A bottleneck is a great conceptual metaphor to describe those pedagogical moments where a significant number of learners get stuck. Identifying bottlenecks is the first step toward designing learning pathways through those bottlenecks. I’m borrowing the idea from the Decoding the Disciplines project at Indiana University. As Joan Middendorf, one of the project leaders, puts it, “Bottlenecks are important because they signal where students are unable to grasp crucial ways of knowing in our fields.” The question of bottlenecks is a central concern in the opening weeks of the Davidson Domains Digital Learning Community.
Let me backtrack. What is Davidson Domains? What is the Davidson Domains Learning Community?
Davidson Domains is a pilot program that gives faculty, staff, and students a “domain of one’s own”—an online space for blogs, exhibits, research, creative work, portfolios, web development, programming, and more. Users name their domain and maintain control over it. Faculty and students can create a domain for their courses, but they can also use it outside of coursework. The Davidson Domains pilot is a partnership between the Digital Studies program, Davidson’s Center for Teaching and Learning, and our instructional technology team. The pilot is funded by the Andrew W. Mellon Foundation.
The mission of Davidson Domains is to enable faculty and students to:
Develop technical and critical web literacies;
Forge a digital identity through online publishing;
Reclaim ownership and control over one’s digital footprint;
Explore the possibilities of blended learning and social pedagogies.
Underlying this mission is a fundamental concern of the liberal arts: to raise technical, philosophical, artistic, economic, and political questions about the role of the Internet on ourselves, our communities, and our practices.
We quietly launched Davidson Domains a year ago and have seen dramatic growth. To wit:
The number of accounts on Davidson Domains in September 2014: 0
The number of accounts on Davidson Domains in May 2015: 255
The number of accounts on Davidson Domains in September 2015: 500
And we’re about to add capacity for 500 more accounts, making Davidson Domains available to nearly half the campus community. We haven’t tied the roll-out of Davidson Domains to any particular year of students (say, all rising seniors) or program (for example, the First Year Writing Program). Rather, faculty and students are developing their Domains Across the Curriculum (DAC) based on interest and need. Given that we’ve registered 500 accounts in 9 months, that’s a lot of interest and need.
Davidson Domains Learning Community
We kicked off Davidson Domains in December 2014 with a two-day workshop led by Jim Groom and Tim Owens. Jim and Tim are pioneers of the “domain of one’s own” movement and co-founders of Reclaim Hosting, our partner providing the actual domains. My collaborators at Davidson, including Kristen Eshleman, Anelise Shrout, and Katie Wilkes, have worked tirelessly with faculty and students on Davidson Domains as well. But this formal and informal faculty development isn’t enough. We don’t simply want a bunch of people using Davidson Domains, we want to build a community of practice around Davidson Domains.
This desire for—as Etienne Wenger describes a community of practice—a group “of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” is the impetus behind the newly formed Davidson Domains Learning Community. Approximately 25 faculty, staff, and students will meet as a group throughout the semester to think through the rewards, challenges, and possibilities of Davidson Domains. Smaller affinity groups of 3-4 people will also meet on their own to explore more focused topics, for instance, using domains to foster student dialogue or to support longitudinal constructive student projects.
We’ve learned over the past year that faculty have recurring questions about Davidson Domains, which include:
How do domains fit in with other technologies (like Moodle)?
Where do we find good models?
What’s the balance between student agency and scaffolding?
What about privacy and copyright?
Can we preserve the work on domains?
We hope to answer these questions for our faculty and students, or at least begin conversations about them. But I also have my own questions about Davidson Domains, more conceptual in nature:
How does total and free access to online domains change teaching, learning, and research in a liberal arts environment?
What happens when a community asks the same questions together, and repeatedly, over the course of the semester?
These questions are not simply idle musings. They are research questions. The first tackles the underlying premise of the entire domain of one’s own movement, while the second tackles the notion of a learning community. Working with Kristen Eshleman, Davidson’s Director of Digital Learning Research & Design, I aim to systematically explore these questions, with the Davidson Domains Learning Community serving as our object of study.
The Bottlenecks of Davidson Domains
Which brings me back to the question of bottlenecks. The affinity groups have a topic to discuss during their first meeting, the notes of which they’ll share with the rest of the learning community. That topic is the question of bottlenecks—the essential skills, concepts, and ways of thinking that stump us:
What are the bottlenecks for you or your students for working with Davidson Domains?
As David Pace and Joan Middendorf point out, there is a typology of bottlenecks. Understanding what type of bottlenecks we and our students face makes it easier to design ways of overcoming them. Bottlenecks might be:
technical (getting the technology itself to work)
procedural (knowing how to enact conceptual knowledge)
affective (affective perspectives or emotional responses that hinder us)
disciplinary (discipline-specific knowledge and practices)
For example, one faculty member told me she struggles with what she calls “Internet shyness”—this is a kind of affective bottleneck. Another faculty member noted that the text- and image-heavy nature of blogs worked against her teaching priorities, which in the performing arts depend upon embodied knowledge. That’s a disciplinary bottleneck. Our students, I’m sure, will face these and many other bottlenecks. But until we articulate them, we’re unable to move forward to address them. (I guess this is the bottleneck of bottlenecks.)
We are just getting started with the learning community, and I can’t wait to see where we end up. I believe that Davidson Domains are essential for the liberal arts in the digital age, and this community of practice will help us explain why. I’ll record our progress here from a more conceptual perspective, while the nitty-gritty progress will show up on our learning community site. In the meantime I’ll leave you with the slides from our first plenary meeting.
The Digital Studies program at Davidson College is growing! We now offer an interdisciplinary minor and, through our Center for Interdisciplinary Studies (CIS), an interdisciplinary major. Last year Digital Studies and the History Department partnered on a tenure-track search—leading to Dr. Jakub Kabala joining Davidson as a digital medievalist with a background in computational philology and digital spatial analysis.
I’m delighted to announce that Digital Studies is collaborating once again on a tenure line search, this time with the Art Department. Along with Jakub and myself, this position will form the core of the Digital Studies faculty. My vision for Digital Studies has always emphasized three areas: (1) the history, practice, and critique of digital methodologies; (2) the study of cultural texts, media, and practices made possible by modern technology; and (3) the design and creation of digital art and new media, which includes robotics, interactive installations, and physical computing. Roughly speaking, I think of these three areas in terms of methodology, culture, and creativity. This latest tenure track search addresses the last area, though of course the areas blur into each other in very interesting ways.
Here is the official search ad for the digital artist position. Please share widely!
Davidson College invites applications for a tenure-track Assistant Professor of Art and Digital Studies, with a specialization in interactive installation, transmedia art, robotics, data art, physical computing, or a similar creative field. Artists must demonstrate a distinguished record of creative work and a commitment to undergraduate education. Preference will be given to artists with a broad understanding of contemporary trends in Digital and New Media Art, including its history, theory, and practice. MFA by August 1, 2016 is required.
This tenure-track position is shared between the Art Department and Digital Studies Program. Art and Digital Studies at Davidson explore the contemporary technologies that shape daily life, focusing on critical making and digital culture. The successful applicant will teach in both Studio Art and Digital Studies. The candidate’s letter of application should highlight experiences that speak to both roles. The teaching load is 5 courses per year (reduced to 4 courses the first year). Classes include introductory and advanced digital art studio courses, as well as classes that focus on digital theory and practice.
Apply online at http://jobs.davidson.edu/. A complete application includes a letter of application, CV, artist’s statement, teaching philosophy, and a list of three or more references. In addition, submit links for up to 20 still images or up to 7 minutes of video in lieu of a portfolio. The application deadline is December 1, 2015. Do not send letters of reference until requested.
Davidson is strongly committed to achieving excellence and cultural diversity and welcomes applications from women, members of minority groups, and others who would bring additional dimensions to the college’s mission. Consistently ranked among the nation’s top liberal arts colleges, Davidson College is a highly selective, independent liberal arts college located in Davidson, North Carolina, close to the city of Charlotte. Davidson faculty enjoy a low student-faculty ratio, emphasis on and appreciation of excellence in teaching, and a collegial, respectful atmosphere that honors academic achievement and integrity.
On Saturday, April 18, I gave the following talk at Bard College, as part of Bard’s Experimental Humanities Mellon lecture series. Sorry if it doesn’t read as an “academic” talk. It’s written to be told.
I’m going to tell you a story today about zombies and the liberal arts. There are a lot of places I could begin—say, the huge number of classes in the humanities that focus on zombies, or the burgeoning field of zombie scholarship. But I’m going to take a more circuitous route, a kind of lurching, shambling path to connect the dots. The story begins in 2013. That’s the year the film adaptation of Max Brook’s World War Z came out. It’s the year The Last of Us became a bestselling game for the Sony Playstation. It’s also the year Pat McCrory, the North Carolina Governor—my home state governor—was a guest on Bill Bennett’s radio talk show to talk about his vision for the North Carolina public university system. Chapel Hill. NC State. UNC-Charlotte. McCrory told Bennett—who, if your memory goes back that far, was Reagan’s Secretary of Education, he told Bennett that “If you want to take gender studies that’s fine, go to a private school and take it. But I don’t want to subsidize that if that’s not going to get someone a job.”[footnote]Kevin Kiley. “North Carolina Governor Joins Chorus of Republicans Critical of Liberal Arts.” Inside Higher Ed, January 30, 2013. https://www.insidehighered.com/news/2013/01/30/north-carolina-governor-joins-chorus-republicans-critical-liberal-arts.[/footnote] Continue reading →
Here is a list of more or less digitally-oriented sessions at the upcoming Modern Language Association convention. These sessions address digital culture, digital tools, and digital methodology, played out across the domains of research, pedagogy, and scholarly communication. If I’ve overlooked a session, let me know in the comments. You might also be interested in my short reflection on how the 2015 program stacks up against previous MLA programs. Continue reading →
Since 2009 I’ve been compiling an annual list of more or less digitally-oriented sessions at the Modern Language Association convention. This is the list for 2015. These sessions address digital culture, digital tools, and digital methodology, played out across the domains of research, teaching, and scholarly communication. For the purposes of my annual lists I clump these varied approaches and objects of study into a single contested term, the digital humanities (DH).
DH sessions at the 2015 convention make up 7 percent of overall sessions, down from a 9 percent high last year. Here’s what the trend looks like over the past 6 MLA conventions (there was no convention in 2010, the year the conference switched from late December to early January): Continue reading →
If you’re an academic, you’ve probably heard about the recent New York Timesarticle covering the decline of humanity majors at places like Stanford and Harvard. As many people have already pointed out, the article is a brilliant example of cherry-picking anecdotal evidence to support an existing narrative (i.e. the crisis in the humanities)—instead of using, you know, actual facts and statistics to understand what’s going on.
Ben Schmidt, a specialist in intellectual history at Northeastern University, has put together an interactive graph of college majors over the past few decades, using the best available government data. Playing around with the data shows some surprises that counter the prevailing narrative about the humanities. For example, Computer Science majors have declined since 1986, while History has remained steady. Ben argues elsewhere that not only was the steepest decline in the humanities in the 1970s instead of the 2010s, but that the baseline year that most crisis narratives begin with (the peak year of 1967) was itself an aberration.
Clearly we should be doing more to counter the perception that the humanities—and by extension, the liberal arts—are in crisis mode. My own experience in the classroom doesn’t support this notion, and neither does the data.