Final Paper/Project

ITP Core 1 requires a final paper or project. The form of this culminating work is up to you, and can be the sort of term paper you are used to, or be a digital/creative project. All projects must fulfill a few goals.

  1. This paper/project should take one of the topics, authors, or lenses we have studied this semester and demonstrate your understanding of how it applies to digital media and pedagogy your own discipline. Even though most of you do not yet know the project you will pursue for your ITP independent study, think of this work as laying the foundation for it. Maybe you want to think about how the data supply chain interacts with the literary canon, or how Friere applies to science education. Maybe you are interested in game-based learning in sociology, or pedagogical breakthroughs like Shaughnessy’s in theater, or understanding how BIPOCs and women have created digital frameworks psychology. These are just examples! You should make sure that what you take up in this paper/project is important to you and the work you want to do in ITP and your classrooms in the future. 
  1. If you opt for a paper, it should be 15-20 pages (5000-7500 words). The citation style isn’t important; use whatever is appropriate to your field.
  1. If you would like to do a digital project, it is harder to specify exact, quantified expectation like it is for a paper. You are encouraged to consult with Lisa and Carlos to make sure the scope and form are feasible by November 30. The project should approximate the same level of engagement and effort that the paper does, and should be presented in a medium that makes sense for the ideas you are laying out. 
  1. The paper or project is due on December 14. Submit your work using the form below.

As always, Carlos and Lisa are here to consult and support you! We encourage you to make reach out if you would like to talk about your topic and project form. 

Project Submission

  • Max. file size: 128 MB.

Lesson Plan Assignment for ITP I

In Brief: We want you to create a lesson plan appropriate for your field, where you will assume an audience of undergraduate students. Your lesson should integrate one or more important concepts in your field with one or more technologies pertinent to those concepts.

Lesson Time: 75 minutes

Assignment Requirements


Write bullet out 3-6 goals that you have for this lesson. What will students learn?


Next to each goal, write out how you will know how successfully students have achieved each goal. One assessment can cover more than one goal! 


Please write out each of the activities you wish students to engage in, and explain how they meet the goals you have set for the lesson.


Please break down your lesson into minutes and write out how much time you will be spending for each activity.


What special materials, if any, will your students need for this lesson?

Sample Lesson

Teaching Students to Use for Critical Reading


  • To teach students the basics of how to use the online annotation tool
  • To reinforce critical reading skills
  • To explicitly explain to students how will help with critical reading


  • I will ask students to perform the following basic tasks: add an annotation, add a tag, add an annotation on an existing annotation. I can easily see on the shared text if students are able to do these tasks, and can work individually with students who need help.
  • We will read and annotate section I of Epictetus’s Enchiridion, not just for practice, but in terms of its content. Based on their annotations, I will be able to assess their critical reading skills in a preliminary way, which will help me shape future discussions around critical reading. As we review students’ annotations as a class, I will explicitly reinforce the idea of how academics hold “conversations” with one another over time and throughout history.

Activities and Timeline

5 Minutes: Attendance, class business, questions from students.

5 minutes: Freewrite: What does the phrase critical reading mean to you?

10 Minutes: PowerPoint presentation on the importance of critical reading, academic inquiry as a conversation that spans history. (Six slides)

15 Minutes: Introduction to What the tool does, how shared annotations can help us learn both faster and better, how it’s important to “talk back” to a text as you’re reading, how we can help each other contextualize the text

15 Minutes: We download the tool or set up the bookmarklet app, sign all students up to the ENG 100.5 group I’ve created, and start experimenting with annotation. Students will receive an assignment to add an annotation, add a tag, and add an annotation to someone else’s annotation. Their annotations and tags should be in the service of helping themselves and the class better understand The Enchiridion. That means: 1. asking a question; 2. Expressing an opinion about something Epictetus has written; 3. Providing historical context (by looking something up and providing a link); 4. Defining a word.

15 Minutes: Discussion of students’ annotations, with live notes about how we can be even more helpful to each other. Live editing during the discussion!

5 Minutes: Wrap-up. Homework assignment: Read and annotate sections II-X of The Enchiridion. You must ask at least three questions, make three comments, provide one link of context (history, biography, etc.), and define one word. It’s more than okay to layer answers on top of other people’s answers!

5 Minutes: cushion in case any of the above activities run over.


Students will not need any materials in addition to ones we’ve already been using for the class (e.g. computer, internet connection, etc.).

Digital Humanities Artifact

Find something that you think of as a digital humanities artifact. This might be something from your field, something pertaining to teaching, a piece of public scholarship, etc. How can digital projects combine critical reflection and pedagogy to do new or interesting things? Here’s an example.

Be ready to talk about this in class on September 14.

Take the Student Survey

Welcome to ITP Core 1! We want to help you have the best semester possible. If you can answer these questions, it will help us do that. Please complete this survey by our first class meeting on August 31.
  • List the name you would like to be called. It does not need to be the name on the roster.
  • The best email for us to reach you. It does not need to be a CUNY email.