Domain of One’s Own

Domain of One's Own - University Faculty-centered Initiative

Pilot in Spring 2013, Cohorts in 2014 and 2015.

Digital media are transforming literacy, scholarship, teaching, and service as well as providing new venues for research, communication, and the creation of networked academic communities. In an increasingly digital and networked world many faculty can miss professional opportunities by limiting their participation in traditional scholarly pathways. By following traditional paths, faculty may often end up with elements of their professional work and identity gathered in singular and often disconnected spaces (binders, folders, conference presentations, publications, etc.). This approach limits the richness and depth of one's work.

Digital pedagogy and scholarship takes a broader view of teaching, research, and service than traditional scholarly practice. A digital domain integrates the values of a faculty member with those of the discipline, department, institution through digital elements and reflective narrative explicitly addressing the integration of values beyond the local environment.

This initiative is designed to support faculty (at all career stages) in developing and moving towards an online identity by owning their own domain.  Faculty involved in this initiative will be contributing to the evolving nature of digital pedagogy and digital scholarship.

Cohort Model

The Domain of One's Own initiative immersed faculty into an interdisciplinary cohort and embraced:

  • Authentic learning
  • Reflective Process
  • Gaining Digital Skills and Knowledge
  • Learning about Digital Scholarship
  • Sharing Expertise and Knowledge
  • Faculty Empowerment

Mixed cohorts - discipline, level of technology comfort, career stage.

Website - fl.umw.domains.com

'Under the Hood' = C Panel

Blogging and Response Encouraged

Weekly basis for one-hour face-to-face

  • 1/2 hour for readings/discussion
  • 1/2 hour for technology

Key Findings

All faculty reported collegial exchange benefits in relationship to digital pedagogy assignments and implementation strategies.

  • Theoretical background knowledge
  • Made cross-curricular connections
  • Responsive and just-in-time support
  • Brainstorming opportunities
  • New applications/ideas for implementation

Evidence of Digital Scholarship

  • Blogging/connect to students in courses
  • Digital portfolio/self and for students
  • Comment Press/scholarly articles written
  • Online Magazine and wiki for a real-world audience
  • Website/Resources

Faculty Shared

"has become a major part of my research life..."

"conversations regarding diverse approaches to domain integration and identity helpful, both in building on scattered digital projects and in terms of conceiving new avenues for online professional development. Having opportunities to share work in progress (including problems) and observe others' projects was helpful in advancing my own work."

"already had a site, .... it gave me the motivation and support to further develop it."