ABSTRACT
Undergraduate education in the digital humanities is pulled between two poles. The professional summer institute has until years concentrated largely on skill building, allowing the onus of critical thinking to fall on scholars’ humanistic enterprises in their regular academic lives. The distinct infrastructural histories between undergraduate programs shapes the way that each can offer humanistic undergraduate education through the summer intensive model. The summer intensive exists between the learning contexts of the classroom and the research project. The summer intensive model has begun to find its way into undergraduate pedagogy in digital humanists (DH), a relatively late development in relation to the intensive’s long history in supporting professional development and in relation to the shorter history of DH pedagogy. The intensive semester framework also lent itself to constructing the two courses around core concepts rather than skills development.
