(Talk) Digital Dissertations

For grad students and faculty alike, digital components to dissertations present opportunities to consider the nature of scholarly inquiry, research, and publication.  I am imagining a session designed for graduate students (and faculty who are interested, but more for the benefit of students) who either are or would like someday to include digital components to their dissertation.  In the session, we would share challenges, opportunities, best practices, lessons learned, and also hear from others about what worked and what was less useful along the way in completing such a dissertation.  I’m happy to share my experiences completing a dissertation with a significant digital component, but I’m also eager to help graduate students from across institutions connect and to create support networks and share lessons learned.  The purpose here is not just to commiserate over the challenges, but to help brainstorm alternative approaches.  The ideal outcome would be a Google document with suggestions for 1.) what challenges are most frequently faced 2.) ways in which those challenges have been addressed and 3.) challenges graduate students feel still need to be overcome as they move ahead with their work.

Categories: Project Management, Publishing, Research Methods, Session: Talk |

About Lisa Rhody

Lisa M. Rhody is a research assistant professor at the Roy Rosenzweig Center for History and New Media (RRCHNM) at George Mason University in Fairfax Virginia. She is co-editor of the Journal of Digital Humanities and project manager for the Institute of Museum and Library Services's signature conference WebWise--for gallery, library, archive, and museum professionals interested in developing digitally-inflected projects at their institutions. She regularly contributes to the PressForward Initiative as a consultant for Digital Humanities Now. Her research interests include the tradition of ekphrasis (poetry to, for, and about the visual arts), women's literature, topic modeling, digital humanities, and scholarly communication.