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Abstract

Instructors wishing to utilize digital technologies in undergraduate classrooms to address humanities research questions may face a number of challenges. These include identifying appropriate digital methods; learning and supporting digital technologies; integrating the digital and subject area components; or designing scalable learning outcomes. In the Wired! Lab for Digital Art History & Visual Culture at Duke University, we have developed a pedagogical structure that combines collaborative teaching with project-based, digitally-informed learning experiences. The essay that follows examines the capacity we have built through the example of an art history survey course that utilized the interactive qualitative visualization tool Neatline.

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