[{"id":38,"date":"2019-11-07T15:57:07","date_gmt":"2019-11-07T15:57:07","guid":{"rendered":"https:\/\/academics.umw.edu\/digital-intensive\/?page_id=38"},"modified":"2025-12-18T15:48:16","modified_gmt":"2025-12-18T20:48:16","slug":"di-and-accessibility","status":"publish","type":"page","link":"https:\/\/academics.umw.edu\/digital-intensive\/di-and-accessibility\/","title":{"rendered":"DI and Accessibility"},"content":{"rendered":"
<\/div>
Digital Intenstive Program<\/div>

DI and Accessibility<\/h1><\/div><\/div><\/div><\/div>\n
\n\n\n\n<\/div><\/div><\/div><\/div>\n<\/section>

DI and Accessibility<\/h2>

Accessibility is important for all courses at UMW, and the kinds of projects and activities typical in digitally intensive classes require special attention to the tools, platforms, and media that students will encounter in a course. The Office of Disability Resources<\/a> can meet with faculty for questions, concerns, and recommended best practices for working with students specific accommodations regarding specific tools and platforms, the office of Digital Learning Support<\/a> can assist in training faculty in accessible tools and course design, and the Digital Knowledge Center<\/a> will be offering tutorials for students to help make sure their projects are accessible as well.<\/span><\/p>

Generally speaking, there are three types of situations where a digitally intensive class should be mindful of accessibility that go above and beyond the fundamental considerations for any course: 1) asking students to use specific tools and platforms to complete assignments, 2) asking students to work with particular platforms for collaboration as in group projects, and 3) asking students to create digital content that is intended for public use.<\/p>

Specific Tools and Platforms<\/h2>

Most digital projects imply the use of a specific tool to accomplish a project, and in keeping with the DI SLO 3, students should be aware of the different capabilities and affordances of those tools as they evaluate and implement the workflow that meets the needs of the project. For a podcast project, that tool might be Audacity or Logic Pro; for a website, that might be WordPress, Grav, or SquareSpace. In all cases, faculty should be mindful of the limitations that certain tools may impose, and whenever similar tools exist, faculty should present students with the most accessible option possible.<\/p>

The Office of Disability Resources can assist in helping faculty review the tools and platforms they use, and many open source projects will publish information about their accessibility. WordPress, for example, has specific guidelines for developers and standards for accessibility<\/a>. Audacity’s documentation<\/a> notes that its current version is an improvement on the past, but that users who wish to use screen reader software may have a better experience with a slightly older version.<\/p>

Collaboration Tools<\/h2>

The second SLO for digitally intensive classes mentions students working collaboratively with digital platforms. This might include sharing a Google Doc to draft an essay together, chatting in a Slack channel, contributing code to a Github repository, or simply using a Canvas group. For each of these platforms, faculty should be aware of how fundamentally accessible these platforms are, but should also provide guidance for all students in using these platforms in a way that communicates clearly to all users. For example, if a particular discussion compels a student to share a meme, they should make to include an alt<\/strong> attribute description of that image, or if a platform doesn’t make that possible, the student sharing the meme should describe it in context.<\/p>

Again, the Office of Disability Resources can offer guidance in selecting accessible tools and advising some best practices in using them. Princeton has published a set of guidelines for “Accessibility in Social Media<\/a>,” and many of these suggestions also apply to communicating within a specific class for collaboration and discussion.<\/p>

Creating Public-facing Digital Content<\/h2>

Many digitally intensive classes will be asking students to create digital content — videos, websites, Twitter bots, etc. — that are intended for public audiences. Designing these works for accessibility is not only consistent with best practices, it also a matter of following the law<\/a>. If we are teaching students to create work that will reach as many people as possible, and if we hope that students will be creating similar work in a professional context someday, it is imperative that we prepare them appropriately.<\/p>

For some types of digital projects, the accessibility dimension is relatively straightforward, if not exactly easy: videos must have captions, podcasts must have transcripts, images on webpages must have alt<\/strong> attributes. But these practices are only the beginning.<\/p>

In practice, many student projects will involve more than one medium, so the instruction for specific projects should ideally consider accessibility from the outset so that students are attuned to specific challenges when they may arise.<\/p>

ODR’s advice for creating accessible content includes recommendations for specific forms of electronic communication<\/a>, and the office of Digital Communication<\/a> provides some links for important context related to ADA. Princeton’s Web Accessibility Guidelines<\/a> provides a useful summary of what students should be aware of as content creators. As these guidelines delineate, making a webpage truly accessible requires far more than simply adding alt<\/strong> attributes. Whenever possible, direct students to use tools like WAVE<\/a> to evaluate the accessibility of their projects and website.<\/p>

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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These workshops give faculty feedback on how the course aligns with the DI learning outcomes, and representatives from key support units (Digital Learning Support, Digital Knowledge Center, Think Lab, and University Libraries) will be present as well to make sure and connect the course with the resources it will need to be successful.<\/p><h2 class=\"wp-block-heading\" id=\"h-fall-2021-workshops\">Fall 2021 Workshops<\/h2><ul class=\"wp-block-list\">\n<li>Thursday, August 19<\/li>\n<\/ul><p class=\"wp-block-paragraph\"> <\/p>\n","protected":false},"excerpt":{"rendered":"<p>WorkshopsFaculty interested in proposing a course to receive designation as Digitally Intensive are strongly encouraged to attend a workshop with the working group. 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The multi-part proposal form will ask for information about each digital intensive <a href=\"https:\/\/academics.umw.edu\/digital-intensive\/learning-outcomes\/\">SLO<\/a>, so proposers should be ready to provide:<\/p><ul class=\"wp-block-list\">\n<li>An assignment name, description, and rationale<\/li>\n\n\n\n<li>Types of assessment<\/li>\n\n\n\n<li>Instructional or other support<\/li>\n\n\n\n<li>Status of student work (public or private)<\/li>\n\n\n\n<li>Sustainability plan (if applicable)<\/li>\n<\/ul><p class=\"wp-block-paragraph\">A sample syllabus is also requested.<\/p><h2 class=\"wp-block-heading\" id=\"h-sample-di-proposals\">Sample DI Proposals<\/h2><p class=\"wp-block-paragraph\"><a href=\"http:\/\/academics.umw.edu\/digital-intensive\/files\/2022\/04\/biol444-proposal.pdf\" target=\"_blank\" rel=\"noopener\">BIOL 444: Bioinformatics, Theresa Grana<\/a><\/p><p class=\"wp-block-paragraph\"><a href=\"http:\/\/academics.umw.edu\/digital-intensive\/files\/2022\/04\/geog250-proposal.pdf\" target=\"_blank\" rel=\"noopener\">GEOG 250:Introduction to Geographic Information Systems and Cartography, Stephen Hanna<\/a><\/p><h2 class=\"wp-block-heading\" id=\"h-deadlines-for-2024-25\">Deadlines for 2024-25<\/h2><ul class=\"wp-block-list\">\n<li><em>Spring 2025 courses: <\/em>proposals should be received by <strong>September 6, 2024<\/strong><\/li>\n\n\n\n<li>S<em>ummer 2025 courses: <\/em>proposals should be received by <strong>October 28, 2024<\/strong><\/li>\n\n\n\n<li><em>Fall 2025 courses:<\/em> proposals should be received by <strong>January 24, 2025<\/strong><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>ProposalsTo propose a course to be designated as Digitally Intensive, interested faculty should use the “Add a Designation to a Course” proposal workflow in CIM. The multi-part proposal form will ask for information about each digital intensive SLO, so proposers should be ready to provide:A sample syllabus is also requested.Sample DI ProposalsBIOL 444: Bioinformatics, Theresa […]<\/p>\n","protected":false},"author":4461,"featured_media":0,"parent":0,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"umw_cb_additional_links":[[]],"_advisory_expires_time":"","_advisory_meta_include":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-11","page","type-page","status-publish","entry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v28.0 (Yoast SEO v28.0) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Proposals - Digital Intensive Program<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/academics.umw.edu\/digital-intensive\/proposals\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Proposals\" \/>\n<meta property=\"og:description\" content=\"ProposalsTo propose a course to be designated as Digitally Intensive, interested faculty should use the “Add a Designation to a Course” proposal workflow in CIM. The multi-part proposal form will ask for information about each digital intensive SLO, so proposers should be ready to provide:A sample syllabus is also requested.Sample DI ProposalsBIOL 444: Bioinformatics, Theresa […]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/academics.umw.edu\/digital-intensive\/proposals\/\" \/>\n<meta property=\"og:site_name\" content=\"Digital Intensive Program\" \/>\n<meta property=\"article:modified_time\" content=\"2025-12-18T20:47:26+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"1 minute\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/academics.umw.edu\\\/digital-intensive\\\/proposals\\\/\",\"url\":\"https:\\\/\\\/academics.umw.edu\\\/digital-intensive\\\/proposals\\\/\",\"name\":\"Proposals - Digital Intensive Program\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/academics.umw.edu\\\/digital-intensive\\\/#website\"},\"datePublished\":\"2019-09-03T18:17:29+00:00\",\"dateModified\":\"2025-12-18T20:47:26+00:00\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/academics.umw.edu\\\/digital-intensive\\\/proposals\\\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/academics.umw.edu\\\/digital-intensive\\\/proposals\\\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/academics.umw.edu\\\/digital-intensive\\\/proposals\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\\\/\\\/academics.umw.edu\\\/digital-intensive\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Proposals\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/academics.umw.edu\\\/digital-intensive\\\/#website\",\"url\":\"https:\\\/\\\/academics.umw.edu\\\/digital-intensive\\\/\",\"name\":\"Digital Intensive Program\",\"description\":\"University of Mary Washington\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/academics.umw.edu\\\/digital-intensive\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"}]}<\/script>\n<!-- \/ Yoast SEO Premium plugin. -->","yoast_head_json":{"title":"Proposals - Digital Intensive Program","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/academics.umw.edu\/digital-intensive\/proposals\/","og_locale":"en_US","og_type":"article","og_title":"Proposals","og_description":"ProposalsTo propose a course to be designated as Digitally Intensive, interested faculty should use the “Add a Designation to a Course” proposal workflow in CIM. The multi-part proposal form will ask for information about each digital intensive SLO, so proposers should be ready to provide:A sample syllabus is also requested.Sample DI ProposalsBIOL 444: Bioinformatics, Theresa […]","og_url":"https:\/\/academics.umw.edu\/digital-intensive\/proposals\/","og_site_name":"Digital Intensive Program","article_modified_time":"2025-12-18T20:47:26+00:00","twitter_card":"summary_large_image","twitter_misc":{"Est. reading time":"1 minute"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/academics.umw.edu\/digital-intensive\/proposals\/","url":"https:\/\/academics.umw.edu\/digital-intensive\/proposals\/","name":"Proposals - Digital Intensive Program","isPartOf":{"@id":"https:\/\/academics.umw.edu\/digital-intensive\/#website"},"datePublished":"2019-09-03T18:17:29+00:00","dateModified":"2025-12-18T20:47:26+00:00","breadcrumb":{"@id":"https:\/\/academics.umw.edu\/digital-intensive\/proposals\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/academics.umw.edu\/digital-intensive\/proposals\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/academics.umw.edu\/digital-intensive\/proposals\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/academics.umw.edu\/digital-intensive\/"},{"@type":"ListItem","position":2,"name":"Proposals"}]},{"@type":"WebSite","@id":"https:\/\/academics.umw.edu\/digital-intensive\/#website","url":"https:\/\/academics.umw.edu\/digital-intensive\/","name":"Digital Intensive Program","description":"University of Mary Washington","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/academics.umw.edu\/digital-intensive\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"}]}},"acf":[],"_links":{"self":[{"href":"https:\/\/academics.umw.edu\/digital-intensive\/wp-json\/wp\/v2\/pages\/11","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/academics.umw.edu\/digital-intensive\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/academics.umw.edu\/digital-intensive\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/academics.umw.edu\/digital-intensive\/wp-json\/wp\/v2\/users\/4461"}],"replies":[{"embeddable":true,"href":"https:\/\/academics.umw.edu\/digital-intensive\/wp-json\/wp\/v2\/comments?post=11"}],"version-history":[{"count":0,"href":"https:\/\/academics.umw.edu\/digital-intensive\/wp-json\/wp\/v2\/pages\/11\/revisions"}],"wp:attachment":[{"href":"https:\/\/academics.umw.edu\/digital-intensive\/wp-json\/wp\/v2\/media?parent=11"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":12,"date":"2019-09-03T17:18:53","date_gmt":"2019-09-03T17:18:53","guid":{"rendered":"https:\/\/academics.umw.edu\/digital-intensive\/?page_id=12"},"modified":"2025-12-18T15:46:22","modified_gmt":"2025-12-18T20:46:22","slug":"rationale","status":"publish","type":"page","link":"https:\/\/academics.umw.edu\/digital-intensive\/rationale\/","title":{"rendered":"Rationale"},"content":{"rendered":"<?xml encoding=\"utf-8\" ?><section class=\"wp-block-umw-hero alignfull umw-custom-block umw-hero umw-hero--dark-text umw-hero--media-float-right umw-hero--white umw-hero--with-no-media\"><div class=\"umw-hero__inner\"><div class=\"umw-hero__media\"><\/div><div class=\"umw-hero__title\"><div class=\"container\"><div class=\"umw-hero__title__wrapper\"><div class=\"umw-hero__eyebrow\">Digital Intenstive Program<\/div><h1 class=\"umw-hero__title__header\">Rationale<\/h1><\/div><\/div><\/div><\/div>\n<div class=\"wp-block-umw-hero-ctas alignfull\"><div class=\"umw-hero__links\"><div class=\"container\"><div class=\"umw-hero__links__wrapper\">\n\n\n\n<\/div><\/div><\/div><\/div>\n<\/section><h2 class=\"wp-block-heading\" id=\"h-rationale\">Rationale<\/h2><p class=\"wp-block-paragraph\">UMW must prepare our students to live, work, and serve effectively in this Age of Accelerations; thus, a Digital Intensive course will intentionally foster the ability in our students to consume and produce digital knowledge, as well as to creatively adapt to emerging technology. The Digital Intensive course requirement will ensure that all students, regardless of major, will develop digital fluency during their time at the University. As <a href=\"http:\/\/umwdtlt.com\/wp-content\/uploads\/2018\/04\/FinalDigitalFluencyReport.pdf\">defined by the Digital Fluency Working Group<\/a>, advanced digital fluency is the ability to consume and produce digital knowledge critically, ethically, and responsibly, as well as to creatively adapt to emerging technology. This incorporates information literacy, knowledge production and creativity, critical thinking paired with ethical actions, social awareness in the digital environment, and the evolving nature of what is understood as “digital.” These skills are necessary for UMW graduates as they move through an increasingly digital and interconnected world.<\/p><p class=\"wp-block-paragraph\">In Digital Intensive courses, students will build on information literacy foundations developed in the First Year Seminar to work toward advanced digital fluency. This will serve as an across-the-curriculum requirement, where these principles and skills will be presented in appropriate ways that may be unique to each learning context or discipline. This will ensure that every student would develop demonstrable digital fluency skills and capabilities, with the ability to adapt to the inevitable changes in the digital landscape.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>RationaleUMW must prepare our students to live, work, and serve effectively in this Age of Accelerations; thus, a Digital Intensive course will intentionally foster the ability in our students to consume and produce digital knowledge, as well as to creatively adapt to emerging technology. The Digital Intensive course requirement will ensure that all students, regardless […]<\/p>\n","protected":false},"author":4461,"featured_media":0,"parent":0,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"umw_cb_additional_links":[[]],"_advisory_expires_time":"","_advisory_meta_include":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-12","page","type-page","status-publish","entry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v28.0 (Yoast SEO v28.0) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Rationale - Digital Intensive Program<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/academics.umw.edu\/digital-intensive\/rationale\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Rationale\" \/>\n<meta property=\"og:description\" content=\"RationaleUMW must prepare our students to live, work, and serve effectively in this Age of Accelerations; thus, a Digital Intensive course will intentionally foster the ability in our students to consume and produce digital knowledge, as well as to creatively adapt to emerging technology. 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Under each heading, bullet points delineate the specific features of an assignment or course that would allow students to complete that SLO. The <a href=\"https:\/\/academics.umw.edu\/digital-intensive\/rubric\/\">rubric<\/a> includes a more detailed explanation of the criteria for each SLO.<\/p><h3 class=\"wp-block-heading\" id=\"h-successfully-locates-and-critically-evaluates-information-using-the-internet-library-databases-and-or-other-digital-tools\">Successfully locates and critically evaluates information using the Internet, library databases, and\/or other digital tools<\/h3><ul class=\"wp-block-list\">\n<li>Uses digital technologies relevant to the discipline<\/li>\n\n\n\n<li>Uses digital information in an ethical manner<\/li>\n\n\n\n<li>Demonstrates awareness of legal, social, and\/or cultural issues surrounding the use of digital information<\/li>\n<\/ul><h3 class=\"wp-block-heading\" id=\"h-uses-digital-tools-to-safely-ethically-and-effectively-produce-and-exchange-information-and-ideas\">Uses digital tools to safely, ethically, and effectively produce and exchange information and ideas<\/h3><ul class=\"wp-block-list\">\n<li>Creatively uses digital text, media, and\/or data<\/li>\n\n\n\n<li>Works collaboratively to exchange and share information<\/li>\n\n\n\n<li>Works with digital tools to produce new information resources<\/li>\n\n\n\n<li>Demonstrates knowledge of legal, social, and\/or cultural contexts of digital information production<\/li>\n<\/ul><h3 class=\"wp-block-heading\" id=\"h-creatively-adapts-to-emerging-and-evolving-technology\">Creatively adapts to emerging and evolving technology<\/h3><ul class=\"wp-block-list\">\n<li>Identifies and evaluates digital tools needed for the design and development of projects<\/li>\n\n\n\n<li>Develops an independent and critical approach to solving technology and information challenges<\/li>\n\n\n\n<li>Develops digital and\/or professional identity in relation to different audiences<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Learning OutcomesThe Student Learning Outcomes (SLOs) for the Digital Intensive requirement are listed as headings below. Under each heading, bullet points delineate the specific features of an assignment or course that would allow students to complete that SLO. The rubric includes a more detailed explanation of the criteria for each SLO.Successfully locates and critically evaluates […]<\/p>\n","protected":false},"author":4461,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"umw_cb_additional_links":[[]],"_advisory_expires_time":"","_advisory_meta_include":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-9","page","type-page","status-publish","entry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v28.0 (Yoast SEO v28.0) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Learning Outcomes - Digital Intensive Program<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/academics.umw.edu\/digital-intensive\/learning-outcomes\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Learning Outcomes\" \/>\n<meta property=\"og:description\" content=\"Learning OutcomesThe Student Learning Outcomes (SLOs) for the Digital Intensive requirement are listed as headings below. Under each heading, bullet points delineate the specific features of an assignment or course that would allow students to complete that SLO. 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This rubric will be used to assess the program, but it should also be helpful to faculty as they design or adapt courses to fit into DI.<\/p><figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td colspan=\"5\"><br><span style=\"font-weight: 400;\"><strong>SLO 1: Successfully locates and critically evaluates information using the Internet, library databases, and other digital tools<\/strong><\/span><br><\/td><\/tr><tr><td colspan=\"2\"><b>Fluent<\/b><\/td><td><strong>Proficient<\/strong><\/td><td><strong>Somewhat proficient<\/strong><\/td><td><strong>Not proficient<\/strong><\/td><\/tr><tr><td colspan=\"2\"><span style=\"font-weight: 400;\">Accurately discovers and assesses sources, including their content, the process by which they were created, and the context in which they exist. Demonstrates a thorough understanding of the rights of other content creators, including privacy, intellectual property, and\/or terms of service agreements, as well as the implications of those rights on content usage. Successfully and extensively uses technologies relevant to the discipline under study to discover information. <\/span><\/td><td><span style=\"font-weight: 400;\">Trusts only accurate, credible, and reliable sources. Understands sources’ content and context. Understands and respects the rights of other content creators, including privacy, reputation, intellectual property, and terms of service agreements. Successfully uses technologies relevant to the discipline under study to discover information. <\/span><\/td><td><span style=\"font-weight: 400;\">Tries to select only accurate, credible, and reliable sources, and has partial success. Exhibits some understanding of sources’ content and context. Tries to respect others’ rights, but may misunderstand what those rights are and how they work. Attempts to use at least one technology relevant to the discipline under study to discover information. <\/span><\/td><td><span style=\"font-weight: 400;\">Trusts inaccurate and unreliable sources. Violates intellectual property rights, privacy rights, and\/or terms of service agreements. Cites sources, but gives little indication of having read them, or fails to use sources at all. Does not use any technologies relevant to the discipline under study to discover information<\/span><span style=\"font-weight: 400;\">. <\/span><\/td><\/tr><tr><td colspan=\"5\"><strong><br><\/strong><span style=\"font-weight: 400;\"><strong>SLO 2: Uses digital tools to safely, ethically, and effectively produce and exchange information and ideas<\/strong><\/span><strong><br><\/strong><\/td><\/tr><tr><td colspan=\"2\"><b>Fluent<\/b><\/td><td><b>Proficient<\/b><\/td><td><b>Somewhat proficient<\/b><\/td><td><b>Not proficient<\/b><\/td><\/tr><tr><td colspan=\"2\"><span style=\"font-weight: 400;\">Uses digital tools to produce works that are new, innovative and\/or impactful in the discipline. Works collaboratively and exchanges information with other students or readers using digital technologies in a responsible manner. Demonstrates a thorough understanding of personal risks and rights associated with digital artifact creation. Provides credit and extensive information about digital content created by others.<\/span><\/td><td>Uses digital tools to produce required projects. Works collaboratively and exchanges information with other students or readers using digital technologies in a responsible manner. Demonstrates an understanding of personal risks and rights associated with digital artifact creation. Gives credit to digital content creators.<\/td><td><span style=\"font-weight: 400;\">Attempts to use digital tools for content creation or collaboration but uses them incorrectly or unsuccessfully. Begins to understand personal risks and rights associated with digital artifact creation. Credits digital content creators, but in a way that makes it difficult to find the original source. <\/span><\/td><td><span style=\"font-weight: 400;\">Does not attempt to use digital tools for content creation or collaboration. Fails to understand personal risks and rights associated with digital artifact creation. Fails to give credit to digital content creators. Spreads false or misleading information. <\/span><\/td><\/tr><tr><td colspan=\"5\"><br><span style=\"font-weight: 400;\"><strong>SLO 3: Creatively adapts to emerging and evolving technology<\/strong><\/span><br><\/td><\/tr><tr><td colspan=\"2\"><b>Fluent<\/b><\/td><td><b>Proficient<\/b><\/td><td><b>Somewhat proficient<\/b><\/td><td><b>Not proficient<\/b><\/td><\/tr><tr><td colspan=\"2\"><span style=\"font-weight: 400;\">Selects and evaluates multiple digital tools for project purposes. Chooses the tool(s) most relevant to the project goals. Independently discovers resources for tool functionality. Actively searches out and implements solutions for technology challenges. Trouble-shoots technology problems until they are resolved or a different avenue is found. Creatively and purposefully makes choices regarding digital project work to build the desired digital and\/or professional identity.  <\/span><\/td><td><span style=\"font-weight: 400;\">Selects and evaluates multiple digital tools for project purposes. Understands where and how to search for solution information, but may require assistance for implementation. Attempts trouble-shooting until problem is resolved or all potential solutions are exhausted. Considers digital and\/or professional identity in project work and actively chooses how to incorporate that work. <\/span><\/td><td><span style=\"font-weight: 400;\">Selects one or two standard tools for projects. Uses some of the relevant features of these tools. Limited independent discovery of tool functionality. Attempts trouble-shooting one or two times but may leave the problem unresolved without exhausting options. Considers digital and\/or professional identity in project work, but may not actively work to build upon that identity.<\/span><\/td><td><span style=\"font-weight: 400;\">Does not attempt to discover new or useful tools and\/or tool features for projects. Misunderstands or overlooks important features of these tools, or avoids new technology altogether. Fails to consider digital and\/or professional identity during project creation. <\/span><\/td><\/tr><\/tbody><\/table><\/figure><p class=\"wp-block-paragraph\"> <\/p>\n","protected":false},"excerpt":{"rendered":"<p>RubricThe rubric below lists criteria identifying four levels of proficiency with respect to the Digital Intensive program. This rubric will be used to assess the program, but it should also be helpful to faculty as they design or adapt courses to fit into DI. SLO 1: Successfully locates and critically evaluates information using the Internet, […]<\/p>\n","protected":false},"author":4461,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"umw_cb_additional_links":[[]],"_advisory_expires_time":"","_advisory_meta_include":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-6","page","type-page","status-publish","entry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v28.0 (Yoast SEO v28.0) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Rubric - Digital Intensive Program<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/academics.umw.edu\/digital-intensive\/rubric\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Rubric\" \/>\n<meta property=\"og:description\" content=\"RubricThe rubric below lists criteria identifying four levels of proficiency with respect to the Digital Intensive program. 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This website is intended for anyone interested in learning more about the new requirement, and for faculty, these pages include guidelines and procedures for designating a class as DI.<\/p><h2 class=\"wp-block-heading\" id=\"h-background\">Background<\/h2><p class=\"wp-block-paragraph\">The need for a Digital Intensive requirement came about as a result of the report by the Digital Fluency Working group in 2018. As part of the new curriculum, DI courses will help prepare students to live, work, and serve effectively in the world that is emerging in response to technology.<\/p><h2 class=\"wp-block-heading\" id=\"h-student-learning-outcomes\">Student Learning Outcomes<\/h2><p class=\"wp-block-paragraph\">All courses designated as Digitally Intensive should include assignments or other structured activities so that students will meet the following learning outcomes.<\/p><ul class=\"wp-block-list\">\n<li>Students will successfully locate and critically evaluate information using the Internet, library databases, and\/or other digital tools.<\/li>\n\n\n\n<li>Students will use digital tools to safely, ethically, and effectively produce and exchange information and ideas.<\/li>\n\n\n\n<li>Students will creatively adapt to emerging and evolving technology.<\/li>\n<\/ul><h2 class=\"wp-block-heading\" id=\"h-di-committee\">DI Committee<\/h2><p class=\"wp-block-paragraph\">The Digital Intensive program is overseen by an advisory committee appointed by the <a href=\"http:\/\/ufc.umw.edu\">UFC<\/a>. This committee’s main responsibility is to report directly to UFC with recommendations for courses approved for DI designation.<\/p><h3 class=\"wp-block-heading\" id=\"h-2024-25-committee\">2024-25 Committee<\/h3><ul class=\"wp-block-list\">\n<li>Kalpesh Bhatt (Classics, Philosophy and Religion), Chair<\/li>\n\n\n\n<li>Andi Smith (Historic Preservation), Secretary<\/li>\n\n\n\n<li>Jason Robinson (Studio Art)<\/li>\n\n\n\n<li>Ex Officio, Library: Angie Kemp<\/li>\n\n\n\n<li>Ex Officio, Digital Learning Support: Jerry Slezak, Cartland Berge, Shannon Hauser<\/li>\n<\/ul><h3 class=\"wp-block-heading\" id=\"h-2023-24-committee\">2023-24 Committee<\/h3><ul class=\"wp-block-list\">\n<li>Swati Agrawal (Biology), Chair<\/li>\n\n\n\n<li>Brenta Blevins (English and Linguistics), Secretary<\/li>\n\n\n\n<li>Ex Officio, Library: Angie Kemp<\/li>\n\n\n\n<li>Ex Officio, Digital Learning Support: Jerry Slezak, Cartland Berge, Shannon Hauser<\/li>\n\n\n\n<li>Kalpesh Bhatt (Classics, Philosophy and Religion)<\/li>\n<\/ul><h3 class=\"wp-block-heading\" id=\"h-2022-23-committee\">2022-23 Committee<\/h3><ul class=\"wp-block-list\">\n<li>Melina Patterson (Geography), Chair<\/li>\n\n\n\n<li>Swati Agrawal (Biology), Secretary<\/li>\n\n\n\n<li>Ex Officio, Library: Angie Kemp<\/li>\n\n\n\n<li>Ex Officio, Digital Learning Support: Jerry Slezak, Cartland Berge, Shannon Hauser<\/li>\n\n\n\n<li>Brenta Blevins (English and Linguistics)<\/li>\n<\/ul><h3 class=\"wp-block-heading\" id=\"h-2021-22-committee\">2021-22 Committee<\/h3><ul class=\"wp-block-list\">\n<li>Melina Patterson (Geography),<\/li>\n\n\n\n<li>Swati Agrawal (Biology), Secretary<\/li>\n\n\n\n<li>Ex Officio, Library: Angie Kemp<\/li>\n\n\n\n<li>Ex Officio, Digital Learning Support: Jerry Slezak<\/li>\n\n\n\n<li>Zach Whalen (Communication and Digital Studies), Chair<\/li>\n<\/ul><h3 class=\"wp-block-heading\" id=\"h-pre-2021\">Pre – 2021<\/h3><p class=\"wp-block-paragraph\">The 2019 – 2021 Digital Intensive Working Group consisted of Zach Whalen (CAS), Janine Davis (COE) and Angie Kemp (Libraries), Debra Schleef (Institutional Effectiveness), Jerry Slezak (Digital Learning Support), Cartland Berge (Digital Knowledge Center), and Shannon Hauser (ThinkLab).<\/p><p class=\"wp-block-paragraph\"> <\/p>\n","protected":false},"excerpt":{"rendered":"<p>Digital Intenstive ProgramThe Digital Intensive requirement is a new across-the-curriculum requirement included in the “Connections” category of the 2020 General Education Curriculum. This website is intended for anyone interested in learning more about the new requirement, and for faculty, these pages include guidelines and procedures for designating a class as DI.BackgroundThe need for a Digital […]<\/p>\n","protected":false},"author":21,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"umw_cb_additional_links":[[]],"_advisory_expires_time":"","_advisory_meta_include":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-2","page","type-page","status-publish","entry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v28.0 (Yoast SEO v28.0) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Digital Intensive Program - Digital Intensive Program<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/academics.umw.edu\/digital-intensive\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Digital Intensive Program\" \/>\n<meta property=\"og:description\" content=\"Digital Intenstive ProgramThe Digital Intensive requirement is a new across-the-curriculum requirement included in the “Connections” category of the 2020 General Education Curriculum. 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