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Toward a Sustainable humanities. Reconceptualizing doctoral education for the 21st century. … A tsunami of forces …. e ducation deficits, retreat from funding, corporatization, instrumentalization. … . Five Shifts in the Ecology of Higher education … .
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Toward a Sustainable humanities Reconceptualizing doctoral education for the 21st century
…A tsunami of forces… education deficits, retreat from funding, corporatization, instrumentalization
Global institutions • Regional institutions • Distributed programs
The university of today participates in distributed ecologies of inquiry. It is criss-crossed by heterogeneous cultures of learning and teaching. It is animated along interlocking cyberinfrastructures that condense time, reorganize space, and realign scholarly identities and relationships.
Terrain of hardware, software, humans, networks, device and cloud
….shift to scholarly communication…. And the processes of scholarship
From legacy print system To Shape-Shifting Communication
Multiple platforms for organizing knowledge and visualizing intellectual exchange • Multiple formats • Multiple scales
“Sort-of” publishing (Dan Cohen, at 2011 HASTAC meeting)
From book to “bookishness” In myriad vehicles, velocities, and socialities
….participating in a larger conversation…. . . . the social justice of knowledge
….”The largest hidden cost is the invisibility of what you publish.”… Dan Cohen blogpost
Humanities Scholars and Open Access • Creative commons licenses • Open access journals • Open Humanities Press • http://openhumanitiespress.org/liquid-books.html • “new networked publishing structures” and peer-to-peer review • Institutional repositories
. . . . The humanities scholar. . . . • The humanities scholar willbe at once a multi-mediated self-presenter; a self-archiver; a bricoleur of intellectual inquiry, individual and collective; an anonymizedsite of data;; a networked node of a knowledge collaboratory involving scholars, students, laypeople, smart objects, robots. The networked scholar will be connected not only to knowledge communities close at hand – in the room, so to speak - but also communities extended across the globe in an interlinked ecology of scholarly practices and knowledge economies.
….a new-modeldissertation…. The cornerstone of a reconceptualized doctoral education
…. digital environments and Digitally-Assisted scholarship….
….collaborative scholarly world and flexible habits of mind….
Toward a working definition of the new concept of the dissertation • In an environment in which the book is gradually being decentered as the “gold standard” for scholarship in languages and literatures, the Ph.D. capstone project provides am emerging scholar with a range of directions (both in terms of research question and in terms of scholarly genre) for future work. This multimodal engagement with the field ensures that the doctoral student is prepared to convey to students the pleasures and challenges of immersing oneself in language, literatures, and other cultural forms; to convey to colleagues innovative approaches to the field of study; and to convey to the public the critical issues confronting the humanities and excite that public about the work of the humanities in the world. Its aim is ultimately to prepare future humanists inside and outside the academy to remain innovators across the life span of their careers.
….more change…. in coursework, pedagogical training, professionalization, mentoring, and career advising
