Find our dynamic syllabus in google docs HERE.


Emory Center for Digital Scholarship’s

Technology, Pedagogy, Curriculum + Research Program



Kayla Shipp Kamibayashi
Anandi Silva Knuppel
Josh Jayasundara

9:00am-noon MW
ECDS Woodruff Library Room 303F

Course Description:

TPC+R presents an opportunity for graduate students to explore how to use new technologies in their research and teaching with the support of ECDS staff. During the course of the program, participants will be introduced to an array of digital tools for teaching, discuss practical and theoretical models for using technology in their pedagogy, and receive assistance in developing materials for their own courses.

Participants will also be introduced to the ways that technology can alter how they conduct and disseminate their research with the help of ECDS staff, and be introduced the suite of research tools offered by the center. Participants will leave this program having designed their own professional website, created digital assignments, and with ideas for how to use technology supported by ECDS in their classes and dissertations.


Course Goals:

Participants will:

  • Be able to identify and describe best practices for technology enhanced pedagogy.
  • Develop a rubric for digital assignment assessment.
  • Construct course goals that reflect the instructor’s goals for the use of digital tools in the classroom.
  • Be introduced to the basic tools and tenets of online teaching.
  • Develop a toolbox of digital tools to complement and enhance both classroom teaching and academic research.
  • Develop an academic professional website.


Course Expectations:

The course will meet every Monday and Wednesday from January 29, 2018 until March 7, 2018. We will begin promptly at 9:30am, although coffee and refreshments will be available starting at 9am. We will provide optional readings throughout the course that will help with the concepts and tools we will present in class. These readings should function to support what you learn through this course, but mostly as resources for you after the course as you begin to implement what you’ve learned in your own research and teaching. Over the course of the program, we will ask participants to complete assignments at home if we do not have enough time to complete them during class time. These assignments will be small projects that will help participants fill out lacunae in their teaching portfolios.



Exercises are in class activities and Assignments should be done after the class session in which they are assigned.

Monday January 29 Module 1 – 1) Introduction. 2) What is Scholarship of Teaching and Learning (SOTL)? 3) Intro to your digital identity

Goals – Participants will begin to think through learning goals and outcomes. We will discuss Scholarship of Teaching and Learning.

Exercise – 1) Discussion about SoTL publications that discuss learning goals in your discipline. 2) Google yourself with friends

Resources –

Assignment – 1) Google yourself and make notes of where you find references to your personal and professional self online. 2) Create a account if you don’t already have a WordPress account.

Wednesday January 31 Module 2 – Managing your Online Identity

Goals – Participants will gain an understanding of the importance of managing online identity and will discuss integration of academic and non-academic professional development assets into personal websites. Participants will begin development of a personal website.

Exercise – Build out shell for personal website.

Resources – Grad Hacker: Manage Your Digital Identity (

“Blogging to Establish your Digital Identity”

Assignment – (1) Throughout the course of TPC+R, continue working on personal website.

Monday February 5 Module 3 – Copyright, Fair Use, and Open Access (with Melanie Kowalski)

Goals – Participants will learn about the various copyright restrictions and fair use practices for higher education.

Exercise –  TBD.

Resources – Owning and Using Scholarship: An IP Handbook for Teachers and Researchers, by Kevin Smith, p. 25-37 (“Copyright”), p. 60-71 (“Owning Copyright”)

Assignment – TBD

Wednesday February 7 Module 4 – 1)The Front of the Room (Featuring Wayne Morse) 2) Universal Design for Learning (UDL)

Goals – 1) Participants will learn best practices for powerpoint and other such presentations.  2) Participants will be able to articulate the main tenets of UDL (Universal Design for Learning).

Exercise – Discuss UDL principles from different disciplines.

Discuss how to improve them and redesign a syllabus utilizing UDL and Student Centered Learning principles.

Resources – “Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education.” (

“TeachingTips for a UDL-Friendly Classroom”

Assignment – Come up with learning goals for upcoming discussion and workshopping.

Monday February 12 Module 5 – Learning Management Systems

Goals – Participants will gain hands on experience with Canvas. We will discuss the hows and whys of learning management systems. Participants will begin to think through strategic use of such a system. We will spend the last hour discussing online/hybrid teaching techniques using learning management systems.

Exercise – We will have sandbox access to Canvas systems.

Resources –  “Insidious Pedagogy: How Course Management Systems Impact Teaching.”

George Veletsianos, “Digital Learning Environments”

Assignment – Write up course goals in Google Slides (one slide per participant). Be prepared to workshop goals during the next session.

Wednesday, February 14 Module 6 – Digital Assignments and Activities in the Classroom

Goals – Participants will discuss various types of digital assignments and how to successfully integrate them into your course design.

Exercise – Group will discuss merits and drawbacks of digital assignments for various course types. Workshop learning goals.

Resources:  -The effectiveness of digital storytelling in the classrooms: a comprehensive study.

Halic, Olivia et al. “To Blog or Not to Blog: Student Perceptions of Blog Effectiveness for Learning in a College-Level Course.” The Internet and Higher Education 13.4 (2010): 206–213. ScienceDirect.

Tess, Paul A. “The Role of Social Media in Higher Education Classes (real and Virtual) – A Literature Review.” Computers in Human Behavior 29.5 (2013): A60–A68. ScienceDirect.

Stommel, Jesse. “Digital Pedagogy Lab Courses: Teaching with Twitter” Digital Pedagogy Lab September 14. 2015.

Assignment – Bring assignment rubric and teaching statement (if you have one) to next session. Complete midpoint assessment of program.

Monday February 19 Module 7 – Assessment

Goals – 1) Participants will discuss assessment strategies for digital assignments. We will think through the how, what, when, where, and (most importantly) WHY, of digital assignments. Participants will rewrite assignments goals and assessment rubric to center digital pedagogy. 2) Review relationship between assignments, assessments and teaching statements.

Exercise – Present rubric examples and discuss modifications for digital assignments. Discuss integration into teaching statements.

Resources – “Grading Criteria & Rubrics.”

Weimer, Maryellen. “Should You Be Using Rubrics?”

Teaching Statement Resources – Lang, James M. “4 Steps to a Memorable Teaching Philosophy.” The Chronicle of Higher Education August 29. 2010.

Chris O’Neal, Deborah Meizlish, and Matthew Kaplan. “Writing a Statement of Teaching Philosophy for the Academic Job Search.” [Lengthy, but it includes a rubric!]

“Teaching Statements.” Vanderbilt University Center for Teaching. [Lots of additional resources here.]

“How to Write a Teaching Statement That Sings.” Chronicle Vitae pdf packet with many article on teaching statements.

“Teaching Statement as Self-Portrait,” Mary Anne Lewis, also in the Chronicle packet but this link includes her actual statement.

Assignment – TBD

Wednesday February 21 Module 8 – Working with Data (John Bernau, Josh Jayasundara, and TBD)

Goals – Participants will learn the basics of working with data at the intersection of quantitative and qualitative research. Guest speakers will present tools for working with data programmatically, working with data and mapping, and TBD.

Exercise – TBD

Resources – TBD.

Assignment – Begin compiling/updating website resources: CV/resume, syllabi, teaching statement, research portfolio, etc.

Monday February 26 Module 9 – Data Visualization (Featuring Sara Palmer/Megan Slemons)

Goals – Participants will gain hands on experience with tools for data visualization.  The focus will be on creating maps, infographic, charts, and graphs for use in the classroom or individual research.

Exercise – TBD

Resources –

For network analysis:

For basic text mining:

Assignment – Continue compiling website resources and bring them to the next session.

Wednesday February 28 Module 10 – Mapping Tools (Featuring Megan Slemons)

Goals – Participants will gain hands on experience with a variety of geospatial technologies.  We will focus on geospatial tools, finding and using data, and designing projects with spatial components.

Exercise – Participants will have time to work and workshop their websites.

Resources – “Community Mapping as a Research Tool with Youth.”

Assignment – Continue website work.

Monday March 5 Module 11 – Being a 21st Century Scholar: Grad and Life Hacks

Goals – Participants will be introduced to a number of streamlining tools and “hacks” to help organize, synthesize, and manage their research data, writing goals, and overall research process.

Exercise – We will complete a number of exercises together to test out the various technologies.

Resources –

Assignment – Complete person website and prepare to present.

Wednesday March 7 Module 12 – Wrap up/Catch up and Website presentations

We have reserved the final day for make-up time in the event of a campus closure during our 6 weeks.  We will use this time to catch up on any missed modules, fill in any course gaps, or showcase the development of our syllabi, course goals, assignments, assessments, and teaching philosophies.