DP&S, faculty and students have worked together on many fascinating and innovative projects. While all of the faculty we’ve collaborated with have produced incredible work, this page focuses on four Bucknell faculty members who have worked especially closely with DP&S on research and teaching projects in 2016.
(For more on faculty and student work facilitated by DP&S, visit our showcase.)
Professor Janice Mann has made extensive use of digital technologies in her teaching at Bucknell. In Fall 2016, students in Prof. Mann’s ARTH 303 class worked on a digital book about Kentuck Knob, a house designed by Frank Lloyd Wright. In her ARTH 101: World Art class, students completed a digital curation assignment in which they constructed online exhibits based on items chosen from the Metropolitan Museum of Art. “What I thought was really good about this was, most of the students did original research for the first time in their careers,” Prof. Mann said. “And they seemed pretty pleased to see their research out there in the world.”
(Read a student testimony about Professor Mann’s class.)
In the Spring semester, students in ARTH 275 produced an online catalog and collaborative essay about lions in the artworks at the Met Cloisters. Prof. Mann also completed a Digital Pedagogy Workshop in Summer 2016 led DP&S.
Professor Le Paliulis has worked with colleagues across the country to design a new genomics curriculum. A summer course grant in 2016 allowed her to produce videos for use in this effort in collaboration with DP&S. The videos are available on the YouTube Channel of the Genomics Education Partnership, an initiative sponsored by Washington University in St. Louis, the Howard Hughes Medical Institute, and the National Science Foundation. “The videos were really well received. They’re being used at schools all across the country, including here in my Genomics class starting on Friday, and I look forward to using them in many classes in the future as well,” Prof. Paliulis said. Paliulis and her colleagues have submitted an article based on this project to the journal CourseSource, which promotes evidence-based learning in science education.
Previously Prof. Paliulis worked with DP&S to implement a stop-motion animation assignment in her cytogenetics class, which she plans to use again in the future. She is interested in using projects like this to challenge students’ misconceptions about biological processes, and gauge how effectively they retain the new information presented.
Working together with a student in Computer Science, Tom Beasley, visiting assistant professor in Classics, created a platform for visualizing connections between primary textual sources and geographical space in the ancient world. With funds from DP&S summer digital research grants, Prof. Beasley worked with Suné Swart ,’17, in the summers of 2015 and 2016 to build a tool called “Visualizing Networks in the Ancient Mediterranean,” which graphically depicts ancient political, economic and religious networks. One goal of the project was to help students understand the evidence for what we know about the ancient Mediterranean world, which the interface does by providing embedded translations of primary documents. “This is kind of one of my happiest takeaways–I realized that design can be an avenue for humanistic inquiry,” Prof. Beasley said.
Prof. Beasley hopes to continue to develop the tool to allow the visualization of routes and paths described in ancient texts.
Theatre 240 students traditionally compile Director’s Books for two projects during their semester: a short scene and then a longer production. As part of the beginning pedagogy workshop in the summer of 2015, Professor Anjalee Deshpande Hutchinson designed a template for her students to create their director’s books using WordPress. The template provides instructions and rubrics for each element of the assignment. Students imported the template to their WordPress site, replacing the instructions with content as they moved through the assignment. Throughout the process, students learned the various components of directing a play. The scaffolded nature of the assignment–the smaller scene site followed by the more complex final production site–allowed students to gain familiarity with the tool and components during the first iteration and then expand their design in the latter project. The digital medium provides them with the ability to incorporate a range of multi-media research and design concepts. The digital Director’s Book also allowed students the opportunity to create an artifact of their work as a director that can be readily shared beyond the classroom, whether applying for MFA programs, internships, directing programs, or a job with a theatre company.
In Professor Hutchinson’s Performance Opus class, students built websites that highlight their work as theatre professionals. Students created their sites on Wix–a free website builder that provides students the option to purchase their own domain. In the process of building their sites, students critiqued other performer sites, learned about information architecture, and discussed website design. The assignment forced students to consider how they would brand themselves as artists and provided them with the skills to develop and maintain their own websites, a necessary marketing tool for any creative professional.