About

This website serves as a space for reflection from the graduate students in the Digital History Fellowship. Each new group of students will contribute their stories and experiences, and provide a fresh look at digital history in graduate programs.

First awarded in 2012, the Digital History Research Awards provide graduate students with an opportunity to earn course credit while working in the Center for History and New Media at George Mason University. Students discuss previous projects completed by the center to better understand how digital history has developed since 1994, while simultaneously offering new perspectives on present and future projects. They also work within the Education, Public Projects, and Research divisions to learn new skills and contribute to current projects.

Cohorts

2012–2013

IMG_8012_1Ben Hurwitz
[See posts]

Came to GMU from: College of William and Mary

Research Interests: 19th century history of South Africa

 

 

IMG_8017_1Amanda Morton
[See posts]

Came to GMU from: Ohio State University

Research Interests: diseases and warfare, medieval history

 

IMG_8017_1Spencer Roberts
[See posts]

Came to GMU from: Brock University, St. Catharines, Ontario

Research Interests: digital history and methodology, gendered histories, and digital humanities pedagogy

 

 

2013–2014

IMG_8008_1Jannelle Legg [Mentor: Ben Hurwitz]
[See posts]

Came to GMU from: Gallaudet University

Research Interests: Deaf History, Disability History and Church History.

 

 

IMG_8010_1Anne McDivitt [Mentor: Spencer Roberts]
[See posts]

Came to GMU from: University of Central Florida

Research Interests: Video Game History and Masculinity, Digital History, and Public History

 

 

 IMG_8007Amanda Regan [Mentor: Amanda Morton]
[See posts]

Came to GMU from: California State University, San Marcos

Research Interests: Women’s physical culture 1880-1940

One thought on “About

  1. HI Amanda – really enjoyed the blog post and wanted to re-iterate your final comments about “Good history teaching is first and foremost based on good historical thinking skills. Digital tools and technology help to guide, challenge, and engage students but they don’t do that on their own. The technology must be paired with teaching skills to critically engage history.”
    This is exactly our view at the UK National Archives. We use lots of technology for delivering teaching and online resources to students using our collection but never forget that developing historical understanding is the key outcome of our work. The technology can really help focus students thinking on particular tasks e.g. close analysis of documents; thinking about how selection of sources affects interpretation; and substantiating judgements based on evidence from sources.
    We are hoping to carry out more systematic research into the impact of using techonology with archival material on student learning and the development of historical understanding. Maybe we can share our findings at somepoint in the future.
    Keep up the good work!

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