PROJECT PROPOSAL: Overbaked & Underproofed (looking at an aspect of a pop-culture phenomenon, the DH way)

WHAT THE PROJECT IS ABOUT:

Overbaked & Underproofed proposes to look closely at the language used in the judging segments of The Great British Baking Show (GBBS), a reality TV baking competition that has been on-air for more than ten seasons and has been one of the most-streamed original tv-shows in the US during the pandemic. As the only reality TV show in the top 15, it placed third in the “original content” category, only surpassed by Lucifer and Squid Game in 2021. GBBS accumulated more than 13 billion viewing minutes on streaming platforms in 2021.

Overbaked & Undreproofed (Ob&Up) is named for two of the most common words used by the judges when critiquing the “bakes” created by contestants, and these two words might already represent 10% of the limited judging vocabulary in use. 

The project wants to probe how evaluative language works in GBBS and illustrate why the narrow vocabulary of judgment fundamentally fails to transmit anything evocative about the multi-sensory nature of the often complex edible objects at the competition’s center. Instead, Ob&Up argues, this paucity of language further flattens our screen-mediated relationship to the sense of taste. GBBS diverts attention from the lack of descriptive language by relying exclusively on visual elements. As viewers, we must taste with our eyes only.

Nuanced and descriptive language, which could take us beyond the visible, does not attempt to expand our experience. For example, the judges might only let us know that while a cake looks beautiful, its “flavors aren’t coming through .” Hm. As an audience member savoring and exploring what is tasted along with the judges is not available as an option. This discrepancy between the visual and the verbal points to the way in which —in the televised and virtual worlds— all senses seem to be required to recede and grant primacy to the visual. Considering the power of descriptive language to appeal to other senses in a medium that cannot produce taste, smell, and touch, the project wants to consider how this reliance on visual primacy excludes some audiences entirely and limits all audiences considerably.

To allow viewers of GBBS to explore how sparse and evaluative language contributes to a sub-par experience of “the bakes,” Ob&Up wants to mix an academic approach with a playful one. Part of the objective is to develop a watch party bingo game (see a low-tech version above) that viewers can play and then share via social media. By guiding viewers’ awareness to notice evaluative expressions, the simplistic framework of judgment, and the bland experience they offer, Ob&Up aims to induce a shift towards more conscious media consumption, ultimately producing a new and expanded media literacy.

SKILLS THE PROJECT WOULD HELP US DEVELOP AND PRACTICE: 

Realizing this project would give us the opportunity to:

  • Create and annotate/tag/organize a unique corpus (by extracting judging language from one season of the show)
  • Work with text analysis tools and methods to explore the corpus and probe for other linguistic patterns, which might let us formulate additional research questions and yield additional insights
  • Utilize data visualization tools to make our findings legible for a public audience
  • Present a narrative of our findings to the audience via a website and social media
  • Think about, develop, and integrate a simple “judge-this-bake” bingo game, which would serve a pedagogical function by fostering critical viewing via interactive engagement. (This could be a downloadable and printable bingo card.)

AND ONE MORE NOTE: 

Alan Liu’s question “Where is Cultural Criticism in the Digital Humanities?” has been hugely influential in developing this idea, and Liu’s text is the reason why the project’s focus is on using the insights and evidence a new corpus can yield to investigate aspects of a cultural phenomenon. An endeavor that wants to explore, contextualize, and criticize a recent artifact of popular culture (an artifact like GBBS that is often coded as trivial, low-brow, and feminine) by employing DH methods can serve as an example of DH-informed cultural criticism and can also help to bring DH approaches to a broader audience. The playful context of the project should appeal to the many people who are fans and viewers of GBBS, as well as to people interested in linguistic and rhetorical aspects of evaluative language and the connection between language and the rendering of the sense of taste in digital environments.

Link

Abstract

First-generation college students are the first in their families to go to college. Since they are the first in their families, they are often left to figure out the complicated higher education system in the United States of America on their own. Without proper guidance, students can feel overwhelmed by filling out complex applications such as the FASFA and scholarship application and, among other unfamiliar tasks, to enroll and stay in college.  They need help understanding college 101 terminology such as prerequisites, capstone, or hybrid. A lack of understanding of Student Success strategies such as time management, Habits of Mind, or navigating several digital tools can be detrimental to their college success. Because of such complicated and unfamiliar higher education territory, students can feel alone and as if they don’t belong in an institution of higher learning. They may also be unfamiliar with the college resources available, such as the Wellness Center, Tutoring Services, Offices of Accessibility, or the Ombudsman Office.  This can cause students to get stressed, have anxiety, and, unfortunately, drop out of college.

Peer Mentorship via Social Media digital project aims to provide peer mentorship through platforms where students would most effectively receive information, such as social media platforms like Instagram or Tic Tok. This content would be created and curated by a team of mentorship experts, mentors, and mentees. The goal is for First Generation students to learn and be prepared to succeed in college regardless of the hurdles they may face.

Google Slides: https://docs.google.com/presentation/d/1oFb1za4yZczf6N-9d2Z9LEIFoTEhh6mLZ3t-DTzru0Y/edit?usp=sharing  

Click Here to learn more: https://cuny907-my.sharepoint.com/:w:/g/personal/estefany_gonzaga64_login_cuny_edu/EcibJUkQnq1NhWBF9LESyjUBZGyay3coHqJQVaRjNilYxg?e=8sfbx3ore.

Project Pitch: Feminist Interventions: Designing Descriptive Markup for the Japanese Women Directors Project

No language barriers!
A good opportunity to learn and practice TEI/XML together!
Contribute to an existing project and the fields of cinema studies, feminist DH, multilingual DH!

Intro:
Asian women’s images in the film industry have long been filtered through a Western male gaze and thus have been historically objectified as exotic and fetish beauties. Asian women filmmakers’ efforts also do not receive the same attention in a male-dominated film culture of auteurism. However, within the past few years, we have seen rising Asian women directors in the industry and their films gaining recognition. This project represents a step in the new direction of cinema feminist interventions. The primary objective of this project is to create a structured and organized database of Japanese women directors encoded by XML (Extensive Markup Language), making it easier to search and retrieve specific pieces of information on relevant subjects in their lives and works, such as education, employment, production, network, and social work. This project belongs to Phase 2 of the JWDP (The Japanese Women Directors Project), which seeks to enhance the accessibility and usability of our resources for scholars, educators, students, and the public. Unlike other TEI (Text Encoding Initiative) projects that annotate and store the structural elements in preexisting textual materials, our project is experimental to the extent that we are encoding research writings that we are currently making. The result of this project contributes to Phase 3 of the JWDP, which delivers our born-digital encoded content through a searchable database.

When we use the words “Japanese” and “women” to identify our research targets, we are referring to all directors self-identified as women, including Japanese women working outside Japan and non-Japanese women working in Japan. The JWDP has made significant progress in its Phase 1 on creating/publishing video interviews with scholars researching Japanese women filmmakers, collecting extensive materials on Japanese women directors’ profiles, and assembling a team of cinema specialists to execute the outreach plan to engage the public. The first trial of this project will be very specialized, covering a range of ten to fifteen Japanese women directors who make live-action narrative films. We hope to monitor the trial’s progress and expand the scope in a later stage to include women working on other genres, such as animation, documentaries, and experimental films.

Director list for the project

Director list

 

  • Please see the director list on the left. I hope to choose directors from the list with our potential team members. Although some materials are written in Japanese, most data have been collected and translated into English by previous efforts by the JWDP team and others. Also, for example, Naomi Kawase, Mika Ninagawa, and Miwa Nishikawa are very active in the international film market.
  • I hope to include Japanese-American women directors as a focus for this course project. For example, we can explore works by Ruth Ozeki, Rea Tajiri, and Kayo Hatta together.

This project’s significant source of inspiration is DH initiatives that began in the SGML period. Find more information: Orlando: Women’s Writing in the British Isles from the Beginnings to the Present; Women Writer’s Online (WWO);WWP Lab;Women Film Pioneers Project

This project mainly stays at a textual level and limits its scope to organizing and producing textual entries and only uses XML elements/attributes, such as <mov> and <sound>, to encode video and audio materials’ metadata. Tools in MMIR (multimedia information retrieval) are beyond the scope of this project. But if any members are interested in MMIR, any new ideas are welcomed. 

Terminologies: 

TEI: Founded in 1987, the Text Encoding Initiative (TEI) is a consortium that maintains and develops guidelines for encoding digital texts in the humanities. The current TEI guidelines provide a set of standardized XML rules and tags, known as TEI P5, for organizing and representing data in a structured framework. The TEI is also a community in which members in this community work on the improvement of the guidelines every year to address issues regarding non-hierarchical elements, overlapping hierarchies, normative bias, and ill-formed XML.

XML: XML uses tags to mark different elements in a document to produce both human-readable and machine-readable texts and is used widely in scholarly editing, manuscript transcribing, and computational text analysis. For example, for the women director profile pages, here is a minimal XML document encoding three directors’ names and birth years.
The start tag (e.g., <director>) marks the point in the sequence that an element starts, and the element closes with the end tag (e.g., </director>). We can also add attributes to the document. Here attribute values are specified for the <directorsList> element through the attributes xml: id and status. Later an XML processor can recognize this <directorList> as a draft instead of the final version, and the “list1” could label its element occurrence for later cross-reference works.

XML example

A minimal XML example

DTD: A Document Type Definition (DTD) is a set of rules that define the structure of an XML file. A well-formed XML document does not require a DTD and can just follow common rules but creating a DTD can ensure the integrity and consistency of the XML document. Our project will define elements, attributes, relationships, and constraints to customize the DTDs to give interpretive information in greater detail. Our project is a digital experiment searching for methods to create research-based DTD (Document Type Definition)  that contain critical and interpretative tags generated by our research group, aligned with the structural tags officially recognized and produced by the TEI. Here is an example of the DTD we create to instruct the XML encoding in our project,

DTD

An example of the DTD

In this example, the DTD is defined within the DOCTYPE declaration. The DTD specifies that the document’s root element is <directors>. The root element can contain one or more <director> elements. Each <director> element must have an id attribute and can contain a <name>, a <birthyear>, a <films>, and an optional <awards> element. We then extract our markup directly from writing biographical sketches of Japanese women directors, transcribing/translating the interviews they receive, and editing scholarly writings on them. As a result, our tags not only deliver bio details on birth, name, family, education, and significant life events but also marks the contextual information on their career paths, such as team, co-worker, award, organization, company, funding, social movement, dual profession, etc. The final step (possibly will be started at end of phase 2 and remains a major task of phase 3) is to build a delivery system using XSLT, Java-related technologies, and Apache Tomcat that allows users to search and navigate the data we create.

Goals and outcomes:
The ultimate goal of this project is to build a searchable database and open the encoded data we create to the public. I also hope all potential members could learn and practice TEI/XML tools. The JWDP team is committed to releasing the encoded data of the first trial under the Creative Commons CC BY 4.0 License on its platform and through GitHub to allow the public to use, distribute, and build upon the project freely. We will also share our TEI/XML training materials by making a virtual workshop section on our website and encourage the modification of our tagsets and DTD by potential users.

For the work plan in the Spring semester, the main tasks will be research and writing on Japanese women directors, the DTD and tagsets building, and the XML encoding. All potential members will join the team to brainstorm appropriate tagsets to process the JWDP data and custom-design the XML tagsets and the DTDs. The project lead is responsible for writing the explanations of each tag with examples for the training session in TEI/XML.

  • We aim to create a playground of DH aspects in Japanese women’s history and film studies for the public to support knowledge production and dissemination. The interface language and the primary language for displaying data are English.
  • Instructors in the film studies programs could use the JWDP searching feature to prepare teaching materials on women filmmakers of color to update their syllabi. Students in film studies, area studies, and digital humanities could use the database to search for information on non-white/US-based women directors.
  • Students will be able to extract the set of linked open data and apply computational methods to make network graphs, geospatial maps, and data visualizations. The database structure allows them to look into micro-level contextualized materials on these women’s lives and works and analyze macro-level trends outside established canons.
  • Our goal to create feminist interventions in digital archives is inspired by Jacqueline Wernimont’s argument for an approach of feminist text encoding as political tools to present works done by marginalized groups; the idea of working on non-English speaking background materials is from Alan Liu’s suggestion on building multilingual digital humanities (DH) to “create a digitally tractable, extensible taxonomy of diversity” through building new database and renewing protocols.

Tentative team design:
Project and Research Lead: Miaoling Xue will serve as the project and research lead, monitoring the overall progress of the project, including team coordination, workflow/deadline management, and research progress.
Research and Metadata Coordinators: Classmate A/B/C will be the co-lead responsible for writing, categorizing and sorting data and working with the lead to do the team training in XML
Content Specialists: Graduate students in Japanese studies (UBC), researching women directors’ profiles, translating materials into English
Programmer: TBD, assisting in validating and delivering the XML file, testing the trial result using XSLT, Java-related technologies, and Apache Tomcat
Copy Editor: TBD
Consultants
Consultant on TEI (Text Encoding Initiative): Filipa Calado
Consultants on Japanese Cinema and Popular Culture: Colleen Laird (UBC), Catherine Munroe Hotes (KeioSFC/hosei_gis)

Further readings:
Liu, Alan. “Toward a Diversity Stack: Digital Humanities and Diversity as Technical Problem.” PMLA 135.1 (2020): 130–151.
The TEI Consortium. “TEI P5: Guidelines for Electronic Text Encoding and Interchange.” Last updated October 25, 2022. https://tei-c.org/release/doc/tei-p5-doc/en/Guidelines.pdf.
Wernimont, Jacqueline. “Whence Feminism? Assessing Feminist Interventions in Digital Literary Archives.” Digital Humanities Quarterly 7, no. 1 (2013). http://www.digitalhumanities.org/dhq/vol/7/1/000156/000156.html.

 

Proposal: More Than Surviving

More Than Surviving Wampanoag Political Agency, Ingenuity, and Persistence in the Antebellum Era (1830–1850)


INTRO
The general vein of American history often presents northeastern Indigenous peoples romantically stereotyped as “noble savages,” whose struggles were quaint, futile, and relegated to the distant past. Their relationship to arriving European’s is portrayed as shifting from threat to ward before history goes silent on their existence (Vuilleumier). Despite at first being addressed as sovereign peoples by the newcomers, the general understanding is they were killed, “civilized,” assimilated or sequestered onto reservations—while the nation moved on to other important issues shaping its future. In reality, despite incomprehensible hardships related to war, disease, enslavement and economic and social opression, Indigenous peoples of the Northeast sustained cultural traditions, advocated for their rights, and remained connected to their homelands. As part of their survival, they adapted to the ways of the new nation that rose around them. While continuing to maintain traditional governmental structures that predate the arrival of colonists, tribes engaged in political activities that had implications beyond their own communities (Scott), contributing to many of the causes tied to social and political reform movements of the antebellum period including anti-slavery, racial equality, and the fight for women’s and, of course, Indigenous rights.

This project seeks to specifically expand national historical awareness of the Wampanoag Nation of Eastern Massachusetts and Rhode Island, by creating an online archive showcasing their continuous political activism during the antebellum period. With a focus on 1830–1850, a particularly eventful period of political activity nationally, the online resource will identify and map Wampanoag activists and political activity. Drawing from a range of resources this project will link Wampanoag activism to widely documented political and social issues, highlighting not just continuous presence and vital contributions to the political fabric of the United States, but the sustained Indigenous expressions of agency, ingenuity, and persistence in the face of systematic oppression.

OUTCOME
Interactive map showcasing 3-5 instances of political activity by specific Wampanoag communities and individuals. Political and social issues may include desegregation of schools and transportation, Indigenous rights, and abolition.

The site currently to include:

  • Home page that contextualizes the content of the map/project
  • Clickable Map (for proof of concept it may include filters by location and issue even if data points are not available)
  • Landing pages or views that provide additional context including images and short descriptions (Time permitting these may mention relevant national and state legislation or events)
  • Cross-referencing to related instances (location, individual, issue) where relevant

NOTES
Many of you know this is a project of great personal interest, however please be assured that I am not looking to boil the ocean this semester. My goal is to immerse myself in the process of team building required to create this type of DH project and developing a prototype of what may evolve after this semester into a more involved project. This means that site functionality will be prioritized over populating the map with endless data points—read: research will be finite, not open ended. I am very conscious of the time constraints, and will look to keep goals concrete and attainable—and will look to the team to help determine what that means.

I am excited to partner with teammates who enjoy collaborating and bringing new insight and ideas around how to shape this into something we can all be excited about.

———

WORKS CITED

  1. Marion Vuilleumier. Indians on Olde Cape Cod (1970)
  2. Alina Scott. NOT EVEN PAST; Cynthia Attaquin and a Wampanoag Network of Petitioners https://notevenpast.org/cynthia-attaquin-and-a-wampanoag-network-of-petitioners/

Majel Skillset

Hello potential teammates,

Below is an overview of my general skill set in the suggested categories. Most of my skills have been honed over many years working in design and marketing — both inhouse and for agencies. I started as a graphic designer but along the way shifted into a strategy/design hybrid. I love developing concepts and bringing them to life and that has put me in the position of creating brands and campaigns from the ground up for both non- and for- profit clients. 

Project manager
My most recent roles as Design Director and Creative Director at communication and design agencies required that I effectively perform project management duties. I like to have a clear roadmap, open communication, and easy to access tools. Reviewing progress, next steps, and leaving space for investigation are important to me—when folks feel well oriented they can worry less about falling behind or feeling lost and more about creativity, exploration, and progress. 

Developer
I have basic HTML skills. I have worked with wysiwg and feel confident in this area (ie. Squarespace, Wix, MailChimp etc.) I specifically am hoping to improve my developing skills this semester and beyond.

Design/UX
My degree is in communication design, and I have expert level experience with the Adobe Creative Suite and some video editing experience. Past projects have included print, brand development, digital (web and social), and video. I also have extensive experience in strategy—brand, campaign, and content. Having worked on several public facing campaigns and branding projects, user experience is a bit of a fixation for me. Making sure users who interact with the project (back end and front end) feel oriented and capable of successfully navigating the experience makes or breaks the final product.

Outreach/social media
My experience with marketing has required the ability to extend brand and campaign strategy to cohesive social content that take into account audience, platform, and messaging. In the past I’ve helped both clients and employers grow their audiences and put in place content strategy frameworks. 

Documentation
I have performed copywriter duties in my past roles. Past work has included writing blog posts, pitches, brand books and messaging, scripts, and social media captions. This is an area I feel comfortable in, both as a writer and editor.

Research 
This is another area I would like to beef up. Although I pride myself on doing desktop research and my tremendous curiosity—there are types of scholarly research that I would like to dig into more (archives). I do have experience with focus groups—in person and online. 

RC Skillsets

FYI, I’d prefer to stay anonymous here since the class blog is public, so I will go by “RC” here. Please however feel free to call me by my first name in person/ class. Hope this is not too confusing!

Project Management/ Documentation: Project management is part of my full-time job as a data science team lead (both research projects and data product development projects). I have also conducted agile/ scrum training with many data teams before. I am familiar with many tools (Kanban, Trello, JIRA, CODA, etc.). I am also familiar with and very effective in driving many product management concepts, such as prioritization framework (e.g. LOE vs. Impact, RICE, etc.), sprint planning, breaking product vision into milestones, estimating effort, timeboxing tasks, creating definitions of done (DoD), gathering requirements, setting OKR and KPI, managing “stakeholder” and team, etc. I am also comfortable with documentation and enjoy it because I actually have some OCD

Data: I do various data analysis/ data visualization/ data science (DS)/ data engineering (DE) work as my full-time job as a data scientist in the Tech sector. My primary languages are python and SQL. I have worked with RedShift, Snowflake, Google BigQuery, Microsoft SQL, and Progres data warehouses. I do want to mention my work is usually more focused on research, inference, and insights, so I don’t have certain software engineering skillsets that are adjacent to DS/DE (e.g., creating a front-end Machine Learning Recommendation system in production). I also want to note that I have been working in big tech firms that have many wonderful internal tools, coding templates, environments, and support teams (e.g., data engineer, etc.), so while I do build data pipelines (ETL), they are built from a data warehouse that is already set up with super helpful templates that I can just update the SQL/ Crontab and other configuration. I have some distance exposure to “building things from scratch” from my peers and other freelance data jobs but don’t have hands-on experience with them.  

Research: As part of my data science job, I conduct many research projects with teams of data scientists, user researchers, and behavioral scientists. I have scoped and executed many research projects (quantitative, qualitative, lit-review, survey, mixed method, usability testing, etc.).  

Graphic Design: From my visual art background, I am proficient with most graphic design tools such as Photoshop, Lightroom, InDesign, and illustrator. Although I am not a professional graphic designer, I have done many personal projects and a handful of freelance work.  

Web Design: I have built a handful of websites with Squarespace before and understand basic HTML and CSS (but haven’t used them in a long time, since Xanga!). Related to user research and graphic design experience I have; I have worked alongside many UX/ UR/ Designers, so I can also offer best practices I have picked up on the way. I haven’t built a website from scratch in WordPress before but am definitely curious to learn. 

 

Skillset – Elizabeth

I’m so glad to be back in class with all of you, and I can’t wait to hear the pitches and get started on a project.

My professional background is in education, writing, and instructional design, and my central humanities interests are literature, history, and archival practice. I hope to use what I learn in this program to help create public history projects that include open educational resources.

Here are the skills I could bring to a project:

Writing and Editing: My day job involves a lot of instructional writing for a general audience, as well as editing (for clarity, style, and accuracy) others’ work. I’ve also scripted videos and written website copy.

Project Management: I have experience managing my own freelance projects, as well as complex team projects. My work projects usually involve dozens of interconnected assets that need to be created or revised using a multi-step process that includes interviews with subject-matter experts, multiple rounds of drafts and revision, stakeholder and compliance approval, and publication. I’m not naturally detail-oriented, but I’ve learned to keep track of all the pieces, and I know how to structure a project with meaningful milestones and deadlines. I’ve used Basecamp and Excel/Google Sheets for project management.

Research/Information Gathering and Synthesis: My instructional design work requires me to teach myself about a process or concept, then synthesize the information and figure out how to teach it to others. I would enjoy doing background reading, finding relevant academic papers, locating and reading historical documents, etc. — anything needed to help build the humanities foundation for a project.

Instructional/Learning Design: I would be able to create educational materials or lesson plans/ideas as part of the outreach for a project.

Web Development: I have basic skills in web development (HTML and CSS authoring) and am very comfortable with web authoring/WYSIWYG tools like WordPress, Squarespace, etc.

Graphic Design/Illustration: Digital illustration is a hobby of mine, and I’ve designed logos, marketing materials, and show posters for friends and family. I’m not a professional illustrator or designer, but basic graphic design is part of my day job, and I know how to select design elements and give projects a clean, cohesive look. I’m proficient with Photoshop, Illustrator, Sketch, and Procreate.

Zine Website for Marginalized Communities

Totally agree with the previous posts, it’s great to see everyone again! I made a zine proposal zine 😉 If you prefer, the same text is in the paragraph below.

zine-proposal-2Download

This project proposes to create a website that presents information on the history and culture of zines, zine making instructions, a protected community page for connecting, and a gallery to display and archive zines. It aims to challenge the limited and partial social and cultural narratives that exist by empowering and encouraging marginalized communities to be authentically seen using the creative, fun, and unique medium of zines. Representing a community-collaborative platform, this would be a place to share stories, ideas, and experiences while facilitating connections with other people, beliefs, groups, causes, and interests. As part of the zine project, open and accessible in person workshops would be held to teach participants how to make analog zines and offer lessons on using digital tools to create digital zines.

During the environmental scan for the Intro to DH paper, I was excited to find a recent capstone project that has the potential to be developed with the proposed zine website project. In the Capstone Project, Exile Garden of the Uprooted, Sazia Afrin writes “Exile Garden of the Uprooted was created as a stand-alone, digital zine. If I were to develop this project more in the future, I would consider incorporating it in a series of zines that explore the topic of migration through various approaches. For instance, one approach would be to create a zine of transcribed oral histories by doing interviews with asylum seekers and people from both migrant communities and host communities.”

Afrin, Sazia, “Exile Garden of The Uprooted: A Zine About Migration and The Right to Move” (2022). CUNY Academic Works.

Skills – Zico has to offer

Hi all!! It was great to see so many familiar faces after the break.

I am Zico, a DH practitioner by trait, a tech nerd by nature. Below are some of the qualities I have to offer.

Developer: I do a fair bit of programming whenever I can. Got rejected by DRI Summer Institute because the selection committee thinks that I am over qualified. I consider this as a recognition. Hey, at least somebody thinks I am good at programming!! This is probably my strongest suit i.e. learning programming languages and building projects. I use Python a lot because of its versatility and simplicity. Apart from that, I am interested in the web. Last semester, I designed websites using HTML, CSS and JavaScript. This semester I am planning to level up and learn a JavaScript framework like React with a vision to break into the decentralized web. I have a growing number of Github repos. 

Project Manager: Although I lack experience, I typically manage my projects quite well. Managing resources, judging feasibility are some of the things I am good at. In addition, I am pretty good at maintaining deadlines. Being a developer myself, I am blessed with the ability to work closely with developers. This allows me to make time sensitive decisions. I am looking forward to leveling up my communication skills as a project manager with the non tech people.

Designer/UX: I love minimal design concepts. I have not done any professional designs. However, I have used photoshop and after effects based on demand for my project.

Research: Although I suffer from laps of concentration, my management skills always save the day. Pretty good at finding data and resources based on requirements.

Outreach: Not a social media person. I suck at convincing people buying into my ideas. I am trying to improve in this regard.

Welcome!

Welcome to the Spring 2023 iteration of DHUM 70002: Digital Humanities, Methods and Practices! We will be using this CUNY Academic Commons site for public group post updates and personal blogs, which may be either private or public. The syllabus, course schedule, and a list of resources are also available on this site.

I look forward to seeing what projects we decide to build this semester and being together in person and virtually. If you have questions about the Commons or WordPress, please let me know.