What you will need to complete Core II
- Present your project for 10 minutes (including time for feedback and Q&A) on Zoom answering the following questions:
- What is the project?
- Who is the audience for the project?
- What open questions do you need to answer to move forward with the project?
- And including…
- Some sort of artifact related to your project
- A site map/wireframe, showing how your project will be laid out on the web (like an org chart showing which pages will be on the site) OR
- A model for your project (like Wikipedia, but all about cats) OR
- A design scheme (showing you’re thinking about the aesthetics of your project) OR
- A module, lesson plan, a prototype…
- On May 3, we will provide a sign up for you to select May 17 or May 24 for your presentation
You do not need to turn anything in beyond your doing your presentation. Luke and Lisa will be available for feedback via Zoom by request til June 17.
What you will ultimately need to present to IS Advisor (these are guidelines, but not deliverables for ITP 2)
- A concise description of your project
- A bibliography of references that place your project in scholarly context
- A timeline of when you will hit key benchmarks in the project
- A clear sense of the platform options you have for realizing your project
- A clear sense of the skills and support needed to complete the project on time
Part 1: Revised Narrative and Short Proposal
For your midterm assignment, create a revised 500 word project narrative abstract, along with a proposal of no more than 2000 additional words including:
- A concise problem statement or thesis that communicates the purpose of your project
- An environmental scan that relays key history, scholarship, software, products etc. that give context to the work you are doing
- A needs assessment that explains what unmet need your project will fulfill (this section should also explain the primary audience(s) of your work)
- The key skills that are necessary for completion of your project, whether or not you have them, and how you will acquire those you don’t have
- A project timeline that covers the remainder of this semester, the summer, and your independent study semester
Please answer these questions one at a time. You should not write them into a single answer. You can use the 2000 words in any way you choose across the five questions.
The revised narrative and project proposal are due on THURSDAY March 25 via the assignment form.
Part 2: In-class Elevator Pitches
In class on March 22, you will give a 3 minute elevator pitch covering some of what is in your updated project brief. The problem statement and needs assessment might be the best places to focus, but you should also use your best judgement. Because of our class size and time constraints, we will be very strict about time limits and cut mics if necessary to make sure each member of the class has time to speak. Please practice your 3 minutes!
You are allowed but not required to use slides. If you want to use slides, remember not to divide the audience’s attention between your spoken pitch and text on the slide. Use the slides to reinforce your performance.
Preliminary Project Brief
In a narrative of no more than five hundred words, do the following:
- describe the problem that you wish to address with your ITP project;
- address at least 3 of the 5 Ws and H in Chris Stein’s Contexts and Practicalities;
- Identify the audience that your project is targeting and state how a member of the audience would engage with your project;
- present a model for your project (first step in a broader environmental scan), describing how yours is different;
- state what skills you have that will enable you to do your project as well as what skills you need to develop
- Identify the technologies you will need to engage to complete your project.
Upload as PDF to the assignment submission form by 10 am on February 22.
Hi sorry this is massively late, I did not read the instructions carefully enough clearly!
My project for ITP is going to be primarily focusing on science communication and science literacy: how can we make science accessible to all populations? One of the big questions I have had since COVID-19 hit was “how are people denying the science? How is this becoming political? How are people I thought were so smart not following the experts?” I think I found part of the answer during my literature review. When people hear new information, they accept or deny it based on how they perceive it to fit into their belief system and their community’s belief system. It doesn’t matter how “well educated” someone is, because it’s not about intelligence at all, it’s about fitting into your community. The only way to effectively communicate science is to have a diverse team of science communicators and to encourage people to look at data/ideas from different perspectives, and use that to confront their own perspectives.
The Collective Fabric is a project I have been working on for about 7 months. I spoke at a symposium last Saturday at the Civic Art Lab to explain the progress. Essentially, we’ve completed a prototype within my research lab, where we created take-home kits containing agar plates (which grow bacteria), cotton swabs, and instructions on how to plate their microbiome (the community of colonizers living on your skin, in your mouth, in your gut). We also asked them to answer questions of stillness in response to their life changes since the pandemic: what is something that has surprised you? What is something that has challenged you? What is something you miss? From here, we took the images of the grown bacterial plates and generated digital collective fabrics, using the answers to this questions as the thread to pull the plates together. There are three members of my team, one undergraduate Hunter student from Queens, and a African-born Dutch artist who works in residence in my lab. Each of us constructed our own fabric, touching on concepts of the essential role that diversity plays in our microbiomes and in our society, how data is biased by the person interpreting, and how discussing how people answer questions differently gives space for us to confront our own perspectives and question oru belief systems.
This project hits a lot of the goals I have grown to have throughout ITP. For my project, I would like to turn the Collective Fabric into an educational opportunity, focusing on young children (possible within Hunter College’s early education schools). I think the process of streaking bacterial plates helps people become comfortable with scientific concepts in their everyday life, building trust in scientists, and the process of discussion allows them to get comfortable talking about our differences and celebrating them, understanding how we’ve been affected differently, and systems in place that causes those differences. I have to do more work to decide exactly which concepts would be best for different age groups, and then decide which group would be best to focus on. Overall, I think I have a base prototype that I could adapt to a digital humanity project, creating a website to document these fabrics, answers to these questions, and watching bacterial growth.
Note: I’ve updated this post.
This project is a resource guide aimed at novice writing teachers.
First-year writing is a crucial course for CUNY students. A tenth of college students are registered with their campus disability office. Yet, maddeningly, access is still often framed as a compliance issue rather than as a site for pedagogy. If that tenth of our student body is to have a fair shot at success at their public college, first-year writing is an area where this thinking must shift.
In a project that takes the form of a public site on CUNY Academic Commons and a more-private CUNY Academic Commons group, I aim to demonstrate:
- the rhetorical potential of alt-text writing assignments
- the uses of social reading plug-ins like Hypothes.is on the transcripts of long-form audio journalism (Floodlines, Lost Notes: 1980, season 3 of Serial)
- the application of accessible document design principles for word processing to organizing student essays
- that smartphone access features such as screenreaders can make literacy practices multimodal
- the importance of open lesson plans—for ASL-English interpreters, their students, and everybody else
- syllabi language that aligns accessibility with other student-centered and equity-minded, care-centered policies (ie: translanguaging, OER, contracts)
This project is guided by thinking on disability studies, open access pedagogies, feminist ethics of care, trauma-informed pedagogy, and cellphone scholarship. It’s also marked by my own experiences in the classroom—teaching as a disabled instructor for 15 years, learning as a disabled student for 25.
As CUNY transitions back to aging and often inaccessible physical campuses, it’s my hope that the conversation about digital access that COVID-19 has forced will continue in this group + site. Ultimately, its goal is to help CUNY produce writing teachers capable of doing what a doctoral student named Margaret Price did for me at my public college: to use reflective, student-centered writing pedagogy to make equitable the student experience of a disabled writer.
All of my potential project ideas have centered around fostering more interactivity between the history discipline and technology. In leveraging these tools’ power, the profession can continue the field’s storytelling aspect in ways that will reach audiences that are more likely to gain information from interactive technology than the more traditional learning methods. The generational divide in learning practices often creates a barrier to innovation. Traditional methods once popular for their teaching effectiveness must evolve to teach the first generation of students who have not lived in a world without the internet.
The project idea has undergone several build design. The project is currently centered on leveraging data visualization’s power to tell a heavy data story that individuals can interact with. At a minimum, a cleaned data set that could be used by any would be ideal. The difficulty in projects such as these is trying to find a properly formatted set of data. My MVP (Minimum Viable Project) would be obtaining, formatting, and using the data to demonstrate that technology is not the bain of storytelling. Hopefully, the site can be used by others augmenting the data set to generate a digital repository of archival material that exists in a useable format.
This link directs you to a site made by Robert Darnton, one of the great historians on the book trade, particularly in France. I first came across this site five years ago during my undergraduate Intro to History Writing course. I was impressed at the presentation of sources and facts. It seemed that this was a far better way to present information than in a paper format. True, it was more labor-intensive, but it did allow the user to navigate through the story in their way. The map is of particular interest as clicking on each town will give you information about that particular location. Robert Darnton said it best when explaining his rationale for the website, “I have accumulated so much information during nearly a half-century that I might overwhelm my readers with details or bore them to death. It cannot be compressed within the covers of a printed book. Therefore, with the help of research assistants and professional technicians, I am presenting it on this open-access.” I do not have the encyclopedic knowledge on any subject that Darnton has brought to bear. What I do have is an idea inspired by this work. To create a site where data is gathered and presented so that any individual who wants to can add or interact in a collaborative process. My project aims to generate the first, of what I hope is many, contributions that can harness technology in an egalitarian intellectual way.