For this class, students explore ethnographic field research from a decolonial framework. In a workshop in the Digital Design Studio, students learn audio recording techniques and interrogate the relationship between recording and representation of a community as a researcher. In what ways does recording sound/music enhance representation of the community over writing about it? In what ways do researchers have to make choices that impact the representation, such as microphone placement or directionality?

For this class, students created zines to tell stories about the school systems established by colonial governments in the late-nineteenth and early-twentieth centuries. Each student selected a specific example of colonial schooling and conducted library research to learn more about it. Based on their findings, they crafted a narrative about the history and legacy of colonial schooling. Zines included both text and images, as well as considering layout and design elements.

The Connected Corpus is a living collection of annotated digital texts. The annotations describe philosophical connections between different texts and authors, and they connect you to those texts in translation and the original language. The goal of The Connected Corpus is to deepen your philosophical engagement with a focal text by identifying similar ideas in other texts; criticisms or new perspectives; alternative arguments or counter-arguments; or shared philosophical terminology. The connections may or may not indicate historical transmission of ideas.

Students in a class of 60+ worked in teams of four to create a StoryMap on an environmental biology topic. A requirement of the assignment was that the story must engage in the science of the topic and find ways to make complex ideas accessible. Peer review was assigned mid-semester, final projects were assessed using a rubric and reflection papers incorporated assessment of their groupmates as well as their own work throughout the semester.