but!also!how!those!

!


2!

technologies!are!fundamentally!transforming!the!possibilities!for!the!

public!presentation!of!that!research.!!!

!!!

This!course!privileges!handsHon!learning!and!balances!deepening!

essential!methodological!skills!with!exposure!to!a!breadth!of!fieldH

altering!technologies.!!It!is!structured!around!five!core!methodologiesHH

excavation,!documentation,!reconstruction,!interpretation,!and!

exhibition.!!In!each!unit,!students!will!be!first!be!tasked!with!identifying!

the!underlying!principles!of!these!methodological!approaches.!!They!

will!then!use!class!time!to!explore!technologies!that!extend!those!

methods!such!as!highHresolution!imaging,!relational!databases,!text!

mining!programs,!virtual!environments,!and!content!management!

systems!for!website!building.!!Bookending!the!course!is!a!focus!on!

effective!collaborationHHthe!foundation!of!successful!digital!projectsHHand!

public!engagement!in!an!increasingly!connected!yet!fractured!society.!!!!

!

1.11! consultation!with!other!units! Evidence!of!consultation!attached!as!a!separate!document.!Anthropology,!Geography,!History,!Museum!Studies,!American!Studies,!graphic!

Design!!

!

1.12! general!delivery!format!!(lecture,!w/!or!w/o!recitation,!

studio,!etc.)!

!Lecture!

1.13! campus/building/classroom! !East!Bank!TBD!

1.14! meeting!days/time!! !Thursdays!1:00pmC4:00pm!

1.15! meetings!outside!of!regular!class!time!(must!be!disclosed!as!part!of!registration!if!mandatory)!

!

1.16! final!exam!date!&!time!(or#state#NO#final#exam)#

!No!final!exam!

!!

Section!2:!Instructor!Information!

2.1! name!and!title! !Benjamin!Wiggins!

2.2! Faculty!Sponsor!(if!instructor!is!!

not!governing!faculty)!

Greg!Donofrio!

2.3! office!location!and!office!hours!

!Rapson!Hall!151g!

!


3!

2.4! office!phone!! 612H626H1107!

2.5! email!(must!be!@UMN!email)!

[email protected]!

2.6! preferred!method!of!contact! email!

2.7! TA(s)!Contact!Information! !

2.8! virtual!learning!environment!(Canvas!or!course!blog!information!

if!applicable)!

Canvas!

!

Section!3:!Course!Overview!and!Learning!Objectives!!

3.1! summary,!overview,!!introduction,!description!

and/or!premise!!

Digital technologies are significantly altering the speed and scale of the foundational methodologies of archeology, history, and preservation. Moreover, they are shifting the way the public engages with the past in cultural institutions and across the myriad screens that pervade daily life. In this course, students will not only learn how emerging digital technologies can enhance their research, but also how those technologies are fundamentally transforming the possibilities for the public presentation of that research.

3.2! LE!and/or!WI!statements!(explicit!and!selfCaware!statements!

of!why!and!how!this!course!has!Core/Theme!and/or!WI!

designations)!

!

3.3! primary!learning!goal/purpose!of!course!(i.e.,!a!single!clear!statement!summarizing!the!overarching!

learning!goal)!!

This course privileges hands-on learning and balances deepening essential methodological skills with exposure to a breadth of field-altering technologies. It is structured around five core methodologies--excavation, documentation, reconstruction, interpretation, and exhibition. In each unit, students will be first be tasked with identifying the underlying principles of these methodological approaches. They will then use class time to explore technologies that extend those methods such as high-resolution imaging, relational databases, text mining programs, virtual environments, and content management systems for website building. Bookending the course is a focus on effective collaboration--the foundation of successful digital projects—and public engagement in an increasingly connected yet fractured society.

3.4! specific!learning!objectives!(5C10!e.g.)!

!

3.5! SLO!information!Identify!which,!how!and!why!1C3!

SLOs!are!met!in!course!

!

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4!

(required!for!all!undergraduate!courses)!

3.6! summary!for!how!each!SLO!is!ADDRESSED!and!how!

ASSESSED!required!for!ECAS!

!

!Section!4:!Course!Structure!!

4.1! course!structure!(mode!of!inquiry,!!parts!or!themes,!assignments!generally!described;!

lecture!or!studio,!formats,!projects!or!papers,!individual!or!group!work,!

etc.)!

Active Class Participation : The course succeeds through active engagement from you and your peers. Please attend each session, come prepared to discuss the readings, and ready to experiment with digital technologies. This course requires no technical pre-requisites, but will require you to consistently utilize technologies may be challenging--please bring enthusiasm to that task. Collaborative Digital Exhibit Redesign : Effective collaboration is perhaps the most critical component of digital projects in the humanities and social sciences. In our core assignment for the course, you will collaborate with three-to-four of your classmates to redesign an existing digital project. We have partnered with Archives & Special Collections at the University of Minnesota, the Hennepin History Museum, and the Minnesota Historical Society to identify a dozen existing digital exhibits that are in need of updating and expansion. Your task is to construct a new website for the project that updates and expands the existing work. You will build this site using WordPress on a DASH Domain and at the conclusion of the semester, you will present your work to the leaders of our partner institutions in the hopes they adopt your site as the new public online home of their exhibit. This project will progress in stages and each week we will dedicate class time to advancing development of the sites. Project Plan : Before beginning the work on your website redesign, you will need to collaboratively establish a project plan, divide that plan into tasks, and enter those tasks into the online project management system, Asana. Studio Critique Presentation : After drafting your site, testing its usability, and making the final edits, you will demonstrate your site and the ways it engages audiences to a panel of institutional leaders and your peers in a final-day-of-class critique.

4.2! workload!expectations!specific!to!course!!

!

4.3! grading!information!!(qualitative!and!quantitative)!

Assignment Grade Points

Active Class Participation 30 (2 each session x 15 sessions)

Project Plan 10

!


5!

Collaborative Digital Exhibit Redesign 50

Studio Critique Presentation 10 !

4.4! distinction!between!cross1listed!courses!and!

requirements!(if!applicable;!e.g.,!3xxxClevel!crossClisted!with!a!5xxxC

level)!

!

4.5! attendance!requirements!!and!penalties,!if!any!

Students!are!required!to!attend!all!classes.!One!unexcused!absence!is!permitted.!!

4.6! statement!on!extra!credit! no!

4.7! policy!for!making!up!work!missed!exams,!reviews!and/or!

grading!late!work!

Studrnts!may!make!up!work!in!consulation!with!instructor!

4.8! other!policies!to!emphasize!and/or!specific!departmental!

protocols!or!consequences!that!may!be!especially!applicable!to!this!class!!

(e.g.,!attendance,!mental!health/wellCbeing,!attendance,!

device!use)!!

!

!

Section!5:!Additional!Resources!

5.1! bibliography/readings!list!(required!and!recommended,!and!where!to!find!them)!

All articles and chapter selections are available for download through electronic course reserves in the “modules” section of the Canvas course site. Read: Kristine Fowler, “Interdisciplinary Group Toolkit” from University of Minnesota Libraries; Rebekah Brown, Ana Deletic, and Tony Wong, “Interdisciplinarity: How to Catalyze Collaboration” from Nature (2015). Read: Rene Descartes, “The Principal Rules of the Method which the Author has Discovered” from Discourse on the Method (1637); Alexandre Escudier, “Theory and Methodology of History from Chladenius to Droysen” from History of Scholarship (2006); Gilbert Simondon, “The Genesis of the Technical Object: The Process of

!


6!

Concretization” from On the Mode of Technical Objects (1958); Bernard Stiegler, “Who? What? The Invention of the Human” from Technics and Time: The Fault of Epimethius (1998). Read: Uwe Flick, “Why Social Research?” from Introducing Research Methodology (2015); Daniel Cohen, “Becoming Digital” from Digital History (2005); Roy Rosenzweig, “Scarcity or Abundance? Preserving the Past” from Clio Wired: The Future of the Past in a Digital Age (2011). Read: David Eltis and David Richardson, “A New Assessment of the Trans-Atlantic Slave Trade” from Extending the Frontiers: Essays on the New Trans-Atlantic Slave Trade Database ; Equal Justice Initiative, Lynching in America: Confronting the Legacy of Racial Terror (2017). Read: Charles Babbage, “On the Mathematical Powers of the Calculating Engine” (1837); Gonzalez-Tennant, “Using Geodatabases to Generate ‘Living Documents’ for Archaeology: A Case Study from the Otago Goldfields, New Zealand” from Historical Archaeology (2009); Neil Dodgson, “Going to the Movies: Lessons from the Film Industry for 3D Librarians” from 3D Research Challenges in Cultural Heritage (2014). Read: Gonzalez-Tennant and Gonzalez-Tennant, “The Practice and Theory of New Heritage for Historical Archaeology” from Historical Archaeology (2006) . Read: Peter Dawson, “Application of 3D Laser Scanning to the Preservation of Fort Conger, a Historic Polar Research Base on Northern Ellesmere Island, Arctic Canada.” from Arctic (2013); Gonzalez-Tennant “Recent Directions and Future Developments in Geographic Information Systems for Historical Archaeology” from Historical Archaeology (2016); Efstratios Stylianidis and Fabio Remondino, selections from 3D Recording, Documentation, and Management of Cultural Heritage (2016). Read: Michel Foucault, “The Unities of Discourse,” “Discursive Formations,” “The Historical a prioiri and the Archive,” and “Archeology and the History of Ideas” from

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7!

The Archeology of Knowledge (1969); Jacques Derrida, “Archive Fever: A Freudian Impression” from Diacritics (1995); L. Patrik “Is There an Archaeological Record?” from Advances in Archaeological Method and Theory (1985). Read: Marco de Benedetto, et al., “Geometry vs. Semantics: Open Issues on 3D Reconstruction of Architectural Elements” from 3D Research Challenges in Cultural Heritage (2014); Daniel Keefe and Richard Graff, “Bema: A Multimodal Interface for Expert Experiential Analysis of Political Assemblies at the Pnyx in Ancient Greece” from Proceedings of the IEEE Symposium on 3D User Interfaces (2015). Read: James Elkins, “On the Impossibility of Close Reading: The Case of Alexander Marshack” from Current Anthropology ; Denis Diderot and Jean le Rond d’Alembert “Preliminary Discourse,” “Automation,” and “Inscription” from Encyclopédie (1751); Glenn Roe, “Mining Eighteenth Century Ontologies: Machine Learning and Knowledge Classification in the Encyclopédie” from Digital Humanities Quarterly (2009). Read: Frederick Mosteller and David Wallace, “Inference in an Authorship Problem: A Comparative Study of Discrimination Methods Applied to the Authorship of the Disputed Federalist Papers” from Journal of the American Statistical Association (1963); Stephen Ramsay, “An Algorithmic Criticism” and “’Patacomputing” from Reading Machines: Toward an Algorithmic Criticism (2012); Matthew Hutson, “Even Artificial Intelligence Can Acquire Biases against Race and Gender” from Science (2017). Read: Theodor Adorno, “Parataxis” from Notes to Literature, vol. 2 (1962/1992); Toni Morrison, The Black Book (1974); Roy Rosenzweig and David Thelen, “Using the Past to Shape the Future: Building Narratives, Taking Responsibility” from The Presence of the Past (1998). Read: Roy Rosenzweig and David Thelen, “‘Experience is the Best Teacher’: Participation, Mediation, Authority, Trust” from The Presence of the Past (1998); Roy Rosenzweig and Michael O’Malley, “Brave New World or Blind Alley? American

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History on the Web” from Clio Wired: The Future of the Past in the Digital Age (2011); Alexis Alemy, et al., “Creating a User-Friendly Interactive Interpretive Resource with ESRI’s ArcGIS Story Map Program” from Historical Archaeology (2017). Read: Judith Butler, “A ‘Bad’ Writer Writes Back” from The New York Times (1999); Christine Greenhow and Benjamin Gleason, “Social Scholarship: Reconsidering Scholarly Practices in an Age of Social Media” from British Journal of Educational Technology (2014); Lev Manovich, “What is Vizualization” from Visual Studies Journal (2011); Paul Farber and Ken Lum, Monument Lab (2017).

5.2! materials!and!supplies!!(required!and!recommended,!and!where!to!find!them)!

!

5.3! estimated!and/or!limits!on!material!cost!(studio!and!making!courses)!

!

5.4! Fab/shop!resources! !

5.5! technology!resources!(required!and!recommended,!and!where!to!find!help)!

!

5.6! learning!resources!e.g.!Writing!Center!and!Academic!Success!Center!

!

5.7! Consultation!if/as!required,!especially!with!Fab!Lab!manager,!IT,!library!!

!

!!Section!6:!Statements!and!Policies!

6.1! required!university!policies! Every!syllabus!should!minimally!identify!and!reference!universityCwide!academic!policies!(including!a!viable!weblink),!as!well!as!programCspecific!statements!and!policies.!![https://policy.umn.edu/education/syllabusrequirements]!First1year!syllabi!should!include!descriptive!information!for!university!policies.!

!


9!

6.2! departmental!policies! Please!include!the!relevant!policies!from!your!department,!i.e.,!DHA/Arch/LArch!will!likely!have!their!own!protocols!for!this!section!of!the!course!proposal.!

!Section!7:!Schedule!

7.1! anticipated!class!schedule!(including!major!due!dates!such!as!

exams,!projects,!papers,etc)!!

!

!

2/2/2018 ECAS View Course Proposal

https://onestop2.umn.edu/ecas/viewCourseProposal.do?EcasId=60622&seq=1 1/6

Electronic Course Authorization System (ECAS)HSPH 8006 - VIEW COURSE PROPOSAL

Back to Proposal List

Approvals Received: Departmenton 2/1/18

by Nicole Kennedy([email protected])

Approvals Pending: College/Dean > CatalogEffective Status: ActiveEffective Term: 1189 - Fall 2018Course: HSPH 8006Institution: UMNTC - Twin Cities/RochesterCampus: UMNTC - Twin CitiesCareer: GRADCollege: TALA - College of DesignDepartment: 10827 - School of Architecture

General

Course Title Short: Digital Methods

Course Title Long: Digital Methods for Heritage Studies & Public History

Max-Min Credits for Course: 3.0 to 3.0 credit(s)

Catalog Description: Digital technologies are significantly altering the speed and scale of the foundational methodologies of archeology, history, and preservation. Moreover, they are shifting the way the public engages with the past in cultural institutions and across the myriad screens that pervade their daily life. In this course, students will not only learn how emerging digital technologies can enhance their research, but also how those technologies are fundamentally transforming the possibilities for the public presentation of that research. This course privileges hands-on learning and balances deeping essential methodological skills with exposure to a breadth of field-altering technologies. It is structured around five core methodologies--excavation, documentation, reconstruction, interpretation, and exhibition. In each unit, students will be first be tasked with identifying the underlying principles of these methodological approaches. They will then use class time to explore technologies that extend those methods such as high-resolution imaging, relational databases, text mining programs, virtual environments, and content management systems for website building. Bookending the course is a focus on effective collaboration--the foundation of successful digital projects--and public engagement in an increasingly connected yet fractured society.

Print in Catalog?: Yes

CCE Catalog Description: false

Grading Basis: OPT

Topics Course: No

Online Course: No

Campuses: Twin Cities Crookston Duluth Morris Rochester Other LocationsSigned in as: kenne814 | Sign out

Search U of M Web sites



Freshman Seminar: No

Is any portion of this course taught outside of the United States?: No

Community Engaged Learning (CEL): New: NoneOld:

Instructor Contact Hours: 3.0 hours per week

Course Typically Offered: Every Fall

Component 1: LEC

Auto Enroll Course: No

Graded Component: LEC

Academic Progress Units: 3.0 credit(s) (Not allowed to bypass limits.)

Financial Aid Progress Units: 3.0 credit(s) (Not allowed to bypass limits.)

Repetition of Course: Repetition not allowed.

Course Prerequisites for Catalog: <No Text Provided>

Course Equivalency: <No text provided>

Cross-listings: No cross-listings

Add Consent Requirement: Instructor

Drop Consent Requirement: No required consent

Enforced Prerequisites: (course-based or non-course-based): No prerequisites

Editor Comments: <No text provided>

Proposal Changes: <No text provided>

History Information: <No text provided>

Faculty Sponsor Name: Kevin Murphy

Faculty Sponsor E-mail Address: <No text provided>

Liberal Education

Requirement this course fulfills: <no text provided>

Other requirement this course fulfills: <no text provided>

Criteria for Core Courses: Describe how the course meets the specific bullet points for the proposed core

requirement. Give concrete and detailed examples for the course syllabus, detailedoutline, laboratory material, student projects, or other instructional materials ormethod.

Core courses must meet the following requirements:

They explicitly help students understand what liberal education is, how thecontent and the substance of this course enhance a liberal education, and whatthis means for them as students and as citizens.They employ teaching and learning strategies that engage students with doing thework of the field, not just reading about it.They include small group experiences (such as discussion sections or labs) anduse writing as appropriate to the discipline to help students learn and reflect ontheir learning.They do not (except in rare and clearly justified cases) have prerequisites beyondthe University's entrance requirements.They are offered on a regular schedule.They are taught by regular faculty or under exceptional circumstances byinstructors on continuing appointments. Departments proposing instructors otherthan regular faculty must provide documentation of how such instructors will betrained and supervised to ensure consistency and continuity in courses.

Criteria for Theme Courses: Describe how the course meets the specific bullet points for the proposed theme

requirement. Give concrete and detailed examples for the course syllabus, detailedoutline, laboratory material, student projects, or other instructional materials ormethods.

Theme courses have the common goal of cultivating in students a number of habits ofmind:

thinking ethically about important challenges facing our society and world;



reflecting on the shared sense of responsibility required to build and maintaincommunity;connecting knowledge and practice;fostering a stronger sense of our roles as historical agents.

Statement of Certification: This course is certified for a Core (blank) as ofThis course is certified for a Theme (blank) as of

Writing Intensive

Propose this course as Writing Intensive curriculum: No

Question 1 (see CWB Requirement 1):How do writing assignments and writing instruction further the learningobjectives of this course and how is writing integrated into the course?Also, describe where in the syllabus there are statements about thecritical role writing plays in the course.

<No text provided>

Question 2 (see CWB Requirement 2):What types of writing (e.g., research papers, problem sets, presentations,technical documents, lab reports, essays, journaling etc.) will beassigned? Explain how these assignments meet the requirement thatwriting be a significant part of the course work, including details aboutmulti-authored assignments, if any. Include the required length for eachwriting assignment and demonstrate how the 2,500 minimum word count(or its equivalent) for finished writing will be met.

<No text provided>

Question 3 (see CWB Requirement 3):How will students' final course grade depend on their writingperformance? What percentage of the course grade will depend on thequality and level of the student's writing compared to the percentage ofthe grade that depends on the course content? Note that this informationmust also be on the syllabus.

<No text provided>

Question 4 (see CWB Requirement 4):Indicate which assignment(s) students will be required to revise andresubmit after feedback from the instructor. Indicate who will beproviding the feedback. Include an example of the assignmentinstructions you are likely to use for this assignment or assignments.

<No text provided>

Question 5 (see CWB Requirement 5):What types of writing instruction will be experienced by students? Howmuch class time will be devoted to explicit writing instruction and at whatpoints in the semester? What types of writing support and resources willbe provided to students?

<No text provided>

Question 6 (see CWB Requirement 6):If teaching assistants will participate in writing assessment and writinginstruction, explain how will they be trained (e.g. in how to review, gradeand respond to student writing) and how will they be supervised. If thecourse is taught in multiple sections with multiple faculty (e.g. a capstonedirected studies course), explain how every faculty mentor will ensurethat their students will receive a writing intensive experience.

<No text provided>

Statement of Certification: This course is certified for a Theme (blank) as of

Course Syllabus

Course Syllabus: The core objective of this course is the core objective the Heritage Studies & Public History program and the department of history generally--train students how to research, interpret, and represent change over space in time. This course distinguishes itself by training students how to extend the field’s traditions through digital technologies that increase the speed and expand the scale of research and public engagement.

Graduate School

Faculty Sponsor Name: Kevin Murphy

Director of Graduate Studies Name: Blaine Brownell

Director of Graduate Studies E-mail Address: [email protected]

Additional Faculty Teaching This Course: Benjamin Wiggins



Is this course or change temporary: No

Proposed Change:For existing courses only, not new course proposals: What is the course change being proposed (title, course content, number of credits, etc.)?Clearly indicate the rationale for proposing the change. If the change includes a change incredits, please provide information justifying such a credit addition or reduction usingspecific examples from current and proposed syllabi, and answer completely the questionsabout course objectives and syllabus below. The University policy on credits is found underSection 4A of 'Standards for Semester Conversion' athttp://www.policy.umn.edu/Policies/Education/Education/STUDENTWORK.html.

<No text provided>

Rationale for 8xxx-Level:For 8xxx-level courses only: What is the rationale for proposing this course at the 8xxx-level rather than the 5xxx-level?Courses proposed at the 8xxx-level are for graduate students; courses at the 5xxx-levelare primarily for graduate students, but third- and fourth-year undergraduates may alsoenroll.

The course is part of a graduate curriculum in Heritage Studies and Public History, aimed at preparing professionals in cultural resource management, preservation, curation, exhibition, and education. While the methods covered may be of interest to advanced undergraduates, the scope of the course assumes at least some knowledge and experience in the workplaces of heritage fields, and the concerns of partnering heritage organizations.

Role of Course in Program:What role in the program's curriculum is this course designed to fill (area ofexpertise in new faculty hire, fills gap in sequence, students' demand, follow-upto another course, other)? In other words, why does the program need thiscourse? What is the relationship of this course to existing courses within theprogram/department? Will the course be a core requirement or optional? If thereappears to be duplication or overlap with existing program courses, pleaseexplain.

While not required, this is a methods course that all students are strongly encouraged to take, as it is rapidly becoming a necessary skillset.

Relationship to Courses Outside Program:What is the relationship of this course to courses outside the program, includingcourses in other units (departments, programs, schools, colleges) of theUniversity? Please provide a list of any similar courses that includes the coursedesignators, numbers, and titles. If there is any duplication or overlap, pleaseexplain.

While other departments like Anthropology and Geography, have offered similar training in digital capture and modeling, their curricular offerings do not cover the range of methodological approaches relevant to the Heritage and Public History fields. This course is meant to be conceptually broad and interdisciplinary; while certain applications and technologies will be demonstrated, students are asked to consider how digital content of different kinds captures and expresses what they need, and then how to locate the tool appropriate and available to them when undertaking a project.

Overlap Consultation:Have other programs been consulted where such duplication, overlap, and/orsimilarity might appear to exist? Please identify the individual(s) consulted andthe nature and result of this consultation.

Consultation was done with Anthropology, Geography, History, Museum Studies, American Studies, and Graphic Design and no overlap was found with courses in those units. Email correspondence was shared with the CCC.

Evaluation of Course and Instructor:How will the course and the instructor be evaluated?

Students will be evaluated on their active participation in class, their collaborations inside and outside of class, a comprehensive project plan, and the redesign of an existing digital project.

Course Objectives: ● Make connections between traditional methods of archeology, history, and preservation and the digital technologies that are increasing the speed and expanding the scale across these fields. ● Develop generic and reproducible decision making strategies for selecting technologies for research and public engagement. ● Evaluate an existing digital project, then collaborate with classmates to author a comprehensive redesign plan for that project, then implement that plan.



● Articulate reasoning behind technology choices and design decisions in an end-ofsemester studio critique of the redesigned digital project. ● Consistently engage with the communities represented, recognize and address asymmetrical power dynamics and structural barriers that pervade such representations, and strive for accessibility in all facets of design. ● Recognize and avoid common pitfalls for the use of technology in heritage work

Provisional Syllabus:Please provide a provisional syllabus for new courses and courses in whichchanges in content and/or description and/or credits are proposed that includethe following information: course goals and description; format/structure of thecourse (proposed number of instructor contact hours per week, student workloadeffort per week, etc.); topics to be covered; scope and nature of assignedreadings (texts, authors, frequency, amount per week); required courseassignments; nature of any student projects; and how students will be evaluated.

The University policy on credits is found under Section 4A of "Standards forSemester Conversion" athttp://www.policy.umn.edu/Policies/Education/Education/STUDENTWORK.html.Provisional course syllabus information will be retained in this system until newsyllabus information is entered with the next major course modification, Thisprovisional course syllabus information may not correspond to the course asoffered in a particular semester.

The core objective of this course is the core objective the Heritage Studies & Public History program and the department of history generally--train students how to research, interpret, and represent change over space in time. This course distinguishes itself by training students how to extend the field’s traditions through digital technologies that increase the speed and expand the scale of research and public engagement.

Overlap Consultation:Have other programs been consulted where such duplication, overlap, and/orsimilarity might appear to exist? Please identify the individual(s) consulted andthe nature and result of this consultation.


Evaluation of Course and Instructor:How will the course and the instructor be evaluated?

Students will be evaluated on their active participation in class, their collaborations inside and outside of class, a comprehensive project plan, and the redesign of an existing digital project.

Course Objectives: ● Make connections between traditional methods of archeology, history, and preservation and the digital technologies that are increasing the speed and expanding the scale across these fields. ● Develop generic and reproducible decision making strategies for selecting technologies for research and public engagement. ● Evaluate an existing digital project, then collaborate with classmates to author a comprehensive redesign plan for that project, then implement that plan. ● Articulate reasoning behind technology choices and design decisions in an end-ofsemester studio critique of the redesigned digital project. ● Consistently engage with the communities represented, recognize and address asymmetrical power dynamics and structural barriers that pervade such representations, and strive for accessibility in all facets of design. ● Recognize and avoid common pitfalls for the use of technology in heritage work

Provisional Syllabus:Please provide a provisional syllabus for new courses and courses in whichchanges in content and/or description and/or credits are proposed that includethe following information: course goals and description; format/structure of thecourse (proposed number of instructor contact hours per week, student workloadeffort per week, etc.); topics to be covered; scope and nature of assignedreadings (texts, authors, frequency, amount per week); required courseassignments; nature of any student projects; and how students will be evaluated.

The University policy on credits is found under Section 4A of "Standards forSemester Conversion" athttp://www.policy.umn.edu/Policies/Education/Education/STUDENTWORK.html.Provisional course syllabus information will be retained in this system until newsyllabus information is entered with the next major course modification, Thisprovisional course syllabus information may not correspond to the course asoffered in a particular semester.




Strategic Objectives & Consultation

Name of Department Chair Approver: Marc Swackhamer

Strategic Objectives - Curricular Objectives:How does adding this course improve the overall curricular objectives ofthe unit?


Strategic Objectives - Core Curriculum:Does the unit consider this course to be part of its core curriculum?

yes

Strategic Objectives - Consultation with Other Units:Before submitting a new course proposal in ECAS, circulate the proposedsyllabus to department chairs in relevant units and copy affiliatedassociate dean(s). Consultation prevents course overlap and informsother departments of new course offerings. If you determine thatconsultation with units in external college(s) is unnecessary, include adescription of the steps taken to reach that conclusion (e.g., catalog keyword search, conversation with collegiate curriculum committee,knowledge of current curriculum in related units, etc.). Includedocumentation of all consultation here, to be referenced during CCCreview. If email correspondence is too long to fit in the space provided,paraphrase it here and send the full transcript to the CCC staff person.Please also send a Word or PDF version of the proposed syllabus to theCCC staff person.


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Digital Methods for Heritage Studies & Public History

HIST 8XXX/HSPH 8006

Course Information: Fall 2018 Thursdays 1:00-4:00 Place TBD umn.instructure.com/courses/tbd

Instructor Information: Benjamin Wiggins, Ph.D. [email protected] Office: Wilson Library 180B Office Phone: 612.624.0535

Course Description

Digital technologies are significantly altering the speed and scale of the foundational methodologies of archeology, history, and preservation. Moreover, they are shifting the way the public engages with the past in cultural institutions and across the myriad screens that pervade daily life. In this course, students will not only learn how emerging digital technologies can enhance their research, but also how those technologies are fundamentally transforming the possibilities for the public presentation of that research.

This course privileges hands-on learning and balances deepening essential methodological skills with exposure to a breadth of field-altering technologies. It is structured around five core methodologies--excavation, documentation, reconstruction, interpretation, and exhibition. In each unit, students will be first be tasked with identifying the underlying principles of these methodological approaches. They will then use class time to explore technologies that extend those methods such as high-resolution imaging, relational databases, text mining programs, virtual environments, and content management systems for website building. Bookending the course is a focus on effective collaboration--the foundation of successful digital projects--and public engagement in an increasingly connected yet fractured society.

Course Materials

All articles and chapter selections are available for download through electronic course reserves in the “modules” section of the Canvas course site.

Assignments

Active Class Participation : The course succeeds through active engagement from you and your peers. Please attend each session, come prepared to discuss the readings, and ready to experiment with digital technologies. This course requires no technical pre-requisites, but will require you to consistently utilize technologies may be challenging--please bring enthusiasm to that task.

Collaborative Digital Exhibit Redesign : Effective collaboration is perhaps the most critical component of digital projects in the humanities and social sciences. In our core assignment for the course, you will collaborate with three-to-four of your classmates to redesign an existing digital project. We have partnered with Archives & Special Collections at the University of Minnesota, the Hennepin History Museum, and the Minnesota Historical Society to identify a dozen existing digital exhibits that are in need of updating and expansion. Your task is to construct a new website for the project that updates and expands the existing work. You will build this site using WordPress on a DASH Domain and at the conclusion of the semester, you will present your work to the leaders of our partner institutions in the hopes they adopt your site as the new public online home of their exhibit. This project will progress in stages and each week we will dedicate class time to advancing development of the sites. Project Plan : Before beginning the work on your website redesign, you will need to collaboratively establish a project plan, divide that plan into tasks, and enter those tasks into the online project management system, Asana. Studio Critique Presentation : After drafting your site, testing its usability, and making the final edits, you will demonstrate your site and the ways it engages audiences to a panel of institutional leaders and your peers in a final-day-of-class critique.

Grading

Assignment Grade Points

Active Class Participation 30 (2 each session x 15 sessions)

Project Plan 10

Collaborative Digital Exhibit Redesign 50

Studio Critique Presentation 10

Course Schedule

Week 1 (9/6): Collaboration

● Read: Kristine Fowler, “Interdisciplinary Group Toolkit” from University of Minnesota Libraries; Rebekah Brown, Ana Deletic, and Tony Wong, “Interdisciplinarity: How to Catalyze Collaboration” from Nature (2015).

● In-class exercises: Fundamentals of collaboration ● Lab time: Asana

Week 2 (9/13): Methodology and Technology

● Read: Rene Descartes, “The Principal Rules of the Method which the Author has Discovered” from Discourse on the Method (1637); Alexandre Escudier, “Theory and Methodology of History from Chladenius to Droysen” from History of Scholarship (2006); Gilbert Simondon, “The Genesis of the Technical Object: The Process of Concretization” from On the Mode of Technical Objects (1958); Bernard Stiegler, “Who? What? The Invention of the Human” from Technics and Time: The Fault of Epimethius (1998).

● In-class exercises: Choosing teams, choosing projects ● Lab time: Minnesota History Center visit

Week 3 (9/20): Planning

● Read: Uwe Flick, “Why Social Research?” from Introducing Research Methodology (2015); Daniel Cohen, “Becoming Digital” from Digital History (2005); Roy Rosenzweig, “Scarcity or Abundance? Preserving the Past” from Clio Wired: The Future of the Past in a Digital Age (2011).

● In-class exercises: Fundamentals of digital project management ● Lab time: Usability Lab

Week 4 (9/27): Excavation - Databases

● Read: David Eltis and David Richardson, “A New Assessment of the Trans-Atlantic Slave Trade” from Extending the Frontiers: Essays on the New Trans-Atlantic Slave Trade Database; Equal Justice Initiative, Lynching in America: Confronting the Legacy of Racial Terror (2017).

● Explore: Digital Archaeological Archive of Comparative Slavery ; Digital Archaeological Record ; Human Relations Area Files, Trans-Atlantic Slave Trade Database; Lynching in America

● In-class exercises: Fundamentals of web design I; user experience ● Lab time: Excel and text databases (csv, tsv)

Week 5 (10/4): Excavation - Relational Databases

● Read: Charles Babbage, “On the Mathematical Powers of the Calculating Engine” (1837); Gonzalez-Tennant, “Using Geodatabases to Generate ‘Living Documents’ for Archaeology: A Case Study from the Otago Goldfields, New Zealand” from Historical Archaeology (2009); Neil Dodgson, “Going to the Movies: Lessons from the Film Industry for 3D Librarians” from 3D Research Challenges in Cultural Heritage (2014).

● In-class exercises: Fundamentals of web design II; environmental scan ● Lab time: SQLite Browser

Week 6 (10/11): Documentation - Photography

● Read: Gonzalez-Tennant and Gonzalez-Tennant, “The Practice and Theory of New Heritage for Historical Archaeology” from Historical Archaeology (2006) .

● View: Photography from Ansel Adams, Dorothea Lange, Toyo Miyatake, and Bill Manbo

● In-class exercises: Fundamentals of web design III; card sort activity; LucidChart draft ● Lab time: Film, slides, pixels

Week 7 (10/18): Documentation - 3D Capture

● Read: Peter Dawson, “Application of 3D Laser Scanning to the Preservation of Fort Conger, a Historic Polar Research Base on Northern Ellesmere Island, Arctic Canada.” from Arctic (2013); Gonzalez-Tennant “Recent Directions and Future Developments in Geographic Information Systems for Historical Archaeology” from Historical Archaeology (2016); Efstratios Stylianidis and Fabio Remondino, selections from 3D Recording, Documentation, and Management of Cultural Heritage (2016).

● In-class exercises: WordPress training; theme searching ● Lab time: AISOS visit

Week 8 (10/25): Reconstruction - Archeology

● Read: Michel Foucault, “The Unities of Discourse,” “Discursive Formations,” “The Historical a prioiri and the Archive,” and “Archeology and the History of Ideas” from The Archeology of Knowledge (1969); Jacques Derrida, “Archive Fever: A Freudian Impression” from Diacritics (1995); L. Patrik “Is There an Archaeological Record?” from Advances in Archaeological Method and Theory (1985).

● In-class exercises: WordPress practice; theme selection ● Lab time: Laboratory of North American Archeology visit

Week 9 (11/1): Reconstruction - Simulation

● Read: Marco de Benedetto, et al., “Geometry vs. Semantics: Open Issues on 3D Reconstruction of Architectural Elements” from 3D Research Challenges in Cultural Heritage (2014); Daniel Keefe and Richard Graff, “Bema: A Multimodal Interface for Expert Experiential Analysis of Political Assemblies at the Pnyx in Ancient Greece” from Proceedings of the IEEE Symposium on 3D User Interfaces (2015).

● In-class exercises: Fundamentals of web design IV; accessibility ● Lab time: IV/Lab visit

Week 10 (11/8): Interpretation - Pattern Recognition & Close Reading

● Read: James Elkins, “On the Impossibility of Close Reading: The Case of Alexander Marshack” from Current Anthropology; Denis Diderot and Jean le Rond d’Alembert “Preliminary Discourse,” “Automation,” and “Inscription” from Encyclopédie (1751); Glenn Roe, “Mining Eighteenth Century Ontologies: Machine Learning and Knowledge Classification in the Encyclopédie” from Digital Humanities Quarterly (2009).

● In-class exercises: Progress check-in with institutional leaders ● Lab time: Genius

Week 11 (11/15): Interpretation - Pattern Recognition & Distant Reading

● Read: Frederick Mosteller and David Wallace, “Inference in an Authorship Problem: A Comparative Study of Discrimination Methods Applied to the Authorship of the Disputed Federalist Papers” from Journal of the American Statistical Association (1963); Stephen Ramsay, “An Algorithmic Criticism” and “’Patacomputing” from Reading Machines:

Toward an Algorithmic Criticism (2012); Matthew Hutson, “Even Artificial Intelligence Can Acquire Biases against Race and Gender” from Science (2017).

● Watch: A machine learning approach for 3D shape analysis and recognition of archaeological objects

● In-class exercises: Fundamentals of web design V; writing for the web ● Lab time: HathiTrust Research Center

Week 12 (11/22): Fall Break

Week 13 (11/29): Exhibition - Narrative/Parataxis

● Read: Theodor Adorno, “Parataxis” from Notes to Literature, vol. 2 (1962/1992); Toni Morrison, The Black Book (1974); Roy Rosenzweig and David Thelen, “Using the Past to Shape the Future: Building Narratives, Taking Responsibility” from The Presence of the Past (1998).

● In-class exercises: Usability testing ● Lab time: Usability Lab

Week 14 (12/6): Exhibition - Digital Storytelling

● Read: Roy Rosenzweig and David Thelen, “‘Experience is the Best Teacher’: Participation, Mediation, Authority, Trust” from The Presence of the Past (1998); Roy Rosenzweig and Michael O’Malley, “Brave New World or Blind Alley? American History on the Web” from Clio Wired: The Future of the Past in the Digital Age (2011); Alexis Alemy, et al., “Creating a User-Friendly Interactive Interpretive Resource with ESRI’s ArcGIS Story Map Program” from Historical Archaeology (2017).

● In-class exercises: Usability edits ● Lab time: U Spatial GIS Lab visit; ArcGIS Online Story Maps

Week 15 (12/13): Presentation

● Read: Judith Butler, “A ‘Bad’ Writer Writes Back” from The New York Times (1999); Christine Greenhow and Benjamin Gleason, “Social Scholarship: Reconsidering Scholarly Practices in an Age of Social Media” from British Journal of Educational Technology (2014); Lev Manovich, “What is Vizualization” from Visual Studies Journal (2011); Paul Farber and Ken Lum, Monument Lab (2017).

● In-class exercises: Present to institutional leaders ● Lab time: Wilson Research Collaboration Studio