History 332:004/632.004: History in the Digital Age
Spring, 2002
The Assignments
About the Assignments: Each week you
will be required to post a brief (600-750 words for undergraduates; 750-1,000
words for graduate students) written assignment on the classes Blackboard
discussion forums. You will also be required
to post comments on what your team mates have written. Assignments
must be posted no later than Friday evening preceding Monday's class
meeting. Comments must be posted no later than Monday noon on
the day of class. Your performance on these written assignments (including
comments) will
count for approximately 65% (50% for graduate students) of your grade. For details, click on
Assessment.
Assignment One:
The History of the Internet.
First, read the following:
Patrick Reagan, History and the Internet, pp. 1-10.
Bruce Sterling, "A Short History of the Internet" at: http://www.library.yale.edu/div/instruct/internet/history.htm
Roy Rosenzweig, "Wizards, Bureaucrats, Warriors, and Hackers: Writing
the History of the Internet," American Historical Review
(December, 1998), 1530-1552. Available via University's JSTOR database. Blackboard.
Roy Rosenzweig, "Live Free or Die? Death, Life, Survival, And Sobriety
on the Information Superhighway, American Quarterly (March 1999),
160-174. Available via the Library's Project
Muse database.
Post your essay to the class Blackboard discussion forum. Read
and comment on the essays posted by other members of the class.
Assignment Two: Romancing
the Web
Assignment Four also comes in several installments.
1. First, read the following:
Reagan, History and the Internet, pp. 11-36, 48-57.
Roy Rosenzweig, "The Road to Xanadu: Public
and Private Pathways on the History Web," The Journal of American History
(September 2001) via WRLC's Proquest
General Database. [Also available on the CHNM website at:
http://chnm.gmu.edu/assets/historyessays/e1/roadtoxanadu1.html.]
2. Second, familiarize yourself with some of the major web
search engines. Explore the Library's Guide to Search
Engines, with special attention to the section on "Tips
for Searching the Web." Explore how you can use "boolean operators"
to refine your search processes. See also the Search Tools page at:
http://www.infopeople.org/search/chart.html.
3. Explore some of the AU Library's disciplinary "gateways"
to information on the web. (e.g., see Online
Resources). Focus especially on those sites listed under history,
American studies, women and gender studies and the various social sciences.
Also browse the Library's "e-Reference"
collection.
4. Read carefully the criteria in
the following two web sites: Thinking
Critically about World Wide Web Resources and especially Thinking
Critically about Discipline-Based World Wide Web.
5. Sample the web sites collection on the George Mason University
"History Matters" website at:
http://historymatters.gmu.edu/browse/wwwhistory/. Select a single web
site relating to an historical topic that interests you. Explore it carefully.
6. Finally, prepare an essay (c.600-750 words for undergraduates,
750-1,000 for graduate students) describing and
evaluating the web site you have selected. Use the criteria from the two
UCLA web sites above. In addition, answer the following questions: Would
you characterize the purpose of your site as a) instructional; b) scholarly; or
c) archival; or d) some combination? To what audience is it directed? What are its
strengths? Its limitations?
Post your essay to the class Blackboard discussion forum. Read
and comment on the essays posted by other members of the class.
Assignment Three: Exploring
the Library's Real and Virtual Resources.
Not too many years ago, in the infancy of the world wide web, many
enthusiastic cyber journalists predicted the rapid disappearance of libraries.
This clearly has not occurred; nor is it likely to occur in the near future.
In part, this is because in spite of its enormous and rapidly growing size,
the web still holds only a fraction of the world's knowledge. Libraries
remain, for now and well into the near future, the primary locus for books
and especially for documents and manuscripts.
Nevertheless, the role of libraries (and librarians) has begun to
change. Libraries are beginning to move away from what some have
called the “collection paradigm,” which emphasizes the warehouse function
of the library, and toward the “access paradigm,” which focuses attention
on enabling users to gain access to information in a variety of forms and
formats.
American University's participation in the Washington Research Library
Consortium (WRLC) nicely illustrates this transformation. New information
technologies enable a high degree of cooperation among the area libraries
that participate in the consortium, providing students and faculty at each
institution with access to the resources of a far larger library than any
single institution could itself provide.
Libraries have also begun to emerge as gateways or portals to information,
some of which is restricted to the libraries own client base, but some of which
is also in the public domain. Similarly, librarians have emerged as pilots
and navigators, helping to steer students and faculty through the sometimes
chaotic buzz of the new.
As a result, scholars have begun to use the Library in different ways.
New databases have given researchers access to larger amounts of scholarship, as
well as the power to search through this information in new and efficient ways.
And it allows teachers to easily bring very high quality scholarship to the desk
tops of their students.
However, the transformation of the library has
important limitations. To begin with, although the amount of information
now available on line is truly enormous, it represents but a fraction of
human knowledge. Moreover, as information becomes digitized, it often also
becomes privatized. Thus, the university databases which we will explore
are part of expensive subscription services to which our library must
subscribe and to which only authorized library users my access. Keep in
mind also, that our Library does not subscribe to all subscription services.
Students at George Washington University or the University of Maryland , for
example, have different menus of subscription services. Or, to take
another example, Bill Gates has amassed what is perhaps the world's largest
single collection of images. The perhaps naive dream of internet pioneers, of
an enormous free "commons" of information, has given way to what law professor
Lawrence Lessig has described as an "enclosure movement." It is
very important that we keep such limitations in mind as we explore the new
world of digital information.
This assignment comes in several installments.
1. First, visit American University's Bender Library
physically, if you have not already done so. Then visit it virtually
at http://www.library.american.edu/.
Take the AU LIBRARY
VIRTUAL TOUR. Spend some time (if you have not already done so)
with the WRLC catalogue. How can you most effectively search by title,
author, subject? Click on the "details" page of a book to see how
the "subject" references can guide you to additional materials. Explore
how you can (and this is new!) request interlibrary loan materials or have
documents delivered. If you've not done so already, configure your
myAladin page.
3. Second, go to the Aladin
Main page and examine some of the databases listed below. Familiarize
yourself with what each of the databases does (and does not) contain and
how to most effectively search them. What is the nature of the contents
(e.g., does it include full text or abstracts or only citations)?
How can researchers can best search them?
Databases:
JSTOR
Project Muse
ProQuest General Reference (formerly Periodical Abstracts)
OCLC's Electronic Collections Online (ECO Electronic Journals)
Lexis-Nexis' Academic Universe
Arts & Humanities Citation Index
Social Science Citation Index
America: History and Life
Periodical Contents Index (PCI)
[Note: WRLC has recently
[August 20] reconfigured its database web page, introducing some new databases
(e.g., PCI), while un-bundling and re-bundling others. We will catch up with
these changes as best we can.]
3. Select an historical topic, preferably one with which you are
already somewhat familiar. Using the above resources, locate the "best book" and the "best article"
on your topic. For some hints on how to do this, click on Finding
the Best. If possible, check out the book and bring it to class. If the
article is available online, incorporate a link to it in your essay (see
below).
Graduate Students Only: In addition to locating the "best
book" and "best article" on your topic, you should also a) locate a collection
of primary documents relevant to your study (the documents need not by
available online themselves); and b) to locate a set of primary documents
relating to your study that ARE available online. Use Archives,
USA to search for relevant manuscript collections; use the Library's
Government
Resources portal to search for governmental documents. Search the National
Archives at: http://www.archives.gov/
(using both the older "Arc" and newer "AAD" search programs)
and the Library of Congress at: http://lcweb.loc.gov/.
Use the web to visit other libraries that are likely to have materials
on your topic.
4. Finally, prepare a brief essay (c.600-750 words for undergraduates;
750-1,000 for graduate students) in which you:
a) list the book and article you selected;
b) trace the steps you took in locating both the book and the article;
and
c) explain why you believe that each is the best on the subject.
5. Post your essay on the Blackboard discussion forum. Post
comments on the essays posted by your class mates.
Assignment Four: The Digital
Archive
This assignment builds on your attendance at the Library of Congress
symposium on 9/11. Our goal is to better understand how new digital
technologies facilitate our access to the "primary documents" that constitute
the building blocks of historical research. Within the past decade,
enormous numbers of primary sources have been digitized and made available via
the web. It is important for us to understand how this has affected how we
go about our work as historians, both as scholars and teachers of history.
It is equally important that we understand the limitations and implicit bias
that such enterprises invariably involve.
Like much of the web, the task of creating the digital archive was
self-organizing. No one assigned anyone to the task. Rather, many,
many different individuals and organizations joined an open-ended process.
Unsurprisingly, libraries, print archives and museums have played a major role,
but many others are also involved. The result is amazing rich and rapidly
growing body of information that is almost instantaneously available to anyone
with a computer and a connection to the internet. What has been
traditionally the domain of a small number of professional researchers, is now
democratically accessible to students and ordinary citizens. Here, too,
there are problems. While much is now available, it represents only
a tiny fraction of the historical record. There are important and
unresolved technical issues. How permanent are the storage properties of
digital technologies? What kinds of search capabilities are built into the
collection? Since digitization is almost invariably selective, what
criteria have been used to determine what is and is not included? In
evaluating digital archives, it is also important to think about audience: thus,
a scholar, preparing a definitive work, may find an archive less useful than a
classroom teacher seeking to use primary documents in a classroom exercise.
It is important, in exploring the digital archive, to keep these and other
questions in mind.
Please read the
article by Roy Rozenzweig in the June 2003 AHA. Follow the discussion thread,
also.
Here is AHA editor Michael Grossberg's notice regarding the article:
In a June 2003 American Historical Review article "Can We Save the Present
for the Future," historian Roy Rosenzweig argues that in the future students
trying to understand our time will likely face a very troubling and indeed
ironic prospect: the archival record of our era may be too scarce or too
abundant. In either case, the basic scholarly mission of historians will
be challenged in fundamental ways. In the article, which can be found in
the print or electronic version of the AHR, Rosenzweig contends that
historians today have a professional and ethical obligation to address this
issue now. His message is clear: The problem is dire, the need for action
immediate. Rosenzweig invites responses to his plea for understanding and
action. And so does the AHR. September 1-15 the journal will host a
moderated electronic discussion of Rosenzweig's essay on the AHR web site
at
http://www.historycooperative.org . Participants can send questions
or comments of up to 700 words. Guidelines will be posted on the
discussion sign-in page. After the discussion has concluded, the exchanges
will become a permanent part of the electronic version of the article.
Questions about the discussion can sent to the American Historical Review,
914 E. Atwater Ave., Bloomington, IN 47405 or ahr@indiana.edu
FYI, AU students can locate recent issues of the AHA (and JAH) by going to
the library's electronic journal finder and entering American Historical Review.
The finder will pull up links to both JSTOR (which does not have the last five
years of either journal), but also a special AU link which will take you to the
History Cooperative. To follow (or participate) in the discussion, you can go
directly to the History Cooperative by following the link above.
THEN:
1. For today's
assignment, first read the article by Roy Rosenzweig from the June 2003
American Historical Review (see above) and browse the subsequent discussion.
2. Review in detail, "Using Primary Documents on the Web," by the
American Library Association, at:
http://www.lib.washington.edu/subject/History/RUSA/. You may also want to browse the extensive list of "resources" on digitization
from the Ohio Memory website that Elizabeth reviewed earlier at:
http://www.ohiomemory.org/om/links2.html .
3. Then visit and explore several "portals" to primary documents.
The Library of Congress's America Memory Project at:
http://memory.loc.gov/ammem/amhome.html. The LC has thus far digitized
more than seven million items from over 100 collections.
The National Security Archive's collection of documents relating to U.S.
foreign policy in the Cold War at:
http://www.gwu.edu/~nsarchiv/.
The "Many Pasts" portion of the History Matters web site at:
http://historymatters.gmu.edu/browse/manypasts/. Use the search
feature to look for collections in areas in which you are especially interested.
Or others listed on the ALA and Ohio Memory websites above (2).
4. Then, select a particular digital archive. It may be a
portion of a larger archive -- e.g., Ansel Adams's photograph's of Japanese
internment camps from the LC's American Memory Project -- or, a smaller website
in its entirety (such as many of those listed on the History Matters list).
Explore the site carefully. Then, drawing on the ALA website at:
http://www.lib.washington.edu/subject/History/RUSA/#three, prepare an essay
(c.600-750 words for undergraduates, 750-1,000 for graduate students) evaluating
the strengths and weaknesses of the archive. Who
created it? How confidant are you in its credibility? What does the
archive contain? What doesn't it contain? How effective is the
material presented? How useful are its search engines and finding guides?
etc., etc.
Post your essay to the class Blackboard discussion forum. Read
and comment on the essays posted by other members of the class.
Assignment Five: Teaching
History in the Digital Age
1. Read the following:
Reagan, History and the Internet, pp. 37-47, 58-77.Randy Bass, "Engines
of inquiry: Teaching, Technology and Learner-Centered Approaches to Culture
and History," in Engines of Inquiry: A Practical Guide for
Using Technology to Teach American Culture, 9-42.
"The Internet and the History Classroom," a forum in AHA
Perspectives (May, 2003) at:
http://www.theaha.org/perspectives/issues/2003/0305/index.cfm
Browse Syllabus, the magazine on Teaching with Technology, at:
http://www.syllabus.com/
See also, Robert
Griffith, "Notes
of a Recovering Administrator," notes for a talk I gave at the Ann
Ferren Teaching Conference (2000).
2. Explore the "History Matters" site, focusing on the "syllabus
central," "students as historians," and especially on the "digital
blackboard." If time permits, you might also examine the following
sources for additional resources: the Journal of
the Association for the History and Computing, the Journal of Multi-Media
History, and Dynamic
Syllabi (American Studies Crossroads Project, Georgetown University)
3. Select one interactive exercise (from the "digital
blackboard") and one syllabus from "syllabus central."
4. Prepare an evaluation of both the exercise and the syllabus
(two essays, though you can submit them in a single attachment). Each
essay should be c. 300-400 for
undergraduates; 400-500 words for graduate students.
In each essay ask: how successfully does the exercise incorporate the principles discussed in the readings?
Does it possess other strengths and/or weaknesses? Post your essays to the
class Blackboard discussion forum. Read and comment on the
essays posted by other members of the class.5. Come to class prepared to discuss your evaluation.
6. For extra credit, submit one or more brief summaries of
interesting articles from Syllabus.
Assignment
Six: Historical Scholarship on the Web
1. Read Roy Rosenzweig,
"Crashing the System?: Hypertext and Scholarship on American Culture,"
American
Quarterly 51.2 (1999) 237-246 (Project Muse); and the associated web
site: Hypertext Scholarship
in American Studies. For a different version of this essay,
see Rosenzweig, "The Riches of Hypertext for Scholarly Journals," The
Chronicle of Higher Education; Washington; Mar 17, 2000 (Proquest General
database).
See also, Benjamin E. Hermalin, "Scholarly Journal
Publishing in the 21st Century," Syllabus Magazine (September 2001) at:
http://www.syllabus.com/article.asp?id=4770,
and Clifford Lynch, "The Battle to Define the Future of the Book in the
Digital World" First Monday, Volume 6, Number 6(2001) at: http://www.firstmonday.org/issues/issue6_6/lynch/index.html
2. Browse the two recently
founded journals:
Journal
of Multi-Media History
Journal
of the Association for the History and Computing
3. Explore two scholarly web sites.
Philip J. Ethington, "Los Angeles and the Problem of Urban Knowledge,"
at: http://cwis.usc.edu/dept/LAS/history/historylab/LAPUHK/index.html.
This is a multi-media essay designed to accompany a series of review essays
in The American History Review (December, 2000).
Robert Darnton,
"An Early Information Society: News and the
Media in Eighteenth-Century Paris,"
together with accompanying maps, illustrations, songs and commentary by
other historians in The American
Historical Review (February 2000). To locate the online version of
this article, click on The History
Cooperative.
Charles Hardy III & Alessandro Portelli, "I Can
Almost See the Lights of Home - A Field Trip to Harlan County, Kentucky, " in
the Journal of Multi-Media History (1999) at:
http://www.albany.edu/jmmh/.
4. Based on the above readings, prepare an essay (c.600-750 words
for undergraduates; 750-1,000 for graduate students) on "How New
Technologies are Changing Historical Scholarship" (feel free to invent a title
of your own). Cite examples (with links wherever possible) to support
the points you are making in your essay. Post your essay to the class Blackboard discussion forum. Read and comment on the
essays posted by other members of the class.
Assignment Seven: How New Information Technologies
are Transforming Professional Communities
Readings:
Reagan, History and the Internet, pp. 80-85.
Peter Kollock and Marc Smith, Communities
in Cyberspace (introduction) at:
http://www.sscnet.ucla.edu/soc/faculty/kollock/papers/communities_01.htm
Although many accounts of the internet forecast a dystopian future of
social isolation in which computers replace human interaction, new information
technologies are also strengthening (and extending) the bonds of professional
life. Indeed, e-mail, electronic discussion groups and dynamic web sites
are increasing and deepening the quality of communication within the profession.
Professional organizations, journals, libraries, institutes, publishers and a
variety of other organizations and individuals are in the process of organizing
a rich and extensive electronic environment for professional discourse. Many of
the web sites we have examined thus far are a part of this typically self
organizing web process. Although these efforts are recent and necessarily
incomplete, one can already begin to discern the outlines of the future.
For example, a visit to the home page of the Organization of American
Historians, or the American Historical
Association, will reveal not only extensive information about the ongoing
work of these organizations, but also links to many other resources. Academic
centers and institutes are conducting more and more of their work on the
web, and in the process helping to weave together new scholarly communities.
The programs of conferences, symposia and colloquia are now routinely published
on the web, and some even include abstracts or the full text of talks and
papers. Some web sites offer opportunities for threaded discussions.
The most important collection of such sites are the more than 100 discussion
networks maintained by H-Net, Humanities
and Social Sciences Online.
For this exercise, each of you will visit (and briefly report on)
four types of web sites:
1) web sites established by historical
associations. For a list of some of these associations, see
the Affiliated Society's page of the American Historical Association at:
http://www.theaha.org/affiliates/.
Visit the home page of one of these associations. Prepare a brief
report describing how the association uses the web to organize its professional
activities and evaluating (as best you can) how well it accomplishes this
purpose. (Be aware that in some cases you may not have access to all parts
of the site.) You may even want to send an e-mail to the site's web
master.
2) web sites established by academic institutes and centers.
Some of these centers and institutes are listed in the links page of the
Organization of American Historians at: http://www.oah.org/announce/links.html
Visit one of these sites and prepare a very brief report that includes
its name & url, as well as its primary mission and audience.
Evaluate how well the web site helps to accomplish the center's mission.
3) History Departments --Almost every history department in
the country now has a web site. The History Matters web site at George
Mason University maintains a very extensive directory of these Departments
at: http://chnm.gmu.edu/history/depts/.
As you will discover, these departmental home pages vary widely in quality
and scope. Explore at least one of these departmental home pages.
Prepare a brief report evaluating how the Department uses the web to serve
its faculty, staff and students. Compare the departmental home page
you have studied with the AU home page at: http://www.american.edu/academic.depts/cas/hist/index.html.
4) List servs and discussion databases. Visit H-Net,
Humanities and Social Sciences Online. Select one of the discussion
groups and explore its log to acquaint yourself with the kind of discussion
that goes on among the list's participants. Briefly summarize what
you have learned.
Post your for brief reports (c.600-750 words for undergraduates; 750-1,000
for graduate students) to your Blackboard
discussion forum. Post comments on what your teammates have posted.
Assignment Eight: "Public"
History, History's Publics
There are two broad ways of defining
public history. The first is more or less vocational, focusing on
how history is practiced outside the academy and on the work of historians
in such varied areas as museums, libraries, film making, editing,
business, government, the military and so on. The second focuses
on the public itself, on historical consciousness, on how people "make"
or use history in their daily lives, on the relationships among "producers"
of history and their audiences, and so on. What seems clear is that
new information technologies are transforming public history no matter
how it is defined. Moreover, and this may be one of the defining
characteristics of our "postmodern" era, the boundaries that in the past
have separated historical practice (such as the division between "academic"
and "public" history) have become increasingly porous.
In this assignment, we will explore only one
aspect of that transformation: e.g., how new technologies are changing
the work of museums.
1. Read Sue Ann Cody, "Historical Museums on the World Wide
Web: An Exploration and Critical Analysis," The Public Historian,
19:4 (Fall, 1997), 29-53.
2. Read David Silver, "Interfacing American Culture: The Perils
and Potentials of Virtual Exhibitions," American Quarterly 49.4
(1997) 825-850, available via the Project Muse database. [Silver is a
recent Ph.D. in American Studies, now teaching at the University of Washington.
He is the founder of the Resource Center for Cyberculture Studies at: http://www.com.washington.edu/rccs/.]
3. Visit the Public History Resource Center at: http://www.publichistory.org/evaluation/index2.html.
Pay special attention to the essay by Deborah DeRuyver, "Evaluating Public
History Web Sites."
4. Visit the web site of the Museum Computer Network at:
http://www.mcn.edu/. The MCN maintains
a directory of links to over 1700 museum related web sites. Using this
directory, locate a "virtual exhibition" created by a major
library or museum. (To avoid duplication, register your site as soon
as possible on the Blackboard discussion forum.) Examine the
site carefully and prepare a brief essay (c.600-750 words for
undergraduates; 750-1,000 for graduate students) evaluating it. Include
in your essay a discussion of the differences in how one experiences a
"virtual" exhibition and a "real" exhibition. What are the advantages and
disadvantages of each?
5. Your essays and comments should be posted on Blackboard.
Assignment Nine: Citations and
Copyright
This is an assignment in two parts:
1. Citation: It is very important to cite your sources in an accurate
and consistent fashion. As a general rule, historians generally prefer
to use Kate L. Turabian, A Manual for Writers of Term Papers, Theses,
and Dissertations, 5th ed. (Chicago, University of Chicago Press, 1987)
as a guide to style. Familiarize yourself with how to cite both print
and electronic sources in what is sometimes called "the Chicago guide"
by clicking on American University's Citation Style Guides page at: http://www.library.american.edu/e_ref/citation.html#tur
I especially like the application of the Chicago style by the Journal of
American History. The JAH style sheet is available at:
http://www.indiana.edu/~jah/stylesheet.shtml.
Additional resources for citations:
2. Copyright: As the free-wheeling (some would say anarchic) character
of the early internet has now given way to the assertion of proprietary
control of intellectual property (witness the rise and fall of Napster),
it has become increasingly important to understand and observe the rules
governing copyright.
Take The University of Texas System's "Crash Course in Copyright"
at:
http://www.utsystem.edu/ogc/intellectualproperty/cprtindx.htm
3. Then,
each of you should prepare a page of citations on which you demonstrate through
examples how you intend to cite materials on
your web project. Include books, articles, primary documents and images.
Be sure to observe the rules of copyright. Post your page on Blackboard. Examine
each other's submissions carefully. Offer helpful corrections and other
suggestions wherever they may seem appropriate.
Assignment Ten: What Makes for
Good Web Sites
1. Read the online version of Lynch and Horton, Web Style Guide,
at:
http://www.webstyleguide.com/index.html
2. See also: Paula Petrik, "Top Ten Mistakes in Academic Web
Design,"
History Computer Review (May 2000), at: http://www.archiva.net/essays.html;
and Michael O'Malley, "Building Effective Course Sites: Some Thoughts on
Design for Academic Work," Inventio (Spring 2000) at: http://www.doiiit.gmu.edu/Archives/spring00/momalley_1.html.
3. Refer back also to the two UCLA web sites: Thinking
Critically about World Wide Web Resources and Thinking
Critically about Discipline-Based World Wide Web.
4. Then, make a list of what you consider to be the ten most important
basic
principles of good web design. Write a few sentences describing
each and explaining why they are important.
5. Post your list of principles on the class Blackboard discussion
forum. Read and comment on the principles your fellow students
have posted. As a group, try to come up with a "consensus" list of
approximately ten points.
Selecting a topic and
creating a prospectus.
You will probably need to meet together several times (and/or
to communicate by phone, e-mail or the Lotus Discussion database) to work
out the details of this assignment.
1. First you will need to select a topic that is of interest
to you, that is of historical significance, and which you can complete
before the end of the semester. However, please obtain my approval
before embarking on a project.
3. Explore the topic: what issues are involved, what
resources are available, who among you can do what, etc.
4. Finally, create a Prospectus using the following as a general
guideline.
For an example of a web site created by an earlier team of students,
see: In
the Blink of an Eye: American University Student Activism, 1968-1970.
PROSPECTUS: Title of Project
1. Your name or names (for those working as a team).
2. A brief description of your proposed project and its significance.
3. A preliminary bibliography listing books and articles that
you will use in preparing your project.
4. Web Links and other resources (photographs, sounds, video)
that you will use in creating your project.
5. Describe who will be responsible for the various parts of
the project.
6. Create a schedule or timeline indicating by when both the
individual and collective parts of the project will be done. Work
backwards from the date on which the project is due.
|
Monday,
December 8: (LAST
CLASS).
Presentation of Web Projects.
December 9-17:
Evaluation of Projects
For details,
click on Evaluating Your Web
Project.
Page last updated October 28, 2003.
Please send comments to
bgriff@american.edu.
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