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"Computing in the Humanities," an undergraduate course for Computer Science Department majors and minors and Web Programming minors at New York University, represents a unique collaboration between the Computer Science Department and the University Archives. The course's final assignment required students to select, digitize, and contextualize materials from the Archives' collections in an interactive Web site. The design and implementation of the course incorporates four current and important trends in both disciplines. First, the professor and archivist worked closely together before and during the course, which served to integrate the archival research component into the core mission of the course. Second, the students' projects provided increased subject access and dynamic Web content to the repository and meaningful work to the students. Third, this course produced students who "bridge" the needs of humanists with the capabilities of technology. Fourth, this course illustrated the growing importance of Web programming and project-based courses in undergraduate computer science education. (Contains 3 footnotes and 28 notes.)

This paper explores the art history, the digital aesthetics, the technical anatomy, and the restoration of Shu Lea Cheang's early web artwork Brandon (1998-1999). Commissioned two decades ago by the Solomon R. Guggenheim Museum, the work is just back on view to the public after a major restoration. It seems timely to consider Cheang's artwork: a collaboration between the artist and a network of programmers, designers, authors and other contributors that offers a creative platform for remembering and engaging with histories and issues of identity from the LGBTQ+ community. In the spirit of the piece, this article is a multi-disciplinary collaboration between a curator, a media art conservator, a computer scientist, and a scholar of the digital liberal arts, which brings together these different areas of expertise to offer an innovative and multi-faceted consideration of one artwork from a digital humanities perspective. [ABSTRACT FROM AUTHOR]

Co-teaching a digital archives course (ENGL-GA.2971) for graduate students in the English Department allowed us to bring together our expertise in both research and pedagogy from two fields: English Literature and Computer Science. The course built on a core pedagogical principle in Computer Science of teaching through projects rather than from unrelated one-off programming or web development assignments. Teaching the Text Encoding Initiative after students had completed hands-on projects (using xHTML, CSS, and a digital archive working in a standard content management system) enabled the building of technological skill sets in a logical and complementary manner. From a literary perspective, building a digital archive -- and teaching text encoding -- enabled an in-depth consideration of textual materiality, the processes through which literary scholarship must inform technological building decisions, and the ways in which the act of digitization can be used to ask new questions of the text (or to prompt the text to ask new questions of itself). This paper will survey our techniques and approaches to interdisciplinary teaching, culminating in our usage of text encoding for exploring issues of textuality through digital presentation. [ABSTRACT FROM AUTHOR]