The partners of the Liberal Arts Collaborative for Digital Innovation represent the highest standard of student-centered education. Through our collaborations, we are exploring the future of teaching and learning in a networked world to support our mission as residential liberal arts institutions.
Are you based at one of the eleven member campuses of LACOL? Consider joining the LACOL 2022 workshop at Davidson College! Scroll down to read more about the workshop.
Late Registration: LACOL 2022 Registration Form
CALL FOR PRESENTERS
Proposal Deadline: Posters Only – Rolling
Workshop Dates: Jun 2-3
Building Community. Equitable. Antiracist.
Emerging from and moving beyond the pandemic, connecting and building equitable and antiracist communities is top of mind. The need is pressing on our campuses and in our online and digital spaces. This summer, LACOL colleagues will gather June 2-3 (arrival day June 1st) for a consortium-wide gathering on the beautiful campus of Davidson College in Davidson, North Carolina.
With “Beyond the Pandemic: Building Equitable and Anti-Racist Communities” as our theme, the LACOL 2022 Steering Committee invites proposals from its members–faculty, staff, and students–to present and share their practices, methods, experiences, and findings related to digital learning, research and innovations, inclusive and equitable teaching and learning, and the transformative uses of technology.
Embracing all aspects of building community in the liberal arts, LACOL 2022 seeks presenters for short talks, roundtables, and/or digital posters. This is a Call for Presenters on topics including, but not limited to:
Pedagogy of care
Diversifying the curriculum
Fostering social justice
Collaborating for change
Experiential and service learning
Diversity, equity, and inclusion
More info on Registration and logistics will be shared with the LACOL community soon. If you have any questions, please email LACOL2022@davidson.edu.
Important Workshop Dates
- Register by May 2: LACOL 2022 Registration Form
- Call for POSTERS is open now: Submit FORM
- Workshop Dates: June 2-3 (arrival June 1)
- Keynote: Professor Kim Gallon June 2
Kim Gallon is an Associate Professor of History at Purdue University. Her work investigates the cultural dimensions, including race and medicine, of the Black Press in the early twentieth century. She is the author of a number of articles and essays as well as the book, Pleasure in the News: African American Readership and Sexuality in the Black Press (University of Illinois Press, 2020).
Gallon is also the author of the field defining article, “Making a Case for the Black Digital Humanities” and the founder and director of two black digital humanities projects: The Black Press Research Collective and COVID Black
She also works in instructional and e-learning design to develop curricula for secondary, higher education, and adult learners. Her most recent work in this area includes working with the American Medical Association to develop e-learning modules on the history of race and medicine.
Gallon is the recipient of fellowships and grants from the American Council of Learned Societies, National Endowment for the Humanities, and the Spencer Foundation for her work in the black digital humanities and adult education.
Shared LACOL Course: Bayesian Statistics
Instructor: Professor Jingchen (Monika) Hu, Vassar College
Syllabus & Enrollment Info: http://bit.ly/bayesian-stats
Topics and Objectives:
- Understanding of basic concepts in Bayesian statistics and ability to apply Bayesian inference approaches to solve scientific research problems and real-word problems.
- Ability and skills to use statistical programming software (R/RStudio and JAGS) to realize Bayesian analysis.
- Practice of reading, discussing, and critiquing statistics research journal papers.
Attention Faculty and Staff! Consider joining a multi-campus reading group this fall based on the new book,
Skim, Dive, Surface: Teaching Digital Reading
Reading Group Meeting Dates, Fall 2021:
- October 27
- November 3
- November 10 discussion with the author Jenae Cohn
Reading Group Registration: closed
Reading on a screen is a different experience than reading off of paper. But is it necessarily worse, more distracted, or more superficial? In her new book, Skim, Dive, Surface: Teaching Digital Reading, Dr. Jenae Cohn make the case that there are distinct strategies readers can employ for reading in a variety of spaces, from on the screen to off. This book makes a call for readers to embrace a range of reading practices available to them and to make choices about where, how, and why they read based off of their purposes for reading.
Jenae Cohn writes and speaks about digital pedagogy and online teaching and learning. A trained writing instructor, Jenae has taught online, hybrid, and face-to-face composition courses, and supports faculty in the development of courses across modalities. She offers workshops on topics related to online instruction, humanities pedagogy, and digital literacy. Her research interests include digital/information literacy, metacognitive thinking, and reading and writing across the curriculum. Prior to her appointment at CSU-Sacramento, Dr. Cohn was an Academic Technology Specialist at Stanford University for 4 years where she helped foster remote learning and technology-enriched curriculum for 40+ instructors. At Stanford, she also designed in-person, online, and blended workshops for 120+ students per year. She also developed a Teaching With Technology page for Stanford University.
Jenae received a doctorate in Writing, Rhetoric, and Composition from the University of California-Davis and a BA in English with an emphasis on creative writing from the University of California, Los Angeles.
Book Group Info & Materials
LACOL Reading Group – Summer 2021
Promoting Equity & Justice through Pedagogical Partnership
Book Group Dates: August 3, 10, 17, and 24, 2021 at 4:00-5:15pm Eastern time via Zoom. Details below.
Book Group Registration: registration is closed
Structures of and practices in higher education have long caused harm to students underrepresented at our institutions. A new book Promoting Equity and Justice through Pedagogical Partnership provides a framework for understanding the epistemic, affective, and ontological harms underrepresented and equity-seeking students experience.
This book group, led by co-author Alison Cook-Sather, devoted four sessions to working through the seven chapters of the book and building on participant responses to questions included in the book’s resources. The goal is to draw on the book’s concrete examples as well as participant responses to engage in dialogue, reflection, and planning for action in relation to the ways student-faculty pedagogical partnership can contribute to creating more equitable education.
Book Group Info & Materials
from the LACOL 2021 Workshop hosted by Hamilton College … Digital Posters!
An Application of Coding to Lab Management in the Geosciences
- Tierney Latham ’21, Hamilton
- Cat Beck, Assistant Professor of Geosciences, Hamilton
- Bruce Wegter, Sciences Instrumentation Technician, Hamilton
- Ahra Wu, Data Science/Analysis Research Librarian, Hamilton
Collaborating with Athletics for Increased Student Success
- Kristin Strohmeyer, Research and Community Engagement Librarian, Hamilton
- Nhora Lucía Serrano, Associate Director for Digital Learning and Research, Hamilton
Addressing Equity and Cultivating Play with Library Workers
- Lorin Jackson, Interim Head of Access & User Services, Black Studies Librarian, Swarthmore
Up Close and Personal: Art Museums and Digital Models
Beth Fischer, Postdoctoral Fellow in Digital Humanities, Williams College
Amber Orosco, MA candidate, Art History Graduate Intern, Williams College
Liz Gallerani, Curator of Mellon Academic Programs, Williams College
Moderated by Austin Mason, Assistant Director for Digital Humanities & Director of Digital Arts & Humanities, Carleton College
How do you bring digital imaging, including RTI (reflectance transformation imaging) and photogrammetry, to students in a liberal arts environment? How do digital models enhance and not replace in-person learning with art?
This panel presents strategies for digital imaging that focus on digital accessibility, equity, agency, and liberal arts learning.
In fall 2020, the Williams College Museum of Art launched a minimal-budget imaging project that initially responded to concerns about equity for hybrid and remote learning. This panel presents strategies for digital imaging that focus on digital accessibility, equity, agency, and liberal arts learning. The pilot program at the Williams College Museum of Art aims to make objects more engaging in a time of distance, while remaining attentive to data bias and trying to highlight under-used objects. Goals of the project include increasing comfort level with objects and digital models, and also encouraging agency, exploration, and play.
By sharing our own iterations throughout this ongoing project, we offer a range of possibilities to participants who may wish to explore similar methods and applications. Working with limited staff and resources, we focused on individual strengths and perspectives–Liz with the collection, teaching, and relationships with faculty across campus; Beth with digital humanities, teaching, and entry-level digital technologies; Amber with prior experience using RTI and perspective as a graduate student who is both learning from and teaching with models. Amber is the Academic Programs Intern at the museum, and is also the Teaching Assistant in a studio course that is a key collaborator in this project.
Aus der Finsternis: Cross-Institutional Intermediate German with Dark (Netflix 2017-20)
Sunka Simon, Professor of German, Film and Media Studies, Swarthmore College
Matthew Miller, Associate Professor of German, Colgate University
Pia Eger, DAAD Fellow, Colgate University
Three colleagues explore both synchronous and asynchronous activities and projects built on cross-institutional team-screenings of weekly episodes of Dark’s first season on Netflix.
This presentation showcases the pedagogical and technological tools utilized to achieve the learning outcomes for the LACOL sponsored cross-institutional digitally connected Intermediate German course in the fall semester of 2020 between Swarthmore College and Colgate University.
Read more about this LACOL project: Intermediate German Digital Link-Up (Fall 2020)
Quantitative Skills in Context. What are the “Keepers” from the Past Year of Teaching?
Melissa Eblen-Zayas, Professor of Physics, Carleton College
Laura Muller, Director of Quantitative Skills Programs and Peer Support, Williams College
Moderated by Mihai Stoiciu, Professor of Mathematics, Williams College
Consortium-wide LACOL Workshop
June 21-23 virtually @ Hamilton College
For Full details on the Workshop Program, Schedule, and Registration, see: https://conferences.hamilton.edu/lacol2021
The LACOL 2021 Workshop is over! Thanks to Hamilton College for hosting.
Hamilton College hosted the summer 2021 consortium-wide LACOL, June 21-23, 2021. With “Play and Innovation” as the official 2021 theme, this summer gathering brought together faculty, technologists, research librarians, academic support specialists, and other educators and students for collaborative exchange and playful discussion. (more…)
Featured Keynote Day 1:
Gaming and Liberal Education
June 21 @ 1:30pm Eastern via Zoom
Dr. Bryan Alexander
Futurist and Author, Academia Next
He completed his English language and literature PhD at the University of Michigan in 1997, with a dissertation on doppelgangers in Romantic-era fiction and poetry.
Then Bryan taught literature, writing, multimedia, and information technology studies at Centenary College of Louisiana. There he also pioneered multi-campus interdisciplinary classes, while organizing an information literacy initiative. (more…)
Featured Keynote Day 2:
Reimagining the Future(s) of Learning: Play in Speculative Spaces
June 22 @ 1:30pm Eastern via Zoom
Dr. Heather Pleasants
Educational Consultant, Experiential Learning & Assessment
University of Texas at Austin, @heatherplez
Dr. Heather Pleasants is a faculty development and senior assessment specialist at the University of Texas at Austin, where she works with faculty interested in making experiential learning a part of their courses. She is also an educational researcher and consultant who specializes in providing needs assessment, program evaluation, and external evaluation of funded initiatives—particularly those that address issues of diversity, equity, and inclusion. Dr. Pleasants received her PhD in Educational Psychology (2000) with a specialization in Language, Literacy, and Learning from Michigan State University. She is a regular contributor to the work of the Digital Pedagogy Lab, and her most recent publication is Digital Storytelling in Higher Education: International Perspectives (2017).
Featured Keynote Day 3:
June 23 @ 1:30pm Eastern via Zoom
Dr. Catherine D’Ignazio
Assistant Professor, Department of Urban Studies
Massachusetts Institute of Technology
Author, Data Feminism (with L. Klein), @kanarinka
As data are increasingly mobilized in the service of governments and corporations, their unequal conditions of production, their asymmetrical methods of application, and their unequal effects on both individuals and groups have become increasingly difficult for data scientists–and others who rely on data in their work–to ignore. But it is precisely this power that makes it worth asking: “Data science by whom? Data science for whom? Data science with whose interests in mind? These are some of the questions that emerge from what we call data feminism, a way of thinking about data science and its communication that is informed by the past several decades of intersectional feminist activism and critical thought. Illustrating data feminism in action, this talk will show how challenges to the male/female binary can help to challenge other hierarchical (and empirically wrong) classification systems; it will explain how an understanding of emotion can expand our ideas about effective data visualization; how the concept of invisible labor can expose the significant human efforts required by our automated systems; and why the data never, ever “speak for themselves.” How can we operationalize intersectional feminist thinking in order to imagine more ethical and equitable data practices? This talk will focus in particular on examples of play, innovation and emancipatory pedagogy in data science. (more…)
Toward Equity in Assessment: A Cross-Constituency Dialogue
THIS SPRING, LACOL hosted a series of weekly coffee chats led by student pedagogy partners entitled Toward Equity in Assessment: A Cross-Constituency Dialogue. These multi-campus, multi-constituency discussions build on the Summer 2020 and Fall 2020 series.
Assessment is one of the thorniest dimensions of teaching and learning, and it has been recognized as an arena in which inequities are particularly severe.
The global pandemic has exacerbated existing inequities and created new ones; therefore, now more than ever faculty, staff, and students need to be in dialogue with one another about how to challenge both existing and new inequities. This coffee-chat series supports faculty, staff, and students in explorations of the possibilities for developing equitable approaches to assessment that honor the diversity of students’ strengths, needs, and aspirations. Each session will be facilitated by a group of experienced student partners, and all sessions will be run as semi-structured conversations that strive to integrate the questions and insights of all participants.
Registration is closed (series complete); coffee chats ran February 22 and run weekly through April 12 – details below.
Student Perspectives on Trauma-informed, Anti-racist Teaching and Learning in Hybrid and Remote Contexts
THIS FALL, LACOL hosted a series of weekly brown bags led by student partners on Trauma-informed, Anti-racist Teaching and Learning in Hybrid and Remote Contexts. These multi-campus discussions expand on the high-impact Summer 2020 Student-led Dialogues as semi-structured, open conversations with LACOL colleagues in a small group format.
The importance of the topic is high in our current moment, as argued in this opinion piece.
With fall courses in progress now, the student partners will engage in aspects with direct relevance to the hybrid/remote classroom, building on a set of curated and annotated resources, prompts, and activities to facilitate discussions based on interests expressed by discussion participants. (more…)