Sponsored by the Digital Liberal Arts Collaborative and the Center for Teaching, Learning, and Assessment, this year’s DLAC Teaching With Technology Fair features a wide range of digital projects.


CLS Community Partner Database

Susan Sanning (CLS), Meghan Rydel ’25, Guinevere Wallace (CLS), Tierney Steelberg (DLAC)

The CLS Community Partner Database is a searchable resource for anyone seeking to partner or volunteer with a local non-profit or governmental organization. The database includes information regarding ~125 different campus partners who work within a 65 mile radius of Grinnell. Some organizations have collaborated with the College for generations and others are new to us, but all have shared information with us about who they are, how they’d like to work with us, and how we should contact them.


Comparative Cartography and Critical Race Feminisms

Clara Montague (GWSS), Kendrionne Anderson ’24, Hayley Carson ’25, Hyein Cho ’23, Zoe Gonzalez ’23, Melena Johnson ’23, Jamie Lee ’23, Kayley Ronnkvist ’23, MJ Uzzi ’23

Students in Critical Race Feminisms (GWS 324) are creating StoryMaps that juxtapose one sociopolitical issue of their choice across two geographical contexts. Topics include incarceration, migration, intersectionality, indigenous land sovereignty, and violence against women focusing on countries such as South Korea, Canada, Mexico, Brazil, Costa Rica, Australia, and South Africa. This project brings together our semester-long conversations about transnational feminism and critical race theory, giving students an opportunity to illustrate connections and divergences between social justice issues across different locations.


Envisioning Heorot: Using VR to Teach Beowulf

Tim Arner (English), David Neville (DLAC), other collaborators TBD

Continuing the work of The Grinnell Beowulf, we are creating a Virtual Reality experience that will allow people to visit Heorot, the Danish meadhall featured in Beowulf. The team will base its model on archaeological excavations of Viking meadhalls and villages in Northern Europe as well as accounts from historical and poetic records from the early Middle Ages. The project will help modern readers of Anglo-Saxon poetry, especially Beowulf, to better understanding the civic spaces that helped shape Anglo-Saxon social structures.


Examining and Engaging Conventions of Academic Writing Across the Liberal Arts

Tisha Turk (Writing, Reading, & Speaking Center) & Ellen Hengesbach ’24

As part of a collaborative workshop funded by a grant from the Associated Colleges of the Midwest, faculty from four liberal arts colleges (Carleton, Grinnell, Macalester, and St. Olaf) identified, annotated, and discussed examples of good writing published by scholars in their fields. The project’s Vivero Fellow will compile an accessible online archive of these materials that includes not only the annotated examples themselves but also searchable metadata: users will be able to search the archive for all sample texts in STEM fields or all annotations that comment on features of an article’s introduction. Ultimately, this archive will be used in professional development sessions for writing faculty and peer writing consultants.


Mapping Racial Trauma

Stephanie Jones (Education) & Feven Getachew ’25

This project maps incidents of racialized trauma in the US and across the globe, particularly in schools. The data are collected from reports of incidents across different social media and news platforms since 2016. The project divides the racialized trauma to different types of racial trauma and particularly highlights the different types of curriculum violence.


Collaborative Digital Annotation Using Hypothes.is in CHI 195

Qiaomei Tang (Chinese) & CHI 195 students

Professor Tang and students will demonstrate the practice of collaborative annotation on digital course readings in CHI 195, The Three Kingdoms. The class is using the Hypothes.is platform to engage in close reading of assigned texts and to create lively conversations in the digital margins of the texts. The class has made over 4,000 annotations on assigned readings this semester.


The Salisbury House Library Collection Online (including Illuminated Works at Grinnell)

Laura Michelson (Libraries)

The Salisbury House Library Collection continues to be integrated into its new home in Grinnell College Special Collections & Archives. Learn more about the ongoing digital projects of the collection website, new collaborations, digital interpretation, and projects coming online soon.


Text Analysis in the Classroom – Using Gale Digital Scholar Lab

Sarah Purcell (History), Liz Rodrigues (Libraries), Noah Biniam ’26, Monica Reyes Ramirez ’26, Caymus Smith-Pierce ’24

Sarah Purcell and Liz Rodrigues will demonstrate how they used the Gale Digital Scholar Lab database to teach students how to experiment with text analysis in History 100: Digital History, Global and Local. Students will demonstrate how they used text analysis (including topic modeling, sentiment analysis, named entity recognition, and others) as tools of historical inquiry. Gale Digital Scholar Lab provides a good tool in the classroom with a low entry bar for the application of digital methods of text analysis.


The Virtual Viking Longship Project: A Study in the Future of Liberal Arts Teaching and Research

David Neville (DLAC) & other collaborators TBD

This project explores and tests strategies for integrating undergraduate student learning and labor in the development of long-term Digital Humanities (DH) research projects. Combining the strengths of two leading liberal arts colleges with the multidisciplinary affordances of virtual reality (VR) technologies, the project aims to create an immersive VR experience for visualizing the social and cultural roles of a Viking Age longship by forming a DH community of inquiry and practice that cultivates deep competencies in spatial computing within the context of a liberal arts education. Student co-authored outcomes will include: (1) an open-source minimum viable product (MVP) VR experience made in consultation with museum partners in the US and Europe; (2) experience design document outlining future development; (3) presentations on our findings at major DH and History conferences; and (4) open-access article detailing the project’s strategies and recommended best practices.


Vivero Digital Fellows Program

Claire Burns ’23, Hyein Cho ’23, Nandika Jhunjhunwala ’24, Tanmaie Kailash ’24, Sarah Oide ’23, Liz Rodrigues (Libraries), Tierney Steelberg (DLAC)

The Vivero Digital Fellows Program is a training and mentorship program that seeks to grow the diversity of the digital liberal arts community at Grinnell and beyond. Vivero Fellows support faculty and staff-led digital projects and provide drop-in peer support for digital liberal arts assignments. Current Fellows will share their experiences this semester and showcase how Vivero can support digital projects on campus.


Yoga and Rehabilitation in the US Prison System

Dixuan Chen (Religious Studies), Mary Jane Uzzi ’23, Charis Board ’23

This video is part of the Religion, Healing, and Health course to develop digital humanities projects. Mary Jane Uzzi and Charis Board create a video to demonstrate that the rehabilitative effects of practicing yoga among prisoners are not simply due to the conventional physical focus such as stretching and fitness exercises. Instead, it is yoga’s emotional, behavioral, and spiritual balance that generates beneficial outcomes, especially if the prisoners integrate the eight limbs of yoga.


 

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