I want to thank ALL of my wonderful students from THE FUTURE (Humanities 409 and Humanities 409 Honors) at San Diego State University for their energy, enthusiasm, and intellectual curiosity! You are always the inspiration and the guiding force for the design of my courses.
A very special thanks to Ethan Garcia and Polly Card for creating and producing this video to feature my classes. Always a big thanks to the crew at ITS! Especially James Frazee, Sean Hauze, Ku Moua, Boun Moua, Antonio DeNinno, Aurora Jones, Leo Lopez, Wang Yang, and Carol Tohsaku!!!
A BIG Thank You to Stacey Sinclair for always supporting my work with Honors students! AND, last but not least, by DH Family at the SDSU Digital Humanities Initiative and my Classics & Humanities Department!
Thanks to Sean Hauze, Polly Card, and James Frazee for organizing such an amazing event! The CSU Immersive Learning Summit hosted attendees from 23 California State University campuses as well as industry leaders. Special thanks to Ethan Garcia and his crew for creating this awesome video about what we are doing at SDSU. A special shout-out to my students David San Juan and Dwayne Wilkes who are featured in this piece.
I am thrilled to participate in the California State University Immersive Learning Summit this Friday, October 27 at SDSU!
Two days ago, I was privileged to share how I am incorporating VR and AR into my Humanities 409 class with San Diego State’s Center for Teaching and Learning. This journey began last year with Dalton Salvo’s invitation to experiment with Virtual Reality, and has evolved into a Humanities class that now has “lab time” built in.
We use VR and AR to physically to explore theory and to practice responsive critique to examinations of middleware. Below is a snapshot from one of the course syllabi.
These explorations allow for social constructions to be interrogated in innovative and improvisational ways. By incorporating dedicated time in class to experimentation, and students reflecting on those experiences, I hope to collect data that will help create a new structure to specific Humanities classes-a format that supports Digital Humanities experiential learning and students’ ability to express their ideas.
Yesterday was my first prep day experimenting with the capabilities of AH1120 that will be basecamp for Humanities 409 [Honors]. The course, entitled “The Future”, engages with speculative, pop-ontological, and techno-anxiety inducing sci-fi to explore the broad spectrum of realities presented in visual as well as written narratives, and to critique the social constructions of bodies and spaces in futuristic narratives. Last year we had the privilege of being introduced to VR thanks to Dalton Salvo (Ph.D. candidate, U.C. Irvine), who was creating his M.A. thesis in Virtual Reality and generously shared the experience with my Humanities class and many others. The experience of VR connected the course’s theory work in the exploration of reality from Jean Baudrillard, Lewis Carroll, Alan Turing, and Albert Einstein (to name a few). It gave the students a physical space to engage with theory, ultimately providing an active learning experience. To view my student’s Jessica’s Vlog reflection, please click here.
Thanks to the hard work and innovative ideas of Rudy Arias, Sean Hauze, and Polly Card from ITS, VR has become a present actuality in the classroom and beyond at SDSU. Not only do we have access to VIVE, but Rifts, Hololens, and 360 Cameras. AH1120 now operates as an interactive learning space AND a lab. With this capability, our class can continue engage in discussion with digital visualizations operated through 5 screens, iPads, and airplay but also pivot gears and dive into physical explorations of social constructions, testing boundaries and borders of contrived realities.
Humanities 370 students this summer dissected historical narratives to explore intersections of race, ethnicity, class, gender, and sexuality. Utilizing scholars such as Deborah Root (Cannibal Culture), Linda Williams (“Film Bodies: Gender, Genre, and Excess”), Edward Said (Orientalism), Karin L. Stanford (“Keepin’ It Real in Hip Hop Politics: A Political Perspective of Tupac Shakur”), and Gwendolyn Pough (“Seeds and Legacies: Tapping the Potential in Hip Hop”), students created deformance critiques containing images, music, and analysis.
HACKS are digital learning activities that I developed in 2014 for History 110 students at San Diego State University as a Teaching Associate. The HACKS have been archived and are linked to upper division Humanities classes and are integrated into Layered Student Research. New HACKS from American Culture this summer are also part of the archive, making them accessible for new examinations this fall in Humanities 409.
Day 1 of Summer Session 2 begins at SDSU today and we enter our virtual interactions via ZOOM, Tumblr, and WordPress to engage with 20th-century American Culture.
Source: American Culture (HUM370) goes totally ONLINE this Summer!