Fields marked with a * are required.

About Domain of One's Own

All faculty and graduate student instructors across all disciplines at Emory University are invited to propose courses for Emory’s Domain of One’s Own project.

As part of Domain of One’s Own, students author and administrate their own websites that function as hubs for a range of digital content. Student websites and digital assignments may include but are not limited to: coursework showcase portfolios; social media; film and video archives; maps; photo galleries; podcasts; oral history archives; exhibits and finding aids; professional portfolio materials; presentations; and civic engagement resources.

To teach as part of Domain of One’s Own you do not need to have any prior experience with web design or digital authoring, nor does your course have to be entirely devoted to multimodal skills or content. All that is required for a class to qualify as a part of Domain is the completion of at least one unique multimedia-composing project designed for web publication. Participation is not limited by discipline or course level. Multiple web platform options are available for you and your students.

Check out the faculty and the fabulous courses they are teaching this semester and the courses taught as part of the 2013-2014 Domain Pilot here.

Please note that all Domain faculty are supported by a range of services hosted by the the Domain support staff such as one-on-one consultation; in-class visits; specially trained graduate and undergraduate Writing Center Tutors; and an ever-growing collection of help and documentation pages. We also offer Domain 101, a workshop that instruct users in skills that range from syllabus design to assessing multimodal student projects.


To propose that your course be included in Domain of One's Own @ Emory, please fill out and submit the form below.

Please do consider teaching as part of this groundbreaking project. Feedback from students and faculty who taught as part of the Domain pilot project during the 2013-2014 academic year suggests that integrating multimodal assignment sequences enables students to negotiate evolving personal and professional identities; manage unique projects within common learning objectives; and develop into self-regulated learners. Because multimodal composition engages students at every stage of the learning process, from inquiry through collaboratively generated assessment criteria, students gain the skills and knowledge necessary to be reader-writers and cultural producers as well as analysts. Furthermore, just as the student sites survive your courses, Domain cultivates in students habits of mind that have the potential to sustain engagement throughout their time at Emory and beyond.