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possibly showing them example, especially if there are example in your college. Highlight the benefits that may resolve some issues they expressed in the past.

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It depends on whether or not colleagues are not interested because of their skill set....as a start I would encourage them to encourage students to use digital tools instead. This way the instructor doesn't feel pressured to learn a new digital skill which can be intimidating for a lot of people.

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Ask them kindly to unburden their students from having to spend money on assets that are available, free. And show them that they can accomplish the task of educating students using or engaging students through OERs.

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This will vary based on your position too- adjuncts are not evaluated annually (they get observed and then either asked back). Tenure track instructors can include it as service.

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Under projects!

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Not sure, this isn't a professional milestone I've had to do yet.

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I would ask them to correct me after I have completed my presentation. Afterall, this is a lesson, and we are all hear to learn without passing judgment. This might not fly with your boss at the office though.

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I think like we said in question 2, I would explain to the observer that they don't have the full context. The class has been using this since day one, we went over x,y,z. What part of the OER would they want further clarification.

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I'd tell them to go pound sand (because I'm a tenured full professor).  Just kidding- I'm a tenured full professor- I don't get observed!  (this obnoxious response is meant to indicate the way different levels of power give different instructors different levels of academic freedom)

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I would maybe let them know that it's an interesting question and that I would be happy to send them some links explaining what OER is, and maybe even refer them to the library for more resources.

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I would email students and ask class Professors for a few extra minutes after a lesson to bring forth knowledge of using digital sources to communicate. I engaged with this during my tenure at John Jay, and, the program director at the GC also uses the email method to communicate with students some program lectures held on zoom that they can engage with to enhance and learn new digital communication skills, working with softwares.

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- Improve professional skills such as how to use LinkedIn, how and when to create an academic online profile.

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- Improve digital literacy in apps and software like Canva, Photoshop, Adobe Illustrator, other creative tools that help students create graphic design and disseminate information through graphics, flyers, and multimedia presentations.

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Thinking back to my Deaf Studies major; I may do a course around technology created for the Deaf, but also, some that are intended for everyone that has benefited the Deaf community, like zoom for example.

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Grammarly provides an AI editor help that I use as a writing tool for emails, theses, and essays. It is not foolproof but this works for me and a few others I've encountered that use the source.

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This pokes at my tender underbelly as a social scientist teaching in a DH program. I'm not sure what I would propose!!! And my home department would never ask me to do that- it's just plain white toast every semester.

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A poetry course that uses digital textuality resources to help students analyze poems... Especially older poems, perhaps more 'inaccessible' poets going back to Chaucer and bring them into the modern world. 

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A poetry course that uses digital textuality resources to help students analyze poems... Especially older poems, perhaps more 'inaccessible' poets going back to Chaucer and bring them into the modern world. 

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Question #1: You are tasked with creating a new course that incorporates DH into your specific discipline. What kind of course are you creating and why? How will it fit in with your college’s Assessment and the Learning Outcomes for your program? 

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Question #1: You are tasked with creating a new course that incorporates DH into your specific discipline. What kind of course are you creating and why? How will it fit in with your college’s Assessment and the Learning Outcomes for your program? 

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Question #4: You’ve developed OER. How do you list it as an accomplishment in your yearly review? 

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Question #4: You’ve developed OER. How do you list it as an accomplishment in your yearly review? 

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Question #3: You’ve developed OER for courses you teach. When you’re being observed, the person observing you says that they don’t understand the OER you’re using. How do you respond to this? 

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Question #3: You’ve developed OER for courses you teach. When you’re being observed, the person observing you says that they don’t understand the OER you’re using. How do you respond to this? 

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Question #2: After the accreditation agency comes through, the college has to focus on improving students’ “digital communication skills”. You’re put on the committee tasked with developing the rubric. What do you focus on and why? Are there spaces on campus for DH? IF not, what do you do about it? 

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Question #2: After the accreditation agency comes through, the college has to focus on improving students’ “digital communication skills”. You’re put on the committee tasked with developing the rubric. What do you focus on and why? Are there spaces on campus for DH? IF not, what do you do about it? 

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Question #5: As your department’s DH person (odds are there won’t be more than one), how do you encourage the intensely complacent faculty to buy into it? 

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Question #5: As your department’s DH person (odds are there won’t be more than one), how do you encourage the intensely complacent faculty to buy into it? 