{"id":9,"date":"2014-08-27T01:52:52","date_gmt":"2014-08-27T01:52:52","guid":{"rendered":"http:\/\/blogs.dickinson.edu\/seminar-digitalhumanities\/?page_id=9"},"modified":"2014-11-14T16:20:22","modified_gmt":"2014-11-14T16:20:22","slug":"syllabus","status":"publish","type":"page","link":"https:\/\/blogs.dickinson.edu\/seminar-digitalhumanities\/syllabus\/","title":{"rendered":"Syllabus"},"content":{"rendered":"

Classroom \/ Meeting times: \u00a0Denny 112, Mon \/ Fri 1130am to 1245pm<\/strong><\/p>\n

Required Books (College Bookstore or Library Reserve)<\/strong><\/p>\n

Adams, Henry.\u00a0 The Education of Henry Adams <\/em>with Introduction by Leon Wieseltier.\u00a0 New York: Library of America Paperback Classics, (orig. 1918), 1990 ed.<\/p>\n

Hacker, Diana and Nancy Sommers.\u00a0 A Writer\u2019s Reference: Seventh Edition.\u00a0 <\/em>New York: Bedford St. Martin\u2019s Press, 2010.\u00a0<\/em><\/p>\n

Journal Articles<\/strong><\/p>\n

Becker, Carl.\u00a0 \u201cThe Education of Henry Adams,\u201d American Historical Review <\/em>24 (April 1919): 422-34, http:\/\/www.jstor.org\/stable\/1835777<\/a><\/p>\n

Lears, T. Jackson.\u00a0 \u201cIn Defense of Henry Adams,\u201d The Wilson Quarterly <\/em>7 (Autumn 1983), 82-93 (JSTOR).<\/p>\n

Pinsker, Sanford.\u00a0 \u201cHenry Adams at Ground Zero,\u201d Virginia Quarterly Review <\/em>78 (Spring 2002), http:\/\/www.vqronline.org\/essay\/henry-adams-ground-zero<\/a><\/p>\n

Samuelson, Richard A.\u00a0 \u201cThe Real Education of Henry Adams,\u201d Public Interest\u00a0<\/em>147 (Spring 2002), http:\/\/goo.gl\/6FnzKB<\/a><\/p>\n

Course Policies<\/strong><\/p>\n

For details on all significant course policies, including those regarding attendance, participation, classroom electronics, accommodations for disabilities, plagiarism and general learning objectives, please consult the course website:\u00a0 http:\/\/blogs.dickinson.edu\/seminar-digitalhumanities\/course-policies\/<\/a><\/p>\n

Special Requirements<\/strong><\/p>\n

In addition to all of the assignments described below, all participants in this seminar MUST do the following:<\/p>\n

a)\u00a0\u00a0\u00a0 Complete the Academic Integrity Tutorial by Monday, September 22, 2014 (by 8AM)<\/p>\n

b)\u00a0\u00a0\u00a0 Visit the Writing Center with at least ONE draft writing assignment BEFORE Oct. 24<\/p>\n

Writing Center visits can be scheduled in advance or by walk in.\u00a0 All students should take advantage of the Writing Center resources as much as possible, for this course or any course that requires significant writing.\u00a0 Details are posted at the course website under Policies.\u00a0 The Academic Integrity Tutorial is posted at Moodle (again, further instructional details available at our course website under Policies).\u00a0 This seminar does not have an official Writing Associate, but we do have a Library Liaison.\u00a0 Her name is Christine Bombaro, the Associate Director of Information Literacy.\u00a0 She can help advise on academic integrity issues and also on all research and citation-related questions.\u00a0 Her email is bombaroc@dickinson.edu<\/a>.<\/p>\n

Reading Topics and Participation<\/strong><\/p>\n

Students will be evaluated on their contributions to seminar discussions about the various reading assignments. This participation evaluation represents 20 percent of the entire course grade and should be taken seriously. Before each Monday\u2019s seminar session, students should read the assigned topic post at the course website with all associated linked resources.\u00a0 These posts will offer a brief overview of the topic to be discussed in class along with some guiding questions.\u00a0 Within each post, there will also be various links to articles, websites and other tools that will help explain the subject under discussion.\u00a0 By contrast, Friday\u2019s seminar sessions will be devoted almost exclusively to readings from or about The Education of Henry Adams<\/em>.\u00a0 We will combine these Friday readings with brief research presentations on the book that help demonstrate various digital tools. Students can find specific chapter and presentation assignments in the schedule at the end of the syllabus.<\/p>\n

Writing Posts<\/strong><\/p>\n

During the semester, students will be assigned three short online writing posts that will be due at the course website on various dates described below.\u00a0 These posts will cover a variety of genres, including online reference (Wikipedia-style) entries, annotated bibliographies, and personal essays (blog posts). \u00a0Details for each assignment are available at the course website. The best posts will combine thoughtful analysis with clear prose. Some of these efforts may then be revised and incorporated into elements of the student\u2019s final major writing assignment \u2013a critical essay on The Education of Henry Adams.\u00a0 <\/em>Please submit by publishing PRIVATELY at the course website.\u00a0 Late submissions will be penalized 5 points each day.<\/p>\n

10\/2\u00a0\u2026\u2026\u2026\u2026\u2026..Wikipedia entry (revised date)<\/p>\n

10\/27\u2026\u2026\u2026\u2026\u2026Annotated bibliography (revised date)<\/p>\n

11\/14\u2026\u2026\u2026\u2026\u2026Blog post (My Education, <\/em>So Far) (revised date)<\/p>\n

Research Presentations<\/strong><\/p>\n

Throughout the semester, typically during our Friday sessions, students will also be asked to experiment with various digital tools and to share the results of their work at the course website and through occasional in-class presentations.\u00a0 These six research presentations will NOT be graded on content, but only on effort.\u00a0 In other words, submitting something \u2013anything\u2014on time will be the equivalent of perfection. The only failure is failing to try. Late submissions will receive half-credit. The goal here is to expose students to a wide array of digital applications, encouraging seminar participants to experiment and play in order to see which tools seem to offer the greatest promise for achieving humanities insights.\u00a0 Along the way, students will also learn greater information literacy and digital research skills.\u00a0 Since almost all of these presentations will be organized around material from The Education of Henry Adams<\/em>, they will occasionally be revised and incorporated into final critical essay submissions.\u00a0 The best of them will also become prime candidates for publication at the forthcoming \u201cmulti-media edition\u201d of the book, which the seminar is building together.\u00a0 Here is a list of the most important digital tools which we will be testing (with presentation dates alongside).\u00a0 Please note that all of these tools are free, but most do require registration.<\/p>\n

9\/15\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.Word clouds \/ Ngrams<\/p>\n

9\/19\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.Twitter \/ Storify<\/p>\n

10\/10\u2026\u2026\u2026\u2026\u2026\u2026\u2026…Genius<\/p>\n

11\/7\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..Timeline JS \/ Google Maps \/ Prezi<\/p>\n

11\/21\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026Podcast \/ Video (Audacity \/ Garage Band \/ Sound Cloud \/ iMovie \/\u00a0Moviemaker \/ YouTube)<\/p>\n

12\/5\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..Multi-Media Appendix for Critical Essay (Revised)<\/p>\n

Critical Essay<\/strong><\/p>\n

Students will produce a 7-10 page critical essay on The Education of Henry Adams <\/em>(1990 ed.) that explores some question of \u201cfact vs. fiction\u201d in this elusive memoir.\u00a0 Each essay should be submitted as a Word document with a cover page and Chicago-style footnotes, and a bibliography.\u00a0 Appendixes (including data visualizations and images) are encouraged but remain optional. The best essays will offer a sophisticated critical analysis of the choices Adams makes in rendering some key element of his lifelong \u201ceducation\u201d by comparing and contrasting his recollected account to the historical record.\u00a0 All essays should use both primary and secondary sources beyond just the text of the 1990 edition and its introductory essay from Leon Wieseltier. The goal of the assignment is not to \u201cprosecute\u201d Adams for lying about his past, but rather to understand and explain how he chooses to present his evolving ideas about himself and the nature of history.\u00a0 The critical essay will be prepared in three stages:<\/p>\n

11\/19\u2026\u2026\u2026\u2026..Proposal (revised date)<\/p>\n

11\/30\u2026\u2026\u2026\u2026..Draft (revised date) followed by peer review<\/p>\n

12\/5\u2026\u2026\u2026\u2026\u2026Final Submission<\/p>\n

All three stages will be considered when shaping the final essay grade, but students will receive provisional grades along the way.\u00a0 In addition, student may (and should) seek regular input and help with draft reviews from both the Writing Center and Prof. Pinsker. Library liaison Christine Bombaro is also available by email for assistance with research and citation questions. Late essays will be penalized 5 points per day.<\/p>\n

Outside Events<\/strong><\/p>\n

Students are required to attend two events outside of normal class time:<\/p>\n

9\/17\u2026\u2026\u2026\u2026\u2026.Constitution Day Address (Kate Martin)<\/p>\n

11\/20\u2026\u2026\u2026\u2026. \u201cLincoln\u201d movie showing \/ discussion<\/p>\n

In addition, the course website offers a listing of numerous recommended campus-wide events during Fall Semester 2014 that all students are encouraged to attend as part of their \u201cself-made\u201d education.<\/p>\n

Grade Distribution<\/strong><\/p>\n

Seminar Participation\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 20 percent<\/p>\n

Writing posts (3)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30 percent<\/p>\n

Research Presentations (6)\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 20 percent<\/p>\n

Education<\/em> essay\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30 percent<\/p>\n

\u00a0<\/em><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Day<\/strong><\/td>\nDate<\/strong><\/td>\nSeminar Session<\/strong><\/td>\nAssignments<\/strong><\/td>\n<\/tr>\n
Thursday<\/span><\/td>\n8\/28<\/span><\/td>\nMethods & Expectations<\/span><\/td>\n—<\/span><\/td>\n<\/tr>\n
Saturday<\/span><\/td>\n8\/30<\/span><\/td>\nTopic: Reading<\/span><\/td>\nRead:<\/em>\u00a0 Topic 1<\/a><\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n9\/1<\/span><\/td>\nTopic: Close Reading<\/span><\/td>\nRead:<\/em> Topic 2<\/a><\/span><\/td>\n<\/tr>\n
Friday<\/span><\/td>\n9\/5<\/span><\/td>\nFrom Education: <\/em>Childhood<\/span><\/td>\nRead:<\/em> Adams, chaps. 1-3<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n9\/8<\/span><\/td>\nTopic: Online Learning<\/span><\/td>\nRead:<\/em> Topic 3<\/a><\/span><\/td>\n<\/tr>\n
Friday<\/span><\/td>\n9\/12<\/span><\/td>\nNO CLASS<\/span><\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n9\/15<\/span><\/td>\nFrom Education:<\/em> College<\/span><\/td>\nRead:<\/em> \u00a0Adams, chap. 4\u00a0<\/span><\/p>\n

Present:<\/em> Word clouds \/ Ngrams<\/a><\/span><\/td>\n<\/tr>\n

Wednesday<\/span><\/td>\n9\/17<\/span><\/td>\nTopic: Social Media \/\/\u00a0<\/span>Constitution Day: Kate Martin<\/span><\/td>\nRead:<\/em> Topic 4<\/a> (530pm) \/\/\u00a0<\/span>Stern, 7pm<\/span><\/td>\n<\/tr>\n
Friday<\/span><\/td>\n9\/19<\/span><\/td>\nFrom Education: <\/em>Coming of Age<\/span><\/td>\nRead:<\/em> Adams, chaps. 5-7<\/span><\/p>\n

Present:<\/em> Twitter \/ Storify<\/a><\/span><\/td>\n<\/tr>\n

\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n9\/22<\/span><\/td>\nTopic: Search vs. Research<\/span><\/td>\nRead:<\/em> Topic 5<\/a><\/span><\/td>\n<\/tr>\n
Friday<\/span><\/td>\n9\/26<\/span><\/td>\nNO CLASS<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n9\/29<\/span><\/td>\nTopic: Isle of Wikipedia<\/span><\/td>\nRead:<\/em> Topic 6<\/a><\/span><\/td>\n<\/tr>\n
Friday<\/td>\n10\/<\/span>3<\/span><\/td>\nFrom Education: <\/em>Civil War<\/span><\/td>\nWrite:<\/em><\/span>\u00a0 Wikipedia entry<\/a><\/p>\n

Read:<\/em> Adams, chaps. 8-13<\/span><\/td>\n<\/tr>\n

\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n10\/6<\/span><\/td>\nTopic: Crowd-sourcing<\/span><\/td>\nRead:<\/em> Topic 7<\/a><\/span><\/td>\n<\/tr>\n
Friday<\/span><\/td>\n10\/10<\/span><\/td>\nFrom Education: <\/em>Writing<\/span><\/td>\nRead:<\/em> Adams, chaps. 14-20<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/em><\/strong><\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n10\/13<\/span><\/td>\nTopic:\u00a0 Plagiarism 2.0<\/span><\/td>\nRead:<\/em> Topic 8<\/a><\/span><\/td>\n<\/tr>\n
Friday<\/span><\/td>\n10\/17<\/span><\/td>\nNO CLASS<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n10\/20<\/span><\/td>\nFALL PAUSE<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Friday<\/span><\/td>\n10\/24<\/span><\/td>\nFrom Education: <\/em>Change<\/span><\/td>\nRead:<\/em> Adams, chaps. 21-25<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n10\/27<\/span><\/td>\nTopic: Mapping<\/span><\/td>\nRead:<\/em> Topic 9<\/span><\/p>\n

Write:\u00a0 <\/em>Annotated bibliography<\/a><\/span><\/td>\n<\/tr>\n

Friday<\/span><\/td>\n10\/31<\/span><\/td>\nFrom Education: <\/em>Turn-of-Century<\/span><\/td>\nRead:<\/em> Adams, chaps. 26-29<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n11\/3<\/span><\/td>\nTopic: In Search of \u2026 Truth<\/span><\/td>\nRead:<\/em> Topic 10<\/span><\/td>\n<\/tr>\n
Friday<\/span><\/td>\n11\/7<\/span><\/td>\nFrom Education: <\/em>Theories of History<\/span><\/td>\nRead:<\/em> Adams, chaps. 30-35<\/span><\/p>\n

Present: <\/em>Maps \/ Timeline JS \/ Prezi<\/span><\/td>\n<\/tr>\n

\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n11\/10<\/span><\/td>\nFrom Education: <\/em>Multi-Media Edition<\/span><\/td>\nRead:<\/em>\u00a0 Becker article<\/span><\/td>\n<\/tr>\n
Friday<\/span><\/td>\n11\/14<\/span><\/td>\nFrom Education: <\/em>Multi-Media Edition<\/span><\/td>\nRead:<\/em> Samuelson article<\/span><\/p>\n

Write:<\/em>\u00a0Blog, My\u00a0Education,\u00a0<\/em>So Far<\/span><\/td>\n<\/tr>\n

\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n11\/17<\/span><\/td>\nFrom Education: <\/em>Multi-Media Edition<\/span><\/td>\nRead:<\/em> Lears article<\/span><\/p>\n

Write:\u00a0<\/em>Essay proposal (11\/19)<\/span><\/td>\n<\/tr>\n

Thursday<\/span><\/td>\n11\/20<\/span><\/td>\nMovie \/ Discussion: \u201cLincoln\u201d<\/span><\/td>\nDenny 317, 5-8pm<\/span><\/td>\n<\/tr>\n
Friday<\/span><\/td>\n11\/21<\/span><\/td>\nFrom Education: <\/em>Multi-Media Edition<\/span><\/td>\nRead:<\/em> Pinsker article<\/span><\/p>\n

Present:\u00a0 <\/em>Podcast \/ Video<\/span><\/td>\n<\/tr>\n

\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n11\/24<\/span><\/td>\nNO CLASS<\/span><\/td>\nWrite:\u00a0 <\/em>First Draft Essay (due 11\/30)<\/span><\/td>\n<\/tr>\n
Friday<\/span><\/td>\n11\/28<\/span><\/td>\nTHANKSGIVING<\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
\u00a0<\/span><\/td>\n\u00a0<\/span><\/td>\n\u00a0<\/strong><\/span><\/td>\n\u00a0<\/span><\/td>\n<\/tr>\n
Monday<\/span><\/td>\n12\/1<\/span><\/td>\nTopic:\u00a0 Education, Then & Now<\/span><\/td>\nRead:<\/em>\u00a0 Peer Review<\/span><\/td>\n<\/tr>\n
Friday<\/span><\/td>\n12\/5<\/span><\/td>\nLessons & Legacies<\/span><\/td>\nWrite:<\/em>\u00a0 Submit Education<\/em> Essay<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Classroom \/ Meeting times: \u00a0Denny 112, Mon \/ Fri 1130am to 1245pm Required Books (College Bookstore or Library Reserve) Adams, Henry.\u00a0 The Education of Henry Adams with Introduction by Leon Wieseltier.\u00a0 New York: Library of America Paperback Classics, (orig. 1918), 1990 ed. Hacker, Diana and Nancy Sommers.\u00a0 A Writer\u2019s Reference: Seventh Edition.\u00a0 New York: Bedford […]<\/p>\n","protected":false},"author":373,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-9","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.dickinson.edu\/seminar-digitalhumanities\/wp-json\/wp\/v2\/pages\/9","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.dickinson.edu\/seminar-digitalhumanities\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.dickinson.edu\/seminar-digitalhumanities\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/seminar-digitalhumanities\/wp-json\/wp\/v2\/users\/373"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.dickinson.edu\/seminar-digitalhumanities\/wp-json\/wp\/v2\/comments?post=9"}],"version-history":[{"count":0,"href":"https:\/\/blogs.dickinson.edu\/seminar-digitalhumanities\/wp-json\/wp\/v2\/pages\/9\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.dickinson.edu\/seminar-digitalhumanities\/wp-json\/wp\/v2\/media?parent=9"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}