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Smartboards, laptops, clickers and other facets of technology have forever changed how students can interact with one another and the digital world within the classroom. While this has been liberating for students and teachers alike, it has also presented challenges for instructors intent on incorporating digital humanities into our research and teaching. This session will ask questions about how digital projects can interact with and benefit from the university community. We propose to have a conversation about the ways that digital projects can be integrated into the classroom.   We will discuss the ways an instructor might balance traditional forms of research and writing, like literary analysis or historical research, with digital projects.

    Some other questions for discussion might include:

• How should an instructor balance teaching course content with teaching technology?

• What responsibilities should undergraduate researchers have?  How much oversight should the professor have?

• What role would peer review play in the creation of a digital humanities project as a course requirement?

• How can we facilitate interdisciplinary teaching and learning to facilitate digital humanities when we are often constrained by the categories in the course catalog?

Proposed by Kim Armstrong, Mary Mahoney, and Kevin Finefrock