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The digital humanities (DH) remain a growing area of interest among researchers and a locus of new positions within libraries, especially academic libraries, as well as archives, museums, and cultural heritage organizations. In response to this demand, many programs that train information professionals have developed specific curricula around DH. This paper analyzes courses offered within two overlapping contexts: American Library Association (ALA) accredited programs and iSchools. In addition to documenting the scope and extent of DH courses in these settings, we also analyze their contents, relating our findings to previous research, including analysis of job ads and interviews with professionals.

This article explores the degree to which student collaborations on research and writing assignments can effectively realize learning outcomes. The assignment, in this case, encouraged students to contribute discrete parts of a research project in order to develop their complementary abilities: researching, consulting, drafting, and revising. The outcomes for students included appreciation for their individual expertise, and experience combining discrete contributions into a result that surpasses the sum of its parts. In the course, we gave students preliminary guidance for establishing team objectives and roles for the duration of this assignment and asked them to evaluate their learning experience at the end. In this paper, we analyze the students' quantitative and qualitative feedback, and suggest ways to structure and supervise collaborative assignments so that students develop their expertise and complementary skills. We suggest that collaborative work such as this is essential for advanced undergraduates in the humanities, where collaborations are less common than in other disciplines. Moreover, we conclude that future humanities instructors should be open to the benefits of collaborative research and writing. This article will be of interest to instructors who wish to develop collaborative assignments that improve students' disciplinary expertise, engagement with course materials, and outreach to audiences beyond the academy.

As the community of Scholarship of Teaching and Learning (SoTL) scholars has flourished across Canada and around the world, there has been a growing sense among humanists that SoTL work has been dominated by the epistemologies, philosophies, and research methods of the social sciences. This is a view that has been supported by SoTL journal editors and resources dedicated to introducing faculty to SoTL. To quote Nancy Chick (2012) in a recent book on the current state of SoTL in the disciplines, "while many well-known SoTL leaders come from humanities backgrounds …, the on-the-ground work largely marginalizes the practices of their disciplines" (p. 15). The question then follows: "How does the apparent under-representation of (arts and) humanities-based disciplines affect expectations for SoTL, from norms for research design and methodology to the genre and style of its products?" (McKinney & Chick, 2010, p. 10). This paper, which frames the special issue looking at "SoTL through the lenses of the Arts and Humanities," explores the difficulties with, and opportunities provided by, creating an inclusive teaching commons where the scholarly traditions of the arts and humanities are recognized for the value they bring to the SoTL research imaginary.

In recent years, a more sophisticated vocabulary has emerged in the field of higher education. Categories such as" socially relevant research"; "knowledge mobilization"; "research impact"; "innovation"; and "university priorities" have appeared. At first glance, these words may appear neutral, simple and free from conflicts of interest. However, I argue that each of them requires deeper analysis, especially in relation to current scientific and university public policies, as their use has consequences and/or impacts both at the institutional level (higher education institutions) and actor-level (scholars, project managers, etc.). Therefore, by shedding light on the fact that "social relevance" of university is a commonly addressed category in documents regulating university activities, I postulate that such categories indicate a reductionist notion of "relevance" that is used haphazardly as a substitute for the ideas of meaning, mission, and the aims of a university. In order to pinpoint and discuss these new terms and categories that are used as measures of academic knowledge, the paper focuses on public university systems in Argentina and Canada. From a comparative perspective, I aim at grasping a better understanding of the changes in knowledge mobilization.

This article offers a critique of the discursive politics represented in attempts to frame social sciences and humanities work in the mould of neoliberal knowledge capitalism. The critique offered is inspired by Foucault's critical thought on neoliberalism and an interpretation of "neoliberal governmentality" that flows from his College de France lectures on "the birth of biopolitics". As a launching point, a particular document is explored -- a 2008 report from a private consulting firm called the Impact Group, commissioned by the Social Sciences and Humanities Research Council of Canada (the benefactor of the postdoctoral research fellowship from which this present inquiry emerges). The author explores here the significance of how a deeply economic-reductionist -- or, in the author's terms, neoliberal -- way of looking at social sciences and humanities work can find utterance in a context of a hegemonic discourse of what the author (and others) terms "neoliberal knowledge capitalism". As one particular -- if dominant at present -- "regime of truth" in Foucault's terms, this discourse represents well the imperatives of neoliberalism, which are construed here as imperialistic and colonising. From a neoliberal perspective, anything and everything in society ought to be perceived as a commodity, to be privatised, bought and sold, and considered solely within a framework of utility towards driving "economic growth" in the most raw and disembedded sense of market relations, working over and above, and outside any category of critical comment or influence. This trend, in turn, is put under scrutiny here towards suggesting the necessary political task of interrupting this particular regime of truth and asserting others based on frames of reference and value not associated with a narrow, myopic neoliberalism, but rather with forms of knowledge socialism.

Development of post-secondary curriculum in emerging interdisciplinary fields presents particular challenges in course design and resource utilization, especially when the field is interdisciplinary by nature of its inherent breadth. A new course at the University of Calgary, designed to introduce undergraduate students to the methods and philosophy of Acoustic Ecology--the study of sound and its effects on health, cognition and culture--exemplifies both the challenges and some practical solutions. Following a brief history of the concept and its philosophy, a summary and critique is presented from the first offering of the course as a pilot project. Conclusions drawn include the necessity of an integrative approach to interdisciplinary fields of study that are true "interdisciplines", the utility of experiential fieldwork, and the advantages presented by a student group with diverse academic backgrounds. (Contains 2 figures and 18 notes.)

Academics can be too snug in their institutional silos. They sometimes think of one another as competitors for students, and as a result they duplicate scarce resources in mutually damaging ways. In this article, the author wants to argue that teaching-focused institutions have much to gain from partnerships with research universities on the digital humanities, and vice versa. Consider the Praxis Network, which includes the University of Virginia, Michigan State University, the City University of New York's Graduate Center, University College London, Duke University, and two undergraduate institutions: Brock University, in Ontario, and Hope College, where the author teaches. Praxis was developed as a partnership to share information about efforts to reboot graduate education and prepare Ph.D.'s for a range of career paths wider than tenure-track research positions. While each program in the Praxis Network approaches that goal in a different way, they all include an emphasis on the digital humanities. Now the network is bringing humanities and social-science programs into dialogue with each other to support new forms of pedagogy and scholarly production--across institutions and disciplines--that focus on the experiences of students and the realities of the contemporary workplace, both within and beyond academe. The strong mission of liberal-arts colleges--to create engaged, self-sustaining citizens in a free society, critical thinkers, and the creative class needed for economic growth--is not well served by an escalating cycle of costly competition, siloed scholarship, diminished equality of access, and unsatisfactory job placements. Countering those tendencies through greater collaboration is something the digital liberal arts can support. In an era of diminished resources and growing need for education, institutions of higher learning need to stop competing against one another. They need to celebrate one another's missions, differentiating when necessary, but also working together to achieve larger projects in which they have a common interest.

The rise and abandonment of Uranium City constitutes an environmental history yet to be fully evaluated by humanities scholars. 1982 marks the withdrawal of the Eldorado Corporation from the town and the shuttering of its uranium mines. The population declined to approximately 50 from its pre-1982 population of about 4000. This article is inspired by findings from the authors' initial field visit. As Uranium City is accessible only by air or by winter roads across Lake Athabasca, the goal of the visit in May 2017 was to gather information and questions through photographic assessment and through communication and interviews with residents. This paper in part argues that the cyclonic development metaphor used to describe single-commodity communities naturalizes environmental damage and obscures a more complicated history involving human agency. Apart from the former mines that garner remedial funding and action, the town site of Uranium City is also of environmental concern. Its derelict suburbs and landfill, we also argue, could benefit from assessment, funding, and remediation. Canada's 2015 Truth and Reconciliation Commission Report provides a way forward in healing this region, in part by listening to the voices of those most affected by environmental impacts caused not by a metaphorical cyclone but by other humans' decisions. As descendants of European immigrants to Turtle Island (the Indigenous term referring to North America), the authors are also subjects of the very terms-cyclonic development, abandonment, remediation-used to describe the history of the land itself: in this case, a mining town in the far northern boreal forests and Precambrian Shield. [ABSTRACT FROM AUTHOR]

Ageing is a common subject in arts and literature as it is a universal experience. The use of the humanities in medical education may have a positive effect on trainees' attitude to caring for seniors and on geriatrics as a career choice. This paper summarizes the role of humanities in medical education and provides some examples and thoughts on how humanities curriculum can be used in geriatric teaching. [ABSTRACT FROM AUTHOR]

The article presents the author's experience of learning and teaching in nuclear science. He reveals about his interest in humanities as well as science when he joined an all men's college in Massachusetts. He begun his career as a humanities' teacher in Chicago and currently teaches English at Mount Allison University, Canada. He shares his experience of teaching college students for the first time.

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The article presents an immanent critique of the social imaginary of otherness based in a definition of the cultural difference between English Canada as an absent nation and Quebec as an absent region. This is grounded in an examination of the dialogical forms of the life worlds in each society across three interrelated contexts of social discourse, world view, utterance and word.

The article provides a comparative analysis of the historical constitution of philosophical and sociological thought in Quebec. It reveals that in contrast to other Western societies, the human sciences in Quebec fulfilled the cognitive and social functions ascribed to philosophy elsewhere. This is particularly striking at the level of their inverted conceptualization of Quebec as a global society. The human sciences would have created both the mythical and societal ground allowing then, the emergence of a philosophical project.