New Models for Mobilizing Undergraduate Research Author Janelle Jenstad Author Kim McLean-Fiander Encoder Janelle Jenstad Encoder Kim McLean-Fiander Data Manager Tye Landels Junior Programmer Joey Takeda Programmer Martin Holmes Associate Project Director Kim McLean-Fiander Project Director Janelle Jenstad The Map of Early Modern Londonhttp://mapoflondon.uvic.ca/includes.xmlVictoria, BC, Canada
Department of English P.O.Box 3070 STNC CSC University of Victoria Victoria, BC Canada V8W 3W1
2016University of Victoria978-1-55058-519-3 Janelle Jenstad london@uvic.ca

Copyright held by The Map of Early Modern London on behalf of the contributors.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Further details of licences are available from our Licences page. For more information, contact the project director, Janelle Jenstad, for specific information on the availability and licensing of content found in files on this site.

Born digital.

Most MoEML documents, or significant fragments with xml:id attributes, can be addressed using the mol: prefix and accessed through the web application with their id + .xml.

The molagas prefix points to the shape representation of a location on MoEML’s OpenLayers3-based rendering of the Agas Map.

Links to page-images in the Chadwyck-Healey Early English Books Online (EEBO) repository. Note that this is a subscription service, and may not be accessible to those accessing it from locations outside member institutions.

Links to page-images in the English Broadside Ballad Archive (EBBA).

The mdt (MoEML Document Type) prefix used on catRef/target points to a central taxonomy in the includes file.

The mdtlist (MoEML Document Type listing) prefix used in linking attributes points to a listings page constructed from a category in the central MDT taxonomy in the includes file. There are two variants, one with the plain xml:id of the category, meaning all documents in the specified category, and one with the suffix _subcategories, meaning all subcategories of the category.

The molgls (MoEML gloss) prefix used on term/corresp points to a a glossary entry in the GLOSS1.xml file.

This molvariant prefix is used on ref/target attributes during automated generation of gazetteer index files. It points to an element in the generated variant spellings listing file which lists all documents which contain a particular spelling variant for a location.

This molajax prefix is used on ref/target attributes during the static build process, to specify links which point to MoEML resources which should not be loaded into the source page during standalone processing; instead, these should be turned into links to the XML source documents, and at HTML page load time, these should be turned into AJAX calls. This is to handle the scenario in which a page such as an A-Z index of the whole site would end up containing virtually the whole site inside itself.

The molstow prefix is used on facs attributes to link to the HCMC verison of the Stow facsimiles. Usually the first group is the year (1633) and then last is the image number (0001).

The molshows prefix is used on facs attributes to link to the copies of page-images from mayoral shows stored in the london account on the HCMC server. The first group is the year (1633), the second is the source repository, and then last is the image file name.

The sb prefix is used on ref/target attributes to link to Stow’s Books URLs at UToronto.

Our editorial and encoding practices are documented in detail in the Praxis section of our website.

Performed minor copy-editing, took out submissions from those who did not want their submissions shared publically, and changed status to published. Standardized respStmts for JENS1, MCFI1, and HOLM3 and added TAKE1 as Junior Programmer. Added tagDecl for photos. Added rest of content. Added photos and tinkered with style. Created page. New Models for Mobilizing Undergraduate Research SAA 2015 Workshop 59
Workshop Leaders
Janelle Jenstad (Director, MoEML)
Kim McLean-Fiander (Associate Director, MoEML)
Introduction

Over the 2014-2015 academic year, we used this page to aggregate all materials for SAA workshop 59. This page is a permanent record of our work together. The page offers a model for future SAA workshop organizers and a link for participants to include in their teaching dossiers. You’ll find information about the participants and assignments, the text of some emails to our participants (under News/ Reminders/Announcements), a bibliography, and participants’ written contributions.

Workshop Description from SAA Bulletin

With the massive increase of online tools, archives, and digital library collections, undergraduates now have the resources to do original research. How can Shakespeareans and early modernists make space for that to happen in the classroom? The Map of Early Modern London’s pedagogical partnerships provide instructors with materials, students with real-world publication opportunities, and burgeoning digital projects with scholarly content. In this workshop, participants will develop ways of incorporating Research-Based Learning approaches into their teaching and discover new models for engaging students in research.

Additional Context

In its 1998 blueprint, the Boyer Commission (convened in 1995) recommended that all R1 (research/doctoral) universitiesThe Boyer Commission’s Blueprint uses the designation R1, a now-deprecated category in the Carnegie Classification of Institutions of Higher Education. There is no single equivalent term in the new ontology, which is more granular and less value-laden. We will use the still-popular R1 designation for polemical purposes. make Research-Based Learning their standard pedagogical model. In RBL, learning is based on discovery guided by mentoring rather than on the transmission of information. Inherent in inquiry-based learning is an element of reciprocity: faculty can learn from students as students are learning from faculty (Boyer 15). One of the commission’s recommendations was to Use Information Technology Creatively: Because research universities create technological innovations, their students should have the best opportunities to learn state-of-the-art practices—and learn to ask questions that stretch the uses of the technology (Boyer 25).

Nearly twenty years on, the possibilities for students to learn state-of-the-art research practices are not limited to R1 universities. Thanks to subscription databases and open-access resources, almost all students have at their disposal the primary materials and tools to undertake original research. Thanks to pedagogical partnerships and Digital Humanities pedagogies, we can publish that original research, thus completing the students’ formation as scholars. At MoEML, we have asked two questions: (1) how can we bring this R1 RBL model into non-R1 institutions? and (2) how can we mobilize the scholarly capacities of students to help build better open-access projects that in turn facilitate further RBL opportunities? We believe this model is extensible into other literary periods, suitable for a variety of disciplines, adaptable to a variety of classroom settings, and achievable by other projects.

Our Goal for Participants

You will walk away from this experience with a working pedagogical model that you can apply either to a MoEML Pedagogical Partnership or to another collaborative research/teaching venture.

Workshop Participants
Tassie Gniady
Nicola M. Imbracsio
Diane Jakacki
Michael McClintock
Kate McPherson
Kathryn Moncrief
Jessica Slights
Kristiane Stapleton
Katy Stavreva
Donna Woodford-Gormley
Jayme Yeo
Dates and Assignments October-November 2014. Complete the readings for this workshop. 1 December 2014. Send us a brief description of your intended contribution. 30 January 2014. Send us your written contribution. 4 April 2015. 4-6 pm. Workshop 59 meets in person!
Assignments
Assignment 1: Readings

At your leisure, please peruse the following articles and webpages.

Background Readings The Boyer Commission on Educating Undergraduates in the Research University. Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. (See also a handy summary of the report here.) Brew, Angela, and Evan Jewell. Enhancing Quality Learning Through Experiences of Research-Based Learning: Implications for Academic Development. International Journal for Academic Development 17.1 (2012): 47-58. DOI: 10.1080/1360144X.2011.586461. If this article is not available through your university library’s journal subscriptions, email us. Saklofske, Jon, Estelle Clements, and Richard Cunningham. They Have Come, Why Won’t We Build It? On the Digital Future of the Humanities. Digital Humanities Pedagogy: Practices, Principles and Politics. Ed. Brett D. Hirsch. Cambridge, UK: Open Book Publishers, 2012. 311-30 (print) or 332-51 (digital). MoEML’s Pedagogical Partnership and Related Pages McLean-Fiander and Jenstad. Pedagogical Partnership Project. Jenstad. Contribute to MoEML. Jenstad and McLean-Fiander. Types of Contribution. Jenstad and Butt. Prepare your Encyclopedia Article. McLean-Fiander and Jenstad. Welcome Package. Jenstad, McLean-Fiander, and Milligan. A Guide for Student Researchers of the Streets, Sites, and Playhouses of Early Modern London. Sample Outputs by Pedagogical Partners Course Syllabi by current and past MoEML Pedagogical Partners. SDSU ENGL 534 Spring 2014 Students. Blackfriars Theatre. Ed. Peter C. Herman. UVU English 463R Spring 2014 Students. The Curtain Playhouse. Ed. Kate McPherson. Forthcoming.
Assignment 2: Brief Description

Due: Monday, 1 December 2014. Send us a brief description of your proposed written contribution. Contributions might take a number of forms and therefore may be of varying lengths. We suggest some possibilities below, but please feel free to seize this opportunity to create something that meets your current pedagogical and scholarly needs.

Suggestions for current or past MoEML Pedagogical Partners Specific advice for future MoEML Pedagogical Partners or other adherents to this pedagogical model. Description of your experience as a MoEML Pedagogical Partner. Imagined audience: readers of the MoEML Blog. Possible questions to consider: How did you incorporate the MoEML module into your course? What was your role as MoEML Guest Editor? What worked and what didn’t? What you would do differently next time? How did the students respond? What did they derive from their RBL opportunity that they wouldn’t have derived from a traditional learning situation? Did (or how did) the high-stakes publication opportunity with MoEML change the experience of RBL (if you’ve done RBL and/or research-intensive exercises before)? What were the challenges and teachable moments involved in groupwork, managing workflow, assessing the contributions, dealing with uneven student abilities and skills, etc? How did your institution respond to your participation? Write a how-to document for distribution to future MoEML Pedagogical Partners (and publication on MoEML site). Ideas: How to assess collaboratively written projects, with potential sample rubrics. How to create groups and apportion the responsibilities. Research Tips. Getting the most out of [name of research tool or resource here]. Tech Tips. Eg., how to run a successful Skype or videoconference session. How to deal with varying levels of student engagement, preparation, skills, and abilities. Suggestions for prospective MoEML Pedagogical Partners Prepare a syllabus and assignment rubric for a MoEML Module in one of your courses. Describe how you would incorporate a MoEML Module in one of your courses. How would you prepare your students to do the research required? How might you get the library involved? What resources are available at your institution? On the internet? Are there any archival or rare materials at your institution that would enliven the experience? Suggestions for Participants who want to create an RBL Module Write a proposal for a collaboration with another digital project of your own choosing. Write a proposal and plan to engage students at other universities in your own project (as we have done at MoEML). General Suggestions Write a pitch to present to your home institution (e.g., a grant application to your campus teaching and learning centre, a course proposal for your home department). Reflect on RBL pedagogy generally or in your classroom in particular. Write about an RBL exercise you’ve done or would like to do. Respond to the readings by Brew and Jewell and/or by Saklofske, Clements, and Cunningham. Write a position paper on institutional barriers, opportunities, and expectations. Write a position paper on peer reviewing the products of RBL. Who should peer review students’ work and how?
Assignment 3: Written Contribution

Due: Friday, 30 January, 2015. Send us your contribution as a .pdf file.

Assignment 4: Interactions

At SAA Meeting.

Contributions
Participants’ Submissions

We include here contributions our participants gave us permission to publish after the workshop

. Syllabus and Module (.pdf file). . Partnership Observations (.pdf file). . Assignment (.pdf file). . Syllabus (.pdf file). . Assignment (.pdf file). . Syllabus (.pdf file). . Assignment (.pdf file) and Syllabus (.pdf file).
Workshop Order of Proceeding

Order of Proceeding (.pdf file)