Gamedec. UKW in IGDA Curriculum Framework

Launched in October 2013, GAMEDEC: game studies Design is a specialisation track within the 2nd Gen Humanities (aka Humanities 2.0) 3-year BA programme at Kazimierz Wielki University (UKW) in Bydgoszcz, Poland. The curriculum was created by UKW academic staff with game design experience, guided by the IGDA 2008 Framework and consulted with game dev professionals. It underwent slight modifications in 2014 and a significant transformation in 2015. This paper aims at a thorough analysis of the structure of the curriculum as seen through the lens of the IGDA Framework (2008), including the coverage of both Core Topics and Institutional Considerations. The analysis is conducted in the context of foreign (mostly U.S.- based) game degrees and supported with comments on its design, implementation and modifications

Getting Started With COCA

In this assignment, students will learn basic methods in corpus linguistics, an emerging field at the intersection of humanities and quantitative social science. They will learn how to search large English language corpora (e.g., the 900 million word Cambridge International Corpus) to look for otherwise hidden patterns of language use. They will be able to track the emergence of new words, shifts in meaning in existing words, and note the obsolescence of some words. They will interpret their findings in light of how language usage reflects societal attitudes and social change

Todd Welbourne, piano assisted by Julie Welbourne, piano, October 3, 1986

This is the concert program of the Todd Welbourne, piano assisted by Julie Welbourne, piano performance on Friday, October 3, 1986 at 8:00 p.m., at the Concert Hall, 855 Commonwealth Avenue. Works performed were Preludes, Book II (6-12) by Claude Debussy, Sphaera (Sphere) for piano and computer-generated 4 track tape by William Albright, Rhapsodies by Curtis Curtis-Smith, and Celestial Mechanics (Makrokosmos IV) for piano, four hands by George Crumb. Digitization for Boston University Concert Programs was supported by the Boston University Humanities Library Endowed Fund

Digital Humanities and Librarians: A Team-Based Approach to Learning

This chapter details the development and implementation of an Introduction to Digital Humanities course (ENGL 695) at Kansas State University (K-State). The course originated with a tenure-track professor with a research specialty in British Romantic-period Literature and the digital humanities. In conjunction with a host of librarians at K-State Libraries, a course was developed that drew on both library resources and librarian knowledges and skills. Over the course of the semester, the professor and the students worked closely with librarians in many areas of the library, including public services, technical services and special collections. The result was four innovative and sustainable digital projects that highlighted the resources and research interests at K-State. In addition to introducing students to the digital humanities, the course also served to establish a framework for future initiatives, including hosting a digital humanities symposium and establishing a digital humanities center

UD College of Arts and Sciences Discover Programs

Discover Programs in the University of Dayton College of Arts and Sciences allow students to explore majors across the arts, humanities, social sciences and natural sciences, while keeping them on track to graduate in four years

Internationalizing Humanities Education through Globally Networked Learning

This Level 2 Internationalizing Humanities Education through Globally Networked Learning Project will test and implement models that will assist humanities faculty to internationalize their classes by using available Internet-based tools to create a cross-cultural curriculum. Faculty will be trained to use learning management software and socio software tools to generate collaborative assignments that challenge students to negotiate and build shared learning cultures online. The project?s goal is to demonstrate that any humanities faculty member can teach a course in a globally networked learning environment if given the appropriate technological, pedagogical and intercultural support. A blog-based process journal will be used to track the challenges faced and lessons-learned during the implementation of humanities courses in Medieval Literature, Art History, and Drama Studies that will conducted with foreign partners in Russia, Ghana, and French Canada

Humanities Unbound: Supporting Careers and Scholarship Beyond the Tenure Track

As humanities scholars increasingly recognize the value of public engagement, and as the proportion of tenure-track faculty positions available continues to decline, many humanities programs are focusing renewed attention on equipping graduate students for careers as scholars both within and beyond academe. To support those efforts, the Scholarly Communication Institute has carried out a study investigating perceptions about career preparation provided by humanities graduate programs. The survey results help to create a more solid foundation on which to base curricular reform and new initiatives by moving the conversation about varied career paths from anecdote to data. The findings make it clear that there are a number of effective interventions that programs can undertake. Many of the skills that people working beyond the tenure track identify as crucial to their positions — things like project management, collaboration, and communication — are also highly beneficial to those working within the professoriate. Structuring courses and projects in a way that emphasizes the acquisition of these skills not only contributes to the successful career paths, but also to the vibrant research, teaching, and service within academe. With new data to work from and clear recommendations as possible guiding principles, graduate programs have a robust set of tools available that can help facilitate curricular assessment and new initiatives. As the importance of assessing the effectiveness of existing structures and potential benefits of reform continues to grow, humanities programs have a strong incentive to demonstrate the ways that graduate programs contribute to the vitality of the university and the broader public sphere. Equipping graduate students with skills and literacies needed for 21st century scholarly work—from technical fluency to an understanding of organizational structures—is critical to ensuring continued rigorous and creative research, scholarship, and teaching

Clement and Linda McGillicuddy Humanities Center 2020 Annual Report

Clement and Linda McGillicuddy’s vision to enhance undergraduate humanities experience at UMaine has set us apart from most other institutions in the country. Because of their support, our undergraduate fellows have world-class research experiences in the humanities, from pursuing the history of mathematical literacy through a particular 18th century geometry text, to exploring media representations of social justice efforts by marginalized American communities. With six fellows in spring 2020, we are on track to support seven in the fall and to achieve our full complement of eight McGillicuddy Undergraduate Fellows in spring 2021

Recent Trends in Funding for the Academic Humanities and Their Implications

[Excerpt] Never abundant, financial support for the “academic humanities” is now scarce. How scarce it is, both in absolute and relative terms, and whether the humanities now confront particularly hard times, are the pressing questions. To piece together an answer, we ask first how much the government, foundations, and private donors provide for the humanities now compared to estimates John D’Arms made in 1995, when he completed his important review of “funding trends.” Then we probe expenditures universities and colleges make on the humanities. Is there evidence, for example, in institutional budget allocations that the humanities are holding their own, or have rising costs of other academic activities, such as scientific research, been accompanied by reduced support for the humanities? And last, because public universities are so large and numerous, and because many operate on conspicuously tight budgets, we ask how well the humanities in this class of institutions have fared in comparison with their counterparts at private universities. The answers to such questions are not mere matters of financial accounting. Although much can be achieved in the humanities with quite small investments, the pursuit of excellence in scholarship and teaching in these fields is not cost-free. For relevant evidence, we draw on the American Academy of Arts and Sciences’s useful Humanities Indicators Prototype, as well as a variety of other available (but often imperfect) data sources

Scholarly Metrics Baseline: A Survey of Faculty Knowledge, Use, and Opinion About Scholarly Metrics

This article presents the results of a faculty survey conducted at the University of Vermont during academic year 2014-2015. The survey asked faculty about: familiarity with scholarly metrics, metric seeking habits, help seeking habits, and the role of metrics in their department’s tenure and promotion process. The survey also gathered faculty opinions on how well scholarly metrics reflect the importance of scholarly work and how faculty feel about administrators gathering institutional scholarly metric information. Results point to the necessity of understanding the campus landscape of faculty knowledge, opinion, importance, and use of scholarly metrics before engaging faculty in further discussions about quantifying the impact of their scholarly work