This wiki space contains archival documentation of Project Bamboo, April 2008 - March 2013.

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Faculty Education & Professional Development

Questions that need to be addressed to shape this direction

  • How can Bamboo develop training programs that will be of optimal use/relevance to faculty's research/teaching, programs that will catch the interest/commitment of humanities researchers, many of whom don't have much experience with IT.
  • What does education mean? Marketing? Outreach? Consciousness raising? Teaching and learning?
  • What new forms of teaching and learning might Bamboo generate? - challenging model that education comes from faculty down; some might come from students up
  • What forms of teaching might get choked out by this initiative?
  • Desire to be careful about language used to frame the activity
  • Shift from education/training to mentoring/outreach/communication
  • Graduate student education and outreach to faculty colleagues
  • Can we develop a rich, attractive dig hum culture by mainstreaming e-scholarship methods, practices and educational opportunities into traditional disciplines
  • Easier for scholars whose work is primarily methodological to engage with digital humanities, vs. those doing interpretive work
  • What forms should education/training/outreach take?
  • Through what processes will B help people discover each other/tools/resources?
  • What would training look like? Most effective form? Should PB specialize or generalize?
  • Who should PB be training? Every faculty/student? Admin? IT staff? Collaborators?
  • Relationship between education and research.
  • How do we create a method that encourages multi-directional flow of teaching and learning, colleague to colleague? (In some of the language, suggests faculty need to learn stuff from technologists/librarians; there needs ot be learning going in multiple directions)

Direction name






In Scope

Related to Bamboo

Out of scope

Top priorities to address by W3 (Jan 2009)


THESE ARE MY NOTES FROM EXERCISE 3 (morning break-out session); they are cut and pasted and in no particular order.

* •    *educational training of faculty, students, and how to train faculty to train students are all inter-related...and training to USE the IT is a separate category
•    education, then, will span many different groups of people: library, IT, backstage people who are involved with performance...depending on which field you are in
•    question is: who is the target audience? Bamboo would have a different program of work for a different audience---what are the core skills are we trying to develop?
•    we should also think about levels---think about different levels of intervention? workshops or summer course?
•    important to note it's not just a problem of IT asking faculty what they need, what they want to fact faculty need to first know what's available to them
•    Bamboo needs to catalogue all the tools that are out there---faculty need to be aware of all the tools that are out there to give them ideas about what tools are available to be trained in

How can Bamboo be structured?
•    one of the rewards of Bamboo pursuing this direction will be that it will lighten the economy of scale---if these tools are used in both teaching and scholarship, expands it many times
•    risks: Bamboo needs to keep in mind very different institutional situations
•    thus, how does Bamboo come up with a structure that answers these needs?
•    perhaps have a clearing house of structures; concern is how to engage students---perhaps a clearing house of educational activities/models; would include scholarly and pedagogical projects
•    however, it's important to know that there is a difference between working on an individual project and making that project publicly available; everything needs to be thought about whether it's reusable or not
•    question, then: why would Bamboo do something that's already being done at a particular institution?
•    need to have a mutual learning process going on between faculty, IT, students etc.; thus, Bamboo could try to design how this process might take place
•    if there were a set of recommended set of tools, activities, this might be most useful - acting as an advisory group
•    advantage of having a set of tools exist outside of institution is not being subjected to whims of institutions---tools provided by Bamboo?
•    however, perhaps Bamboo would not create passive collection of tools, but actively communicate to institutions best kinds of tools and best uses of those tools
•    how to do this so that it will have an impact? simply offering training seminar usually doesn't work
•    think about putting together a scalable model---

•    Bamboo needs to recognize best practices on multiple levels; to serve as an advisory body rather than coming up with new tools; will be enormously helpful for students and faculty
•    what skills are important for students to have?
•    BUT, we need to learn to speak to people in humanities---not use terms like "best practices" but need to get an initiative through Bamboo to bring about this
•    Bamboo could advocate, through a consortium of faculty, for digital humanities literacy---it could put forward vetted proposals for teaching/research methods
•    perhaps we need to ask ourselves what does a humanities scholar need to learn now that they didn't learn 20 years ago? what particular kinds of literacy does it need to advocate?
•    thus, we can imagine Bamboo would establish and disseminate standards and practices for digital humanities
•    it could come up with standards of best practices, or awareness-raising programs, associated with different categories in Bamboo (ie annotat) etc.
•    consider having a formal way of coming together regularly to talk and then go out to professional organizations and carry out workshops or units

•    how to collect and establish best practices in digital arts and humanities?
•    how to maintain connections between different members of Bamboo and make it practical for them to train students and facult in these practices?
•    how do we raise awareness of the capacities of these tools so that people will be interested?
•    consider having several different modules in Bamboo, one for arts, for humanities etc....even within a single field people are doing radically things
•    Bamboo, then, might then not develop new tools but rather to develop an infrastructure that the tools would sit on;
•    they might build a new training curriculum---educational models, interpretive tools,
•    Bamboo could be making a framework for instructional models as much as a framework for technical tools---thus, pick your institutional needs and find on Bamboo the model that fits
•    might also develop a template for institutions to report on their activities, for structuring programs, education/teaching/training


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