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Provider: University of Victoria
Database: The Map of Early Modern London
Content: text/plain; charset="utf-8"
TY - ELEC
A1 - Jenstad, Janelle
A1 - McLean-Fiander, Kim
ED - Jenstad, Janelle
T1 - New Models for Mobilizing Undergraduate Research
T2 - The Map of Early Modern London
ET - 7.0
PY - 2022
DA - 2022/05/05
CY - Victoria
PB - University of Victoria
LA - English
UR - https://mapoflondon.uvic.ca/edition/7.0/saa_2015.htm
UR - https://mapoflondon.uvic.ca/edition/7.0/xml/standalone/saa_2015.xml
TY - UNP
ER -
The history of the two Blackfriars theatres is long and fraught with legal and political struggles. The story begins in
In
The Julian calendar, in use in the British Empire until September 1752. This calendar is used for dates where the date of the beginning of the year is ambigious.
The Julian calendar with the calendar year regularized to beginning on 1 January.
The Julian calendar with the calendar year beginning on 25 March. This was the calendar used in the British Empire until September 1752.
The Gregorian calendar, used in the British Empire from September 1752. Sometimes
referred to as
The Anno Mundi (year of the world
) calendar is based on the supposed date of the
creation of the world, which is calculated from Biblical sources. At least two different
creation dates are in common use. See Anno Mundi (Wikipedia).
Regnal dates are given as the number of years into the reign of a particular monarch.
Our practice is to tag such dates with
Programmer, 2018-present. Junior Programmer, 2015-2017. Research Assistant, 2014-2017. Joey Takeda was a graduate student at the University of British Columbia in the Department of English (Science and Technology research stream). He completed his BA honours in English (with a minor in Women’s Studies) at the University of Victoria in 2016. His primary research interests included diasporic and indigenous Canadian and American literature, critical theory, cultural studies, and the digital humanities.
Project Manager, 2015-2019. Katie Tanigawa was a doctoral candidate at the University of Victoria. Her dissertation focused on representations of poverty in Irish modernist literature. Her additional research interests included geospatial analyses of modernist texts and digital humanities approaches to teaching and analyzing literature.
Data Manager, 2015-2016. Research Assistant, 2013-2015. Tye completed his undergraduate honours degree in English at the University of Victoria in 2015.
Director of Pedagogy and Outreach, 2015–2020. Associate Project Director, 2015. Assistant Project Director, 2013-2014. MoEML Research Fellow, 2013. Kim McLean-Fiander comes to
Janelle Jenstad is Associate Professor of English at the University of Victoria, Director of
Diane K. Jakacki is the Digital Scholarship Coordinator at Bucknell University. Her research interests include digital humanities applications for early modern drama, literature and popular culture, and digital pedagogy theory and praxis. Her current research focuses on sixteenth-century English touring theatre troupes. At Bucknell she collaborates with faculty and students on several regional digital/public humanities projects within Pennsylvania. Publications include a digital edition of
Programmer at the University of Victoria Humanities Computing and Media Centre (HCMC). Martin ported the MOL project from its original PHP incarnation to a pure eXist database implementation in the fall of 2011. Since then, he has been lead programmer on the project and has also been responsible for maintaining the project schemas. He was a co-applicant on MoEML’s 2012 SSHRC Insight Grant.
Peter C. Herman is a MoEML Pedagogical Partner. He is Professor of English Literature at San Diego State University. His most recent books include,
Royal Poetrie: Monarchic Verse and the Political Imaginary of Early Modern England
Kate McPherson is a MoEML Pedagogical Partner. She is Professor of English at Utah Valley University. She is co-editor, with Kathryn Moncrief and Sarah Enloe of
Kathryn M. Moncrief holds a Ph.D in English from the University of Iowa, an M.A. in English and Theatre from the University of Nebraska, and a B.A. in English and Psychology from Doane College. She is Professor and Chair of English at Washington College in Chestertown, Maryland and is the recipient of the college’s Alumni Association Award for Distinguished Teaching. She is co-editor, with Kathryn McPherson, of
Donna Woodford-Gormley is a MoEML Pedagogical Partner. She is Professor of English at New Mexico Highlands University. She is the author of
Shakespeare: From the Globe to the Global, and her students will produce an article on The Globe playhouse for MoEML.
Tassie Gniady is the Digital Humanities Cyberinfrastructure Coordinator (Research Technologies) at Indiana University. She has a PhD in Early Modern English Literature from the University of California-Santa Barbara. She was the project manager of the Early Modern Broadside Ballad Archive for five years before moving to Indiana. At the moment she is really excited about R and its applicability to all things textual.
Nicola Imbracsio is a visiting instructor of English at Saginaw Valley State University in Michigan. Her research reflects her continual interest in bodily representation in early modern drama and culture and how such representations reveal that certain bodies, usually deemed powerless (such as corpses, disabled bodies, and bodied objects), are able to exert a vigorous influence in the theatre and beyond. Her work has appeared in the
Michael McClintock is an Associate Professor of English at Bridgewater State University.
Jessica Slights is Associate Professor of English at Acadia University in Nova Scotia, Canada, where she teaches a regular full-year
Kristiane Stapleton has recently completed her doctorate at the University of Wisconsin-Madison and is a postdoctoral Houston Writing Fellow at the University of Houston. She has published articles on Aemilia Lanyer and Mary Wroth and is currently working on early modern female authors, generic innovation, and visual metaphors.
Kirilka (Katy) Stavreva is Professor of English at Cornell College in Iowa, U.S.A., where she teaches and writes about medieval and Renaissance literature, drama, and its performances across historical and cultural divides. She is author of
Interdisciplinary Approaches to Teaching Dante’s Divine Comedyfor the journal
Jayme M. Yeo is an assistant professor of English at Belmont University. She researches Renaissance devotional poetry, nationalism, and civil unrest, and also works in gender studies and early travel narratives. Her research has inspired service-learning courses that pair poetry with activism, and she has also taught courses in Shakespeare, film, and modern British literature. Her work has appeared in
Student contributors enrolled in
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Our editorial and encoding practices are documented in detail in the Praxis section of our website.
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.
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?
In its 1998 blueprint, the Boyer Commission (convened in 1995) recommended that all R1 (research/doctoral) universitieslearning 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.
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.
At your leisure, please peruse the following articles and webpages.
Due:
Due:
We include here contributions our participants gave us permission to publish after the workshop