I’ve talked about finding a natural stopping point and conclusion multiple times on this blog and in class, and I’ve been thinking about it a lot as the course comes to a close. Continue reading
This week I’ve mostly been trying to make something coherent out of my research from the past several weeks. On the site, this is most visible in the timeline, which I’m continuing to revise to provide sufficient context for the rest of the content. Continue reading
I think I’ve actually finished my research. After our class discussion on Thursday, I decided to limit my most in-depth research to 1948-1979. Within these years, Geneseo transitioned to a liberal arts college (1962) and later substantially revised the Common Core general education requirements(throughout 1976-79). Continue reading
I remembered this really cool DH tool in the middle of the night when I was trying to fall asleep. The Versioning Machine is a software that allows you to compare different versions/editions of a text and show when certain revisions and additions were made using TEI. The Fluid-Text Walden on Digital Thoreau , a DH project run by professors here at Geneseo, does precisely this with the seven known manuscripts of Walden, using Ron Clapper’s research as its basis.
This would be a really interesting and interactive way for me to display the development of Geneseo’s gen ed curriculum on the website. However, it involves a lot coding that is likely beyond me and probably won’t be possible at this point unless I get some serious help from the computer/technology people on campus.
Regardless of whether or not I can make this happen, I think it’s a really exciting DH tool.
I’ve had an incredibly hectic week for reasons unrelated to the project, but the chaos has managed to find its way into my research and other work for the course. Continue reading
This week I was finally able to visit College Archives, and I found a number of sources that I believe will be very helpful for the website. To start with, I’ve been looking through the undergraduate bulletins (then referred to as “General Catalogs” from 1948-64, encompassing the years in which the G.I. Bill would have had the greatest effect as well as the institution’s transition to a liberal arts college. Continue reading
This week I’ve been looking at yearbooks from years that I feel are most relevant to changes in Geneseo’s curriculum and higher education in general, as determined by my previous research. I’ve started with the yearbooks from 1949, ’51, ’61, ’62, and ’76. These are years that, respectively, were affected by the GI Bill and the end of World War II and then the transition to a liberal arts curriculum were made, and, by ’76, in fuller effect. Since most of these changes were gradual and not fully felt in a single academic year, I may go back and look at other yearbooks from the same time periods at another time. Continue reading
Our class discussion today about the “sympathetic researchers” in Buurma’s article made me think about the Humanities sequence at Geneseo, considered to be (and advertised as) the cornerstone of our liberal arts curriculum. Continue reading
Project Thematic: How public access to the liberal arts changed due to Geneseo’s entrance to the SUNY system, and how being a part of this system has affected liberal arts at Geneseo—as well as how liberal arts at Geneseo has affected the SUNY system. Continue reading
As I’ve never encountered the digital humanities outside of a liberal arts setting, it is difficult for me to fully separate the two fields. I consider digital humanities to be an extension of the liberal arts, providing new platforms for the research and accessibility to a wider audience.