Jenny Chio
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Jenny Chio

Emory University
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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.

Dori Coblentz
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Dori Coblentz

Emory University
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Brian Croxall
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Brian Croxall

Brown University
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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.
Sara Ward Culpepper
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Sara Ward Culpepper

Emory University
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Lisa Dillman
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Lisa Dillman

Emory University
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I am a Senior Lecturer in the Department of Spanish and Portuguese. My experience with digital media in the classroom, to date, is limited to blogs (only Bb blogs), so I am both excited and daunted by the Domain project.My field is literary translation, and next Spring I'll be teaching a 400-level seminar on the history, theory and practice of translation. We look at poetry, theater and prose, as well as bit of commercial and scholarly translation, though our main concentration in the practice portion of the course is on fiction. Students' final project is the translation of a short story into English, with a critical introduction in Spanish. In the Domain version of this course, they will "publish" their stories, as well as several of the stages along the way, enabling them to document progress, challenges and triumphs. I'm also devising ways to have students use their own domains for glossaries, blogs and documentation. Very excited about this project!
Brent Glenn
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Brent Glenn

Emory University
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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 www.brentglenn.com. 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.
Lauren Holt
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Lauren Holt

Emory University
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My current work and my path here reflect the prismatic, interdisciplinary present of scholarship and work in academia.  Though I am trained as a scholar of seventeenth- and eighteenth-century literature, I am currently working as a post-doctoral fellow in the Emory University ESL Program in Atlanta, Georgia.  

In 2012, I completed my dissertation, "Lyric Relations: Poetic Intersubjectivity in the Long Eighteenth Century" - a study that  reevaluates lyric poetry as a genre and reconsiders its place within the seventeenth and eighteenth centuries - and earned my PhD from Emory University.  I received my BA in English (minor in History) from Hendrix College in Conway, Arkansas and my MA in English from the University of Tennessee in Knoxville.  

Along the way, I have taught many (many) sections of first year composition (FYC) and worked in a number of writing and communication centers, and - surprisingly or not - I developed a keen interest in writing and communication theory and pedagogy.  

My joint interests in literature and communication led me to the Brittain Postdoctoral Fellow program at Georgia Tech. During my time as a Britt, I was given the opportunity to practice and develop my interests in multimodality and multiliteracies in the writing and communication classroom within a group of fearless, supportive, and innovative colleagues that shared my dedication to both.  

And now, I am working within the ESL Program at Emory, developing the relationship between multimodality and multiliteracies pedagogy and the current ESL curriculum.  

I am passionate about poetry and writing and about my teaching and research (both within literature and rhetoric and composition), but I also love outdoor adventures in flyfishing, hiking, and photography, music (playing + listening), kitchen escapades, and the Atlanta Braves.
Sissel McCarthy
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Sissel McCarthy

New York University
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I am a Senior Lecturer in the Journalism program and excited to be part of this pilot program! This fall, I'm teaching Journalism 301: Advanced News Writing and Reporting  in which students learn to report the same story across several media platforms. Initially, they will do a print and podcast version of a focus style story on a current issue or trend, and later in the semester, they have a news video project using the iPad 3. In the past, I have urged students to publish their work in the digital realm; some do, most don't, so it will be great to have a place to showcase their stories. I also use past student work in class as a model for these assignments because most students have no experience producing a podcast or news video. It will be nice to have an archive of student work as a resource that we can interact with both during the semester and after the course ends.
Michelle Lampl
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Michelle Lampl

Emory
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As the director of the Center for the Study of Human Health (humanhealth.emory.edu), part of my work is to translateinnovative research and practice in health-related areas from the university to the public domain. My colleagues and I have focused on incorporating digital approaches in many of our classes (e.g. here and here).The goals of this work include expanding student professional skills as well as developing new modalities of communication from the university to the public, with a focus on bringing scientific credibility to many issues central to our culture and society in relation to health. With the Domain effort, Amanda Mummert and I are working on a project for the upcoming interdisciplinary course, Health and Humanities. This course will involve a collaboration among faculty across Emory College and offers an exciting focus for an expansion of liberal arts education in the digital domain. This project, specifically, offers an innovative opportunity to profile student creativity.
Hiram Maxim
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Hiram Maxim

Emory University
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I'm an Associate Professor in the German Studies Department and affiliated faculty in the Linguistics Program and very excited to be included in this pilot project. My primary research focus is instructed adult second language acquisition with a specific interest in the role of texts, broadly defined, in the learning and teaching of language. As a result, I have long been interested in the role that technology can play in facilitating and expanding students' interaction with texts and see the Domain project as one really exciting way of doing that. Marc's description of the term mediated authentic participation (MAP)—I have a feeling we are going to be learning a lot of acronyms in this project!—captures much of what I think technology can do for the learner sitting in a classroom in Atlanta learning a language spoken thousands of miles away.I will be trying out this idea in a third-year German course that explores the portrayal and contestation of love in contemporary German-speaking societies. Specifically, I am interested in students using their domain to curate and comment on different discourses and perspectives of love during a particular time period or event but before I get ahead of myself I want to join in with all of you to learn more about the project and its potential.
Aya McDaniel
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Aya McDaniel

Georgia Tech
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Amanda Mummert
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Amanda Mummert

Emory University
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I am a 4th year Anthropology PhD candidate. My dissertation will focus on the occurrence of maternal bone growth during adolescent pregnancy and its relationship to offspring birth outcomes among a cohort of Rhesus macaques, while my larger interests include health disparities among children and adolescents, the economics and sustainability of the US healthcare system, and the promotion of early preventive care opportunities to reduce chronic disease risk.This fall I am teaching a course called "Health and Humanities," which will broadly survey how different aspects of health, ranging from nutrition to mental well-being to disability, are represented in media, including literature, television and movies, theater, art, and advertising. Additionally, the course will introduce students to how alternative treatments, such as art therapy and gardening, can improve one's health state. Through the Domain project I hope to give students an outlet to creatively express their reactions to the different mediums and health topics that we cover, and in particular provide them with a new skill set and give them something that they can share with family and friends that demonstrates why their Emory education is unique and meaningful.
Adam Newman
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Adam Newman

Emory University
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I am currently a second-year doctoral student in the Department of English. In the fall I will be teaching a section of ENG 101 (which is essentially First Year Composition) as my first ever course as an instructor of record. The course will be entitled "This Disabled American Life" and will focus on having students develop their skills as composers/writers while exploring the still largely under-recognized and un-interrogated presence of disability in American life and culture. In particular, I am hoping to have the class function as a collective of sorts, with each student producing individual reflections on disability in America that will ultimately serve as distributed parts of larger collaboratively-produced and digitally published projects that actively contribute to the growing discourse on disability in America.My plan at the moment is to have the class centered around three projects/units: one on how we talk about disability that will result in the production of a reflective glossary on the language of disability (with each student exploring a single word); another on the way the built/social environment actually produces the experience of disability that that will result in the production of a multi-modal map of accessibility on Emory's own campus (via Google Custom Maps) and focused interventions aimed at specific constituencies using that map; and finally one that will push each student to individually explore the way that disability affects their own respective areas of professional interest which will result in the production of their own researched contributions to/ interventions in such professional discourses. While I envision much of the class functioning quite collectively (as the description of these projects might suggest), I also want the students to recognize throughout the semester that they are all making individual contributions to these collective projects and I am hoping that their ownership/maintenance of individual websites through Domain might prove to be a particularly effective platform for prompting them to take ownership of those contributions as well as serving pragmatically as a kind of public portfolio/showcase for their work in the course (and beyond, if they so choose) as well as their process composing such work.
Stephanie Pridgeon
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Stephanie Pridgeon

Bates College
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I am a doctoral candidate in the department of Spanish and Portuguese.In Fall 2013, I will be teaching Spanish 302: Modern Literature and Culture of the Hispanic World. My goal in this course is to focus specifically upon the media through which texts are produced. To this end, I plan to subtitle the course "modernity, print culture, mass media, and popular culture."Apropos of this pilot project's use of class websites, I plan to have the students consider the locus of production and reception of the writings and films to be analyzed in class, requiring that they produce google maps in order to chart out the spaces through which cultural production and the specific ideas therein are circulated throughout cities, nations, and regions. In addition, students will upload semi-weekly reading responses to a class blog; they will be obligated to read, take into account, and respond directly to the ideas put forth by their classmates in their blog responses, so that specific threads of debate and discussion will already have been generated by the students before class. Additionally, I will encourage students to write their final projects on emerging forms of media, taking the appropriate "digital licenses" with the form of these final projects themselves.
Daniel Reynolds
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Daniel Reynolds

Emory University
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I am an assistant professor in the Department of Film and Media Studies, where I work on the relationships between media forms, media technologies, and the mind. I'm teaching a new graduate seminar in the fall called "Platforms and Apparatuses," in which we will discuss how technologies of media production, exhibition, and distribution inflect the forms that media take and the uses to which we put them (both as producers and consumers). I hope that participating in the Domain program will help the students to think through all of these issues by way of practical engagement. I'm also eager to see what the program can do to help them develop projects that are useful to them beyond the course.
Allen Tullos
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Allen Tullos

Emory University
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I'm a professor of American Studies and History, as well as senior editor of Southern Spaces, an online, open access, peer reviewed journal published by the Emory Libraries.For many years, I've taught "American Routes," HIST 385, AMST 321, a course about the geographical roots and routes of American popular music. This course has always had an online syllabus with stored music files as well as links to articles, maps, external sites, and lately YouTube videos. More recently, I've also added a Blackboard component for sharing articles or book chapters. Due to copyright concerns about the music recordings, I've kept the course on the LearnLink server with password access. Now that LL is going to be shut down, I'd like to move my syllabus and materials over to a new online platform as well as create some digital assignments for students. Since I'm teaching the course again this fall, I'm hoping the Domain project will allow me to make a summer migration of the materials and facilitate the new kinds of assignments. One example of possible student work would be having them delve into aspects of the musical histories of their hometowns or cities and create online, annotated, audio samplers of what they discover. I have also assigned a project that asks students to create and discuss a musical playlist for a hour-length radio show. This also seems a likely sort of Domain assignment.
Tina Colvin
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Tina Colvin

Georgia Tech
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Patricia Cahill
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Patricia Cahill

Emory University
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Patricia A. Cahill is Associate Professor and Director of Undergraduate Studies in the Department of English. She received a BA in English from Wellesley College and an MS, MA, MPhil, and PhD, with distinction, from Columbia University.A specialist in early modern English literature (especially drama) and culture, Cahill has additional teaching and research interests in critical theory and gender studies and is a member of the Associated Faculty of the Women's, Gender, and Sexuality Studies Department.
Nick Block
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Nick Block

Boston College
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James Howard
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James Howard

Georgia Institute of Technology
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Simona Muratore
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Simona Muratore

Italian
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Judy Raggi Moore
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Judy Raggi Moore

Italian
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Creator of the groundbreaking Italian Virtual Class (I.V.C.) culture and second language acquisition method & co-author with Christine Ristaino of the three volumes of Italian Virtual Class, Chiavi di Lettura, Volumes 1, 2, 3 (Emory University Office of Technology Transfer, 2007, 2008). Dr. Moore has co-authored several papers on the topic of second language acquisition and teaching language through cultural studies. She also co-authored a book chapter in Teaching Italian and Italian Culture (Cambridge Scholarly Press). A native of Italy, Dr. Moore is the director of study abroad semester and summer opportunities in Italy and conducts a yearly interdisciplinary summer study program in Italy.