8 Matching Annotations
  1. Sep 2016
    1. Mark Algee-Hewitt (Stanford University)

      Maybe we can get Mark to discuss this when he is at FSU for Invisible Work.

    2. Deliberate models of training include:

      I'm curious about what role student chapters of professional organizations play in the humanities. In LIS, many of these kinds of opportunities are created for students through ALA, ASIS&T, SAA, student chapters, etc. To what extent do MLA, chapters do this as student led organizations?

    3. Though it is important to recognize who has power within a group, the traditional pyramid hierarchy that operates within most faculty-led research projects should be acknowledged and rethought.

      While also recognizing the power and authority that exceeds the faculty-member such as policies and procedures on hiring student workers at a Department/College/University level.

    4. Our student survey respondents worked an average of 11.5 hours a week on their digital projects, but only spent an average of three hours working with others (SS 9; 10). More surprisingly, 43% of the respondents — a near majority — reported working with others for only one hour a week or less (SS 9; 10). Additionally, when asked to rate the collaborative nature of their project, 67% of the students rated their work as minimally to moderately collaborative (SS 18), whereas in the equivalent faculty survey question 63% rated their projects as highly collaborative (FS 5).

      This raises lots of interesting questions about WHY this is the case. I wonder how much of it has to do with funding levels within humanities DH projects vs. equivalent projects in the social sciences/sciences. 11.5 hours a week would be 30% FTE?

    5. It is important that the DH community acknowledges that such barriers do exist; only then can we initiate the structural changes required to open participation to new audiences, and realize the inclusive potential of digital space.

      Part of this structural change also needs to acknowledge that junior faculty (who may be initiating new DH work) are equally under pressure from senior colleagues and systemic bias about what kinds of work are rewarded.

    6. minimal dissemination of peer-reviewed articles or conference presentations about their work on DH projects

      I wonder if this issue will be addressed during the "Invisible Work in DH" conference. (http://iwdh.cci.fsu.edu/).

    7. Most faculty researchers consider their work on these projects to be highly collaborative (FS 5), while most students consider their work to be only minimally or moderately collaborative (SS 18).

      The juxtaposition of the responses might suggest some disconnect between how faculty view the work and how students view the work. However if faculty and students are reporting on different projects, this may not be warranted.

    8. n total we received 40 faculty and 39 student

      What this doesn't tell us is how many of the faculty/students were reporting experiences on the same projects.