Brent Glenn

This has been my first year on faculty at Emory. I am an Artist-in-Residence for Theater Emory in the areas of Lighting and Sound Design and teach in the Department of Theater and Dance. I will be teaching Principles of Design for the first time in the Fall of 2013 with my colleague Sara Ward. This course will introduce students not only to the unique field of designing for the stage, but also for many of them will be their first step into the basics of examining the artistic impulse and how we realize our creative pursuits in the physical world. I think the students will be very excited, and perhaps motivated, at the thought of their creative endeavors having a home in the digital realm.

I previously was Chair of the Department of Theatre and Dance at Converse College and before that taught at the University of Alaska Anchorage. You can learn a little more about me, if you wish, by visiting my poorly thought out and seldom updated website There are some interesting photos to look at and a hodgepodge of previous writings available. My summer goal: Updating the website. And finishing my most recent play.


Brian Croxall

I am the Digital Humanities Strategist in the Emory Center for Digital Scholarship (ECDS) and Lecturer of English. I manage and design digital humanities projects and help carry out an Andrew W. Mellon Foundation-sponsored grant. I’m a longtime experimenter with digital pedagogy and I’m excited to be participating in the Domain project with the “Introduction to Digital Humanities” course that I’ll be teaching as a junior/senior class in the English department in spring 2014. The program will allow our class to not only explore the theoretical framework for the application of technology to the humanities but also its practical application.


Jenny Chio

I am Assistant Professor of Anthropology, and my research projects explore rural social transformation, ethnic identity and heritage, tourism, documentary practices, and amateur media in China. I use visual research methods extensively in my own fieldwork and recently finished an ethnographic film on ethnic tourism in rural China.

In the Fall 2013 semester, I am teaching a course on Visual Anthropology (ANT385). The class will engage with a range of issues related to visual culture and the politics of representation, with a particular focus on Indigenous media, the history of anthropological image-making, and the intersections between anthropology, museums, and art practice. I hope to use the Domain project as a way to both showcase student work (using photography, video, and sound) and to create a portfolio for the course that will inspire further visually-based research amongst anthropology students in the future.


Lisa Chinn

I’m a rising fourth-year PhD candidate in the English department studying 20th-century American poetry and poetics. This last semester I taught ENG 181 with American little magazines from the 20th century and incorporated digital assignments into the class. I’ve used blogs in the past, but I broadened the scope in this class. My students created their own websites and “archived” items from MARBL for various projects, including manifestos, digital storytelling projects, and a timeline. I’m looking forward to meeting everyone tomorrow.


Marc Bousquet

I’ve asked most of my students to publish most of their work since 1997. The biggest change this has meant is that it’s pushed me to ask students to make the texts they circulate beyond the classroom meaningful. Typically this means making some sort of original contribution–either a tactical media intervention in public discourse, or primary contribution, however modest, to the evidence an academic or professional community might consider in connection with an unasked or unanswered question. I haven’t abandoned printable text, but see it as embedded in a broader band of communication practice. In practical terms, this means I try to craft assignment sequences in which many of the components are low-stakes, collaborative, experimental, inquiry-based and experiential. The printable portion isn’t always the apex. Sometimes that is just preparation for a truly thoughtful tactical media intervention. Examples at my  home page below (which will still tell you that I live in the Silicon Valley).

What I like about Domain is the fact that we are focussing on transferable literacy, engagement beyond the classroom, student ownership and student agency. I see initiatives like Domain as the future of classrooms as studio environments, in which student writing is the communication of learning focussed on _mediated authentic participation_ (MAPs) in academic, professional and public discourse. MAPs contrast to BLOTs (Big Lectures & Online Tests). In fact, one way of distinguishing between “good” and “bad” efforts regarding teaching at scale–eg in MOOCs– is the degree to which authentic participation is facilitated.

One thing I really want to work on next year? ADA compliance. I’ve talked about this in classes, but never made it a priority. I’ll change that with my Domain-linked courses next year, and be sure that we support this for you and your students as well.


Nick Block

Nick Block received his PhD in German Studies and PhD Certificate in Judaic Studies from the University of Michigan in 2013. Block was a doctoral fellow at the Freie Universität in Berlin for the 2010-2011 academic year and previously worked as an archivist at the Yad Vashem Holocaust Museum in Jerusalem.

Block’s research engages with German-Jewish intellectual history, Yiddish literature, the Turkish-German-Jewish triangle in contemporary German literature, Orientalism, and the quest for a new language in German literature since 1945. His dissertation focused on the half century between the 1880s and 1930s, when the mass westward migration of Eastern European Jews radically reconfigured the way in which Western and Eastern Jews related to each other. Exploring the topography of modernism across literature and the visual arts, he demonstrates how the German and Yiddish modernist projects were co-constitutive partners in a dynamic process of Jewish identity formation. Block places texts from German-language authors such as Alfred Döblin and Franz Kafka into conversation with those by Yiddish authors like Sholem Aleichem and Y. L. Peretz. He argues that both German Jews and Eastern European Jews were constructing their sense of Jewish self around portrayals of foreign Jewish difference. He is currently expanding this work in a manuscript that details the transnational influences on early twentieth-century German modernism, focusing on the cultural exchange between German-Jewish and East European Jewish artists and authors across the literary, artistic, musical, and theatrical spheres.

Through teaching German-language authors and the rich intellectual history written in the German language, Block aims for students to find value in the project of German Studies in particular and the humanities in general. His engaging teaching style allows students to contribute to the production of knowledge within and across disciplines. He has received two awards for his excellence in teaching. In the fall of 2013, he is teaching an advanced course on race, religion, and citizenship in Germany, comparing German-Jewish and Turkish-German minority experiences.

Block also appreciates a good pair of lederhosen.


Tanine Allison

I am an Assistant Professor of Film and Media Studies, where I have taught courses on video games, film genres, Korean cinema, and other film topics. I will be teaching a new course called Digital Media and Culture in the fall as part of this program. I’m designing the course as an overview of the ways that computers have changed culture, and we’ll be looking at all sorts of digital technologies and platforms from Google to Wikipedia to digital visual effects and video games. I’m hoping to use the Domain project as an online hub for my students to collect their various online efforts. They will be doing creative projects using Facebook, Twitter, and blogging, among other things. Check out my domain of my very own.