The Both/And of Faculty/Undergraduate Scholarship
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This presentation was given by Dr. Cheryl E. Ball at the Teaching and Learning Symposium in January 2009.
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The Both/And of Faculty/Undergraduate Scholarship
- 1. Faculty and Undergraduate Research Teaching and Researching Digital Scholarship
- 6. Digital Scholarship A Possible 3D Axis to Map, Describe, and Value Digital Scholarship
- 8. Narrating Our Labor How do we make the work we do visible to (tenure) readers?
- 9. Size of Digital Works
Hinweis der Redaktion
- My research agenda English prof Kairos – SHOW KAIROS
- My needs as author, my audiences needs, my discipline’s needs… SAME QUESTIONS THAT I WANT UNDERGRADUATES TO ADDRESS IN 239
- Talk about 239 syllabus, history, class projects SHOW Nick’s CFP
- “digital natives” vs. “digital immigrants” WHAT IS VISIBLE?
- Summary of review criteria for digital media scholarship KEY QUESTION: How can students participate in the conversation?
- Going back to my tenure case…
- A 3 minute partial remix, based on the original Mission Impossible TV show trailer, produced to introduce a one-hour student showcase of videos in a range of genres Three audiences: students, faculty, community
- Piece makes sense on its own, but I use it here because Based on Convo with a tenure reader who was surprised to learn how long this video took to produce. What about production time? The labor of the author? For a tenure experience, this information could make a big difference in how our work is seen.
- Production time: obvious to me, not obvious to tenure readers (it’s category in my tenure portfolio is another issue)
- Purpose? Form? Research the original tv trailers Create a shot list Storyboard shoot the B-roll, Buy the theme song, Script the dialog and action sequences that needed to be filmed Prepare the locations convince my friends to help me (acting and cameras) ALL BEFORE the major scene shooting Importing video & audio Learning final cut Editing clips Finding student videos samples to use as B-roll filler Timing shots to music Adding titles Testing and exporting drafts NOT INCLUDE Stringing students work together Fixing audio levels Adding titles and credits to all Exporting, burning, testing locally Testing at the theater Burning multiple copies for all my students Helping students make brochures and flyers ALL RHETORICAL ACTS My Video Alone = 30 hours over a week with collaboration from students and friends
- Return to the class… Watson attendance Andrew’s plenary response Narrative group’s “student” movie Class vs. Editorial Assessment = peer-review Accepted to collection
- Thanks to all these ISU folks who helped make this project possible.
- Thank you.