Enriching Humanities Education with Digital Tools, Technologies, and 21st Century Skills

As a former middle- and high school teacher and committed university instructor, I am interested in novel platforms and tools that go beyond simply replacing traditional, print-based practices in humanities education to open up new intellectual, cognitive, and pedagogical opportunities. Through this teaching and research, my collaborators and I work to:

  1. Develop interactive, multimedia platforms that support the critical, close reading and theoretical synthesis that is central to humanistic inquiry.
  2. Support instructors in using such platforms to assess students’ reading, engagement, and participation in “flipped” or “blended” humanities courses.
  3. Research, teach, and assess digital reading, engagement, and annotation practices, how they differ in and out of the classroom, and how these practices influence final work produced by students.
  4. Use tools from the digital humanities to research, teach, and assess new skills and literacies such as poetic thinking; historical thinking; and navigating, interpreting and creating transmediated narratives.

By fostering academic research and pedagogy related to the goals outlined above, I hope to encourage the teaching of these skills in university classrooms, and to gather quantitative and qualitative data about the use of the platforms and tools we create in order to better inform technology design, pedagogical practice, and our theoretical understandings of learning with technology.


Below are links to courses I’ve taught while at Stanford University since 2009.