ABSTRACT
The Digital Humanities (DH) now finds itself fully institutionalized as a field, as evidenced by the proliferation of Masters and PhD programs, labs, and institutes. However, the work of digital pedagogy has not received the same critical and scholarly attention as other sub-fields under the “big tent.” The interdisciplinary nature of the field means that Digital Humanities instructors are likely to occupy positions in several departments, teaching courses not just in DH but in new media, digital storytelling, communications, literature, and more. As DH training becomes more available and institutionalized, what are the crucial skills we want our graduate students not only learning but also passing on as future educators? Taking the digital pedagogy track at the CUNY (City University of New York) Graduate Center as a case study, this chapter explores how to build a flexible digital pedagogy syllabus that supports both novice and trained instructors in bringing digital pedagogy practices to their classrooms. Modeling a praxis based on an ethics of care, co-creation, and intersectional feminism, the course syllabus offers students opportunities to consider the basics of assignment design and skill-building as well as best practices for supporting and maintaining inclusive classrooms. This chapter offers practical suggestions for how to design a responsive syllabus that introduces students to issues in digital pedagogy and feminist, liberatory praxis while leaving space for students to explore the particularities of their own current and future teaching environments. In the conclusion, I discuss some challenges regarding the balance of labor and care and the need for more transparency when using and citing digital pedagogy work.
