3:00pm - 4:00pm EDT April 25, 2013
For the 2012-2013 academic year, students at Davidson, Lewis and Clark, Muhlenberg, and Reed Colleges have been experimenting with digital field scholarship as part of the Lewis and Clark-sponsored Digital Field Scholarship Sandbox. In this seminar, faculty and staff from those institutions will share outcomes of the experience. Projects represented include:
Davidson College, Math Maps, https://sge.lclark.edu/dfs/project/geotagged-math-maps/. Directed by Tim Chartier, Associate Professor of Math. Students create geotagged math maps as a service-learning project in a course on Finite Math.
Muhlenberg College, Documentary Research Storymapping, https://sge.lclark.edu/dfs/project/documentary-research-storymapping/. Directed by Lora Taub-Pervizpour, Associate Professor and Chair, Media and Communication. Students in a Documentary Research Course create a collaborative storymap that aims to capture the human particularity of places in Allentown, Pennsylvania.
Reed College, Carbon Field Studies, https://sge.lclark.edu/dfs/project/carbon-field-studies/. Directed by Kristen Bott, Instructional Technologist, with Julie Fry, Assistant Professor, Chemistry and Environmental Studies, and Chris Koski, AssistantProfessor, Political Science and Environmental Studies. Students use smart device geolocation and collaboration to place issues of carbon sources and sinks in a spatial context via the Digital Field Scholarship WordPress site.
Lewis and Clark College, Digital Field Scholarship Seminar, https://sge.lclark.edu/dfs/project/digital-field-scholarship-seminar/. Led by Dr. Jim Proctor, director of the Sandbox. Students are participating in an upper-division seminar, cultivating skills in geospatial fieldwork, analysis, and communication, and completing a variety of semester-long digital field scholarship projects.
This panel will describe how students in various disciplines have used mobile web-mapping for applied learning experiences and undergraduate research and discuss the learning outcomes from these projects.
Rebecca Frost Davis. “What Is Digital Field Scholarship.” Techne, August 17, 2012. http://blogs.nitle.org/2012/08/17/what-is-digital-field-scholarship/.
Julie Fry, Assistant Professor of Chemistry and Environmental Studies, Reed College. Dr. Fry moved to Reed College in Fall 2008, where she was hired in part to launch a new Environmental Studies program. Her research continues to be in the broad areas of atmospheric and environmental chemistry, specifically focused on elucidation of interactions between human-produced nitrogen oxides (NOx) and climate-relevant atmospheric aerosol particles. Her interest in facilitating better public understanding of environmental science and climate change has lead to opinion editorials, local speaking engagements, and collaborations with the Oregon Museum of Science and Industry. She earned a B.S. in Chemistry with minors in Physics, German, and Women’s Studies at the University of Rochester and Ph.D. in Chemistry at the California Institute of Technology.
Lora Taub-Pervizpour, Associate Professor of Media and Communication, Muhlenberg College. Dr. Taub-Pervizpour’s work explores the links between communication and consumer culture, focusing in particular on new digital technologies and youth. Much of her thinking on these issues emerges from her long-term ethnographic research on the socio-cultural impacts of digital media in the lives of children. Locally, she explores these relationships in the context of HYPE, a youth leadership program for Allentown teens that uses digital media and documentary production as tools for engaging youth in communities from which they are traditionally and systematically excluded. This collaboration builds on earlier work between 1998 - 2001 with children and teachers in Sao Paulo, Brazil, and before that, in diverse communities in Calfifornia where Dr. Taub-Pervizpour was a researcher with UCLINKS, a statewide network of University of California partnerships with community organizations to promote informal learning with technology after school. She is co-editor with Sue Jansen and Jeff Pooley of Media and Social Justice (Palgrave, 2011), which includes a chapter co-authored with Media and Communication alumni Eirinn Disbrow (’10) titled, “Detours Through Youth-Driven Media: Back Seat Drivers Bear Witness to the Ethical Dilemmas of Youth Media.” Dr. Taub-Pervizpour teaches Documentary Research, Environmental Communication, Children and Communication, Documentary Fieldwork, and New Information Technologies. She also directs the RJ Fellows Program at Muhlenberg College and holds the Rita and Joseph Scheller Endowed Chair.
Kristen Eshleman, Director, Instructional Technology, Center for Teaching and Learning, Davidson College. Ms. Eshleman is both practitioner and director in the field of instructional technology at Davidson College. She identifies current and emerging technologies and works with faculty in the humanities to determine whether they have pedagogical value in a small, residential liberal arts environment.
Jim Proctor, Professor in the Environmental Studies Program, Lewis and Clark College. Dr. Proctor’s recent work focuses on environmental theory, interdisciplinarity, and new learning technologies. His varied academic background includes geography, religious studies, and environmental science/engineering. He lived in Swaziland, New Mexico, and California (where he served at UC Santa Barbara for 13 years), yet was happy to return to Oregon in 2005 to serve at Lewis & Clark College.
Participants are encouraged to share their thoughts on Twitter via this event’s hashtag: #lcdfs.
Faculty, instructional technologists, librarians and others from the NITLE Network interested in digital field scholarship, inquiry-guided learning, and undergraduate research in all disciplines should attend this seminar. Attendance by institutional teams is encouraged; individuals are also welcome to participate.
Please register online by Tuesday, April 23, 2013. Participation in NITLE Shared Academics events is open to all active member institutions of the NITLE Network as a benefit of membership and as space allows. No additional registration fee applies.
NITLE Shared AcademicsTM models a new approach to liberal education – made possible through strategic collaboration, driven by shared knowledge, and supported by emerging technologies. Campuses learn how inter-institutional academic exchange works by actively participating in it, building the knowledge and experience to re-architect liberal education.