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Digital Public History: Project Evaluation Criteria

For those of you who have been following my posts on Twitter recently, you’ll know that I’m teaching a course in Digital Public History this semester at the University of Louisiana at Lafayette. It’s a small seminar class with a mix of graduate students and advanced undergraduates. The syllabus is available here, and you can track my students’ blogs, twitter feeds, and eventually their final projects here.

During our Week 3 meeting, I asked students to devise a list of evaluation criteria to use on their final projects (these projects will be open access digital public history sites featuring primary source research they will do at the Special Collections and other archives here on campus).

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Debating the Bomb: Complex Historical Arguments in the Undergraduate Survey

This semester, I’ve been using my World History survey course at George Mason as an experiment of sorts. I teach my own section of 55 students, in addition to leading two discussion sections (of between 10-20 students) in another, much larger section of World History (with up to 120 in lecture, and 6 sections of discussion of no more than 20 students).┬áMy section of 55 is classified as a lecture, and meets twice each week. However, I’ve been constructing the schedule along the same lines as the course which is broken down between discussion and lecture sections.

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