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Other Presenters Include:
Dr. Gretechen Skivington, Romance Languages Professor
Dan Thurston, Marine Veteran (Vietnam Era)
Marlu Martens, EHS Debate and Speech Student
Jacob Park, GBC VRC Coordinator
Dr. Scott Gavorsky, History Professor/
Vitural Humanities Center
Karen Lloyd, U.S. Library of Congress Veterans History Project
For more information about
both events, call
775.753.2346
�
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Virtual Humanities Center at Great Basin College - Records
Description
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<p>Repository of meeting minutes, memorandums-of-understanding (MOUs), and other organizational documents generated by the Virtual Humanities Center at Great Basin College in relation to managing the NEH Challenge Grant and related projects.</p>
<p>Access to specific materials may be limited by administrators for legal or human resources purposes.</p>
<p>Note: Archive deposit agreements are stored in the collections of the deposited materials, and administrator access is required.</p>
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Scott A. Gavorsky
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Virtual Humanities Center at Great Basin College
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10 May 2016
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All rights reserved. Use of any content only by express permission of Great Basin College © 2016
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English
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Mostly pdf
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Poster for 2018 Veteran Writers Worskhop and Caleb Cage Reading
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Poster for the 2018 Veteran Writers Workshop held at GBC on 30 and 21 January 2018, in conjunction with the 34th National Cowboy Poetry Gathering. Also features the poster for the book reading by Caleb Cage from "Desert Momentos: Stories of Iraq and Nevada" on 29 January 2018.
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Great Basin College Veteran Resource Center
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pdf file; 17 x 11 inches
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English
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https://humanities.gbcnv.edu/omeka/files/original/8ec55b596afa48fae4c1ca6ef90f6383.pdf
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Virtual Humanities Center at Great Basin College (formerly NEH Humanities Grant Ad-Hoc Committee) Annual Report to Faculty Senate and Request for Renewal of Ad-Hoc Status 13 May 2016 Since 2013, the Committee managing the National Endowment for the Humanities (NEH) Humanities Grant has operated under annual ad-hoc status from the GBC Faculty Senate. This year, we have formally adopted the name the Virtual Humanities Center at Great Basin College (VHC). We are currently completing the third year of a 5-year challenge grant. We present this report of our activities for the 2015-2016 academic year and a request for continued status as an ad-hoc committee of the GBC Faculty Senate. Summary of 2015-2016 Activities With the completion of the basic digital infrastructure, the VHC has concentrated this year on developing content for the project, particularly content related to the current biennial theme of “Design for the Human Spirit.” This process is in accordance with our Mission Statement: Great Basin College, through its Virtual Humanities Center, seeks to collect, curate, and cultivate the humanities for rural Nevada. With these goals in mind, the activities of the VHC for 2015-2016 were as follows: Collect (incorporation of materials solicited by VHC to build digital archive database): Arrangement with the Elko Euzkaldunak Club (Elko Basque Club) to house the collection of Elko National Basque Festival Programs from the last half century. Vince J. Juaristi, a member of the Great Basin College Institutional Advisory Board, has deposited the articles from his current “Intertwined” series in the Elko Daily Free Press with VHC. These are now available online, with new articles available as they are published. Incorporation of select articles from the Northeastern Nevada Historical Society Quarterly. The articles concerned local Basque topics, and were identified by Gretchen Skivington as part of her sabbatical research. Many of these articles were originally produced by Northern Nevada Community College / Great Basin College students. New additions made to the Humanities Toolkit include items related to the Discussions faculty in-service workshop and documents for other faculty in-services on distance learning and digital technology by Lisa Frazier and Carrie Meisner. VHC continues to solicit faculty contributions to the Humanities Toolkit. Continued incorporation of Great Basin Indian Archive (GBIA) materials into the VHC database. This process has been slower than anticipated due to negotiations with the University of Utah concerning streaming videos (see below). Hosting live streaming of the Western Folklife Center/Nevada Humanities speakers at the Cowboy Poetry Gathering, Nicholas Vrooman and Dan Flores, and subsequent incorporation of the streams into the VHC database. �Virtual Humanities Center Annual Report to Faculty Senate – 2015-2016 Page 2 Curate (materials originating outside of VHC which will be managed / presented by VHC): Worked with the Great Basin Indian Archives (GBIA) and the University of Utah (U of U) for complete full-time streaming of the Western Shoshone Oral Histories currently housed at the GBC Library. U of U will provide streaming capacity and technical support, while VHC was continue to maintain the searchable database based on the transcripts as well as feeds from U of U. This arrangement will also secure the ability of VHC to host Shoshoni translations of the transcripts as well. Incorporation of the local Basque oral histories and other materials collected and cataloged by Dr. Gretchen Skivington during her recent sabbatical research semester. The VHC recorded and has made available the interviews with Elko World War II veterans Ted Blohm and Dr. George Winch, Sr. which were conducted as part of GBC’s Black & White Movie Night organized by Prof. Stephen Theriault. Worked with the GBC Diversity Committee to make available the presentation by the University of Utah’s Kurt Güner on “Inclusivity in the Classroom,” which is being incorporated into the Humanities Toolkit. Incorporated the “GBC Talks! Program” in the VHC database to make available to the public. VHC arranged for live streaming and recording of the talk by Deepa Willingham sponsored by Rotary International, and attended by Rotarians at GBC centers throughout the service area. Continued working with other GBC publications such as Argentum and Tortoise Talk to place copies of their works into the VHC database. Cultivate (events or activities arranged to promote humanities at GBC and in its communities): The development of the “Elkokoak: The Basques of Elko” online exhibit in conjunction with the Smithsonian Institution’s celebration of Basque culture at the 2016 Folklife Festival. The online exhibit features oral histories of local Basques, articles from the Northeastern Nevada Historical Society Quarterly, the collection of Elko National Basque Festival programs, Mr. Juaristi’s articles, and other materials. This exhibit will be permanent. Hosted two faculty in-service faculty workshops on incorporating humanities approaches into teaching. The Spring 2016 in-service on discussions was very well attended and the feedback received by VHC was overwhelmingly positive. The incorporation of a calendar of Northern Nevada Humanities events into the finalized design of the humanities.gbcnv.edu website. Arrangements made with the Western Folklife Center and the Northeastern Nevada Museum for future projects and mutual support in the development of digital humanities projects. Similar relationships are being negotiated with the California Trail Interpretative Center and other partners. Hosted a meeting with Ken Waldman, an Alaskan musician and writer who specializes in education-oriented projects, as well as GEARUP and local school district personnel to discuss the possibility of a joint humanities project across the GBC service area. Began development of an occasional podcast series of local issues and interviews, tentatively entitled “Conversations from the Great Basin.” �Virtual Humanities Center Annual Report to Faculty Senate – 2015-2016 Page 3 A Tri-Caster system was acquired with NEH grant funding to provide GBC with the opportunity to do multi-camera presentations for events. A number of faculty are using VHC content, particularly streaming videos of talks, as extra credit opportunities for students. This year, Deepa Willingham’s and Nicholas Vrooman’s talks have been the most commonly reported as used. Produced a short video on the foundation of Great Basin College. This video, debuted at the Fall 2015 Convocation, is the first in a series entitled “Designing a College for Rural Nevada.” This series will be expanded as part of the GBC 50th anniversary celebrations. Although the HUM 111 Gateway Course for the Humanities was successfully piloted last year, further development has been halted pending a proposed redesign of the Arts and Letters Department’s course offerings and potential new Gen Ed assessment requirements. Fundraising: The VHC has also been working with the GBC Foundation to complete fundraising for the VHC Endowment. At the beginning of the current fiscal year (1 July 2016), approximately $290,000 was needed to achieve the funding milestone for this year. Although fundraising has been slower than anticipated, we are happy to report that it appears that the VHC will achieve its fundraising goal by 30 June 2016. This milestone will release $150,000 of NEH funding for the endowment, enabling the VHC to remain on target for raising $1,000,000 in nonfederal funds and obtaining $500,000 in federal funds by 31 July 2019. As the endowment continues to build, and interest is earned, payments will be made quarterly for approved expenses outlined in the NEH proposal budget. The VHC has also worked with the GBC Foundation to refine a fundraising approach more tailored to the GBC service area. Note that collectively these activities met the goals set by the VHC in its 2014-2015 Report to Faculty Senate. ACTION REQUESTED: Renewal of Ad-Hoc Committee Status for 2016-2017 The NEH Humanities Grant is a five-year challenge grant, and we are currently completing the third year of the grant. The VHC requests that the GBC Faculty Senate renew the Center’s ad hoc status for the coming academic year. Planned activities for 2016-2017 currently include: 1. Continued endowment fundraising to complete matching the NEH Challenge Grant. Approximately $100,000 remains to be raised to complete the 2:1 match goal of raising $1 million for the VHC Endowment. This activity will be conducted in conjunction with the GBC Foundation. 2. Continued coordination of activities within a two-year theme: “Design for the Human Spirit,” including preparation of materials for the GBC 50th anniversary celebrations. 3. Planned faculty workshop activities centered on integrating humanities content in the design of classes, research, or community-oriented projects. �Virtual Humanities Center Annual Report to Faculty Senate – 2015-2016 Page 4 4. Completion of the humanities.gbcnv.edu website over Summer 2016, including increased usability and search capacities. 5. Conduct a complete cataloging of current GBIA holdings at GBC. This project, starting in the Summer 2016, will provide a complete record of GBIA holdings and allow tracking of materials through the current ongoing digitization process. 6. Development of a project with the Northeastern Nevada Museum to digitize and place into the VHC database the complete collection of Quarterly journals. This project is intended to be multi-year and supported in part by additional outside grants. 7. A potential state-wide project is being developed in conjunction with Ken Waldman, GEARUP, Great Basin Writer’s Project, and local school districts to develop a digital presentation of local writing and art work from the communities in GBC’s service area. 8. Continue building partnerships with both GBC components such as the Great Basin Indian Archive, community organizations such as the museums, and other academic institutions. 9. Acquisition and installation of additional lecture-capture capability. Funding remains in the grant for the equivalent of two more MediaSite permanent installations. VHC is currently working with various departments to establish need and support capability for these systems.
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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Virtual Humanities Center at Great Basin College - Records
Description
An account of the resource
<p>Repository of meeting minutes, memorandums-of-understanding (MOUs), and other organizational documents generated by the Virtual Humanities Center at Great Basin College in relation to managing the NEH Challenge Grant and related projects.</p>
<p>Access to specific materials may be limited by administrators for legal or human resources purposes.</p>
<p>Note: Archive deposit agreements are stored in the collections of the deposited materials, and administrator access is required.</p>
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Scott A. Gavorsky
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Virtual Humanities Center at Great Basin College
Date
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10 May 2016
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All rights reserved. Use of any content only by express permission of Great Basin College © 2016
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English
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Mostly pdf
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Documents such as transcripts, pdf files, legal documents, letters, etc.
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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2016 Annual Report to GBC Faculty Senate
Description
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Annual report of activities of the Virtual Humanities Center at Great Basin College (VHC) Ad-Hoc Committee to the Great Basin College Faculty Senate, submitted for the 13 May 2016 Faculty Senate meeting. The report covers activities undertaken during the 2015-2016 academic year, and a request for continued status as an ad hoc committee.
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Scott A. Gavorsky
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Virtual Humanities Center of Great Basin College
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13 May 2016
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All rights reserved. Use of any content only by express permission of Great Basin College © 2016
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pdf; 4 pages
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English
-
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GBC Virtual Humanities Center (VHC) Review Report for HUM 111 Course 27 May 2015 This report presents the review by the VHC’s NEH Challenge Grant Committee of the HUM 111 course pilot program, looking at the HUM 111 courses taught in Fall 2014 and Spring 2015. The purpose of the review was to assess whether the HUM 111 courses were meeting the design goals set out by the VHC and the requirements of the NEH Challenge Grant, and to offer recommendations. Background As part of the National Endowment for the Humanities (NEH) Challenge Grant awarded to GBC in 2013, GBC committed to a “refurbishment” of the Humanities 101 seminar. The goal as stated in the grant proposal was “expose first-year students to core humanities concepts and approaches” (GBC Proposal, 2013). Part of the refurbishment was to incorporate material from other components of the VHC focusing on Northeastern Nevada to ground students in how the humanities impact their current and future experiences, to be achieved by a small-course model of no more than 30 students. Given GBC’s service area, the primary platform for the course should be online. The intent was to pilot a revised HUM 101 course and potentially institutionalize it as a core requirement for associate degrees if the pilot proved successful. When design work on the refurbishment began in the first year of the grant (academic year 20132014), a problem was noted in that the HUM 101 designation in the Nevada System of Higher Education (NSHE) Common Course Numbering System indicated a course focusing solely on the Classical Antiquity through Renaissance periods. The HUM 101 course was designed as part of a paired chronological sequence, with the HUM 102 course covering the period from the Renaissance to the modern day. Given these constraints, the HUM 101 would not meet the grant proposal’s requirement for a “refurbishment” of a single humanities survey-level course. Course Design Goals The VHC moved to create an alternative “Gateway to the Humanities” course, which eventually was submitted to the NSHE Common Course Numbering process under the designation HUM 111. In designing the course, the VHC settled on a format which focused on four “core questions”: 1. 2. 3. 4. What is “human”? How do we relate to each other? How do we express ourselves? What boxes are we in? Page 1 of 3 �VHC – HUM 111 Review – May 2015 These four questions would be explored in the course through a range of media and modalities. One encouraged emphasis would be for instructors to incorporate a range of content, both in terms of material and format. The course would then culminate in some form of a master project which would require students to apply these questions in a student-centric exploration. By focusing on the four broad questions, the course intended to provide flexibility for individual instructors to incorporate course materials and approaches to guide students through the four core questions without mandating specific materials, assessments, or approaches. The purpose was to create a course outline which could readily be used by faculty from various disciplines who might be interested in teaching the course. During the construction of the pilot course offerings, the instructor volunteering to teach the pilot classes decided to format the class around a series of “Quests” built around the four core questions. In addition, the Quests also served to explore the six essential qualities outlined by Daniel L. Pink in his A Whole New Mind (Riverhead Books, 2006). These qualities—Design, Play, Empathy, Story, Meaning, and Symphony—are the basis of the VHC’s biannual theme structure. Such an approach would allow experimentation with gamification theory of course navigation (in place of a traditional module/unit structure) and provide a unique approach to introducing students to the humanities. Note, however, that this model is NOT the only approach the VHC is recommending for the HUM 111 course. Review Findings Overall, the course has met the goals set out by the VHC’s NEH Challenge Grant Committee. The instructor’s assessments of the two classes and feedback provided by students indicate that the primary goal of introducing students to the humanities was met by the course. The Committee was particularly impressed with the reports of students commenting that they had not fully understood what was meant by “the humanities” before taking the class—which was a primary goal of the course. In addition to answering the four core questions, the Committee noted that the course further encouraged a strong mix of the Humanities Core Skills and Habits of Mind which the VHC emphasizes. Six core skills corresponding to the GBC General Education areas of Critical/Creative Thinking, Communication Skills, and Personal/Cultural Awareness were strongly emphasized in the course. A further six core skills, including those dealing with Technological Understanding, were significantly present. Although course enrollments to date preclude an effective statistical analysis, one item of note was considered. There appeared to be a shift in the student majors taking the course between Fall and Spring semesters, with a higher percentage of AS / AAS students taking the course in Spring semester. The Committee would like to see this breakdown tracked Page 2 of 3 �VHC – HUM 111 Review – May 2015 in future iterations of the course, since it may indicate the course is successfully reaching traditionally non-humanities-inclined students who may be the best served by a broad introduction to the humanities. While the Quest format used in the classes was not part of the VHC design goals, the Committee was interested in the gamification approach. The Committee found the use of fantasy gaming structures in the form of the Quests as an alternative to traditional module/unit formats created a unique experience for students which, based on reported levels of participation, may have contributed to the success of the course in the online format. More experimentation with this format may be warranted. Note, however, the Committee is not recommending this model as the sole or even primary approach for the course. One area where the course pilot did not entirely meet the goals in the NEH Challenge Grant proposal was the incorporation of Northern Nevada content. However, this is less a problem with the course design or the particular implementation in these classes than the need of the VHC to collect a sufficient collection of Northern Nevada content which could be used in the course. Future iterations of the course should strive to use such material as it becomes available. RECOMMENDATION: The Committee strongly recommends the course be continued to be offered through the Arts and Letters Department as a humanities survey-level offering. The Committee would like to have the opportunity to review future iterations of the course to assess whether the course continues to meet the goals laid out in the NEH Challenge Grant and by the VHC more broadly. Attachments 1) “Course Demographic Analysis: HUM 111, Fall 2014—Spring 2015” 2) “Report on HUM 111 WebCampus Structure / Materials” 3) “HUM 111—Correlation with Core Skills / Habits of Mind” 4) “Humanities Core Skills / Habits of Mind” Page 3 of 3 �Course Demographic Analysis: HUM 111, Fall 2014 – Spring 2015 Fall 2014 data based on completion data; Spring 2015 data current through 16 April 2015. COURSE COMPLETION: Fall 2014: 23 enrolled; 19 completed; 4 Ws Spring 2015: 12 enrolled; 10 completed; 2 Ws Notes: Grade distribution data not part of this report. Students withdrawn for non-payment (“purged”) are not recorded here. CLASS STANDING (includes W students): TERM FALL 2014 SPRING 2015 FRESHMAN 10 7 SOPHOMORE 6 3 JUNIOR 5 1 SENIOR 2 1 TOTAL 23 12 DEGREE TYPE (includes W students): TERM FALL 2014 SPRING 2015 NDS 3 3 UND 3 - AA 8 4 AS 1 3 AGS 1 1 AAS 3 4 BA 3 1 BAS 1 BSN 1 - TOTAL 23 17 * * Total exceeds enrollment because five (5) students listed dual degrees. BREAKDOWN BY MAJOR (includes W students): Major Fall 2014 non-degree seeking 3 undecided 3 no major listed 8 Bus Admin 1 Criminal Justice Digital Tech Early Child. Ed. 1 Spring 2015 3 6 3 1 1 1 Major Elementary Ed. Gen Std (AGS) Natural Resour. Nursing Radiology Social Sciences Fall 2014 1 1 2 1 2 Spring 2015 1 1 - �Report on HUM 111 WebCampus Structure/Materials Overall, the structure for the Humanities 111 course seems to effectively serve not only the content of the course, but the needs of its students. It is creative, open‐ended, and allows students to tailor their personal experience of the course to their needs while still requiring them to engage in communication and meaning‐building with their fellow classmates. This respect toward individuality (in terms of learning style and interests) coupled with an emphasis on collaboration and community discourse gives the class a unique structure more than suitable to its content. Instead of using the traditional module/unit structure, the course is arranged around multi‐ stage Quests, which are centrally located and simple for students to navigate. Each week of a Quest contains the sum of the course material for a given week’s work, as well as effectively details the week’s assignments. Additionally, each Quest makes extensive use of hyper‐linked materials in a variety of media that address the needs of a variety of learning styles and aptitudes. The assignments required in each Quest are categorized and labeled with terminology taken from fantasy gaming (i.e. “Perception Checks” require students to analyze course materials from the viewpoint of their discipline; “Dungeon” assignments require students to research and find new materials related to course content, much as gamers explore dungeons for rewards). Additionally, these different assignment types reflect Pink’s essential skills, and are explicitly designed for their application and development. In almost all cases, students are expected to share their work with their classmates, creating lively and productive discussions from week to week. The Quests often contain side quests, which allow students to select an activity from a range of possible options, and these side quests provide students an opportunity to shape their own learning experience and, in many cases, ask them to explore their skills not only as students of the humanities but as content producers in their own right. Assignments and side quests allow students to craft videos, text and a variety of other media that encourage them to explore not only how the humanities reflect human experience, but provide them an opportunity to engage in the process of production and reflection necessary for cultural development and expression. Throughout the course, students are asked to engage with, consider, reflect on and articulate how we define and interpret human experience and activity, as well produce their own contributions to the ongoing discussion of the humanities as individuals as well as members of a classroom community. Additionally, the reframing of modules/units as Quests and assignments as fantasy gaming structures creates the sense that students are engaged in a unique and creative learning experience, which establishes a tone of intellectual play that welcomes and elicits their participation. � 10 May 2015 VHC Committee of the Whole To: From: Cyd McMullen, Project Director Re: HUM 111, the Humanities Gateway Course (online) – Correlation with Core Skills/Habits of Mind For this evaluation I focused on seven of the Quests (Weeks) and the assignments given for the Forum (Discussion Board) in each Quest. The Quests center on these questions: What is “human”? How do we relate to one another? How do we express ourselves? What boxes are we in? Students do several directed writing assignments every week, most of them based on the students’ choice of scholarly readings located online. They also read the posts of other students in the course and are encouraged to engage with the ideas expressed by others. The final assignment is a group project in which students choose an issue to study and collaborate in writing the final paper. They are required to evaluate their own work, the contributions of their colleagues, and the work of other groups. Rubrics are provided to guide their evaluations. I found that the following Core Skills/Habits of Mind are strongly emphasized: ‐the capacity to write intelligently, lucidly, and fluently ‐the ability to absorb, analyze, and interpret complex artifacts or texts ‐the ability to analyze and interpret abstract ideas ‐the ability to understand the historical and cultural foundations of ethical behavior, and develop and apply a personal code of ethics based on that understanding ‐the capacity to express an opinion that diverges from that of the majority; the ability to hold and defend a divergent point of view and allow others the same right ‐the capacity to recognize the validity of alternate viewpoints or opinions The following are less strongly emphasized, but are significantly present: ‐the ability to analyze and interpret visual communication ‐the ability to place data into a larger context ‐the capacity for a critical understanding of fine arts expression ‐the application of knowledge to real‐world problems ‐the ability to use technology to benefit humanistic inquiry, not to replace it ‐the ability to capitalize on technology as a tool to enhance the experience of the humanities In my opinion, this course fulfills the intentions of the committee when it envisioned a gateway humanities course centered on the core skills and habits of mind promoted by the humanities. �General Education Objective: Critical [and Creative] Thinking Humanities Core Skills/ Habits of Mind At the heart of GBC’s Virtual Humanities Center (VHC) is this list of core skills and habits of mind that the humanities encourage and promote. Every aspect of the VHC is centered on these skills. They are not only college learning skills, but life skills, and they are aligned with GBC’s General Education Objectives. ÐÐ the ability to use facts: working from evidence to a conclusion (induction) ÐÐ gathering enough facts to warrant the conclusion ÐÐ making valid inferences based on facts ÐÐ using accurate observation to form a hypothesis and then test it (the scientific method) ÐÐ the ability to use principles: working from principle(s) to a conclusion (deduction) ÐÐ avoiding prejudices, pressure from authority or peers ÐÐ avoiding flaws in thinking: personal attack, overgeneralization ÐÐ the ability to absorb, analyze and interpret complex artifacts or texts ÐÐ the ability to assess the reliability and validity of information, especially on the web ÐÐ the ability to synthesize information from diverse sources ÐÐ the ability to place data into a larger context ÐÐ the ability to make decisions based on evidence ÐÐ the ability to analyze and interpret abstract ideas ÐÐ the ability to recognize and compensate for ambiguity ÐÐ the ability to prioritize ÐÐ the ability to innovate ÐÐ the capacity for curiosity General Education Objective: Communication Skills ÐÐ the capacity to write intelligently, lucidly, and fluently ÐÐ the capacity to speak intelligently, lucidly, and fluently ÐÐ the capacity to communicate through a variety of media: visual, performance, design & composition ÐÐ the ability to participate effectively in deliberative conversation ÐÐ the ability to analyze and interpret visual communication General Education Objective: Technological Understanding ÐÐ the ability to utilize new technologies as they are developed ÐÐ the ability to understand the ethical implications of technological advances ÐÐ the ability to use technology to benefit humanistic inquiry, not to replace it ÐÐ the ability to capitalize on technology as a tool to enhance the experience of the humanities ÐÐ the ability to use technological tools to expand and extend our understanding of what it means to be human General Education Objective: Personal/Cultural Awareness ÐÐ the ability to understand the historical and cultural foundations of ethical behavior, and develop and apply a personal code of ethics based on that understanding ÐÐ the maturity to take responsibility for one’s thinking and actions ÐÐ the capacity to express an opinion that diverges from that of the majority [OR the ability to hold and defend a divergent point of view and to allow others the same right] ÐÐ the capacity to recognize the validity of alternate viewpoints or opinions ÐÐ the capacity to recognize multiple perspectives, from local to global ÐÐ the capacity to accept diversity of people and ideas ÐÐ the capacity for a critical understanding of fine arts expressions ÐÐ an awareness of the past and its application to the present ÐÐ the application of knowledge to real-world problems Visit our website at humanities.gbcnv.edu
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The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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Virtual Humanities Center at Great Basin College - Records
Description
An account of the resource
<p>Repository of meeting minutes, memorandums-of-understanding (MOUs), and other organizational documents generated by the Virtual Humanities Center at Great Basin College in relation to managing the NEH Challenge Grant and related projects.</p>
<p>Access to specific materials may be limited by administrators for legal or human resources purposes.</p>
<p>Note: Archive deposit agreements are stored in the collections of the deposited materials, and administrator access is required.</p>
Creator
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Scott A. Gavorsky
Publisher
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Virtual Humanities Center at Great Basin College
Date
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10 May 2016
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All rights reserved. Use of any content only by express permission of Great Basin College © 2016
Language
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English
Type
The nature or genre of the resource
Mostly pdf
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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Review Report for the HUM 111 "Introduction to the Humanities" Gateway Course
Description
An account of the resource
Pilot Program Review of the HUM 111 "Introduction to the Humanities" Gateway Course offered online at GBC during Fall Semester 2014 and Spring Semester 2015. The development of a Gateway Course in the Humanities was one of the goals of the NEH Challenge Grant Proposal.
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Virtual Humanities Center at Great Basin College
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Virtual Humanities Center at Great Basin College
Date
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27 May 2015
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All rights reserved. Use of any content only by express permission of Great Basin College © 2015.
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pdf; 7 pages
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English
Gateway
reports
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https://humanities.gbcnv.edu/omeka/files/original/0e49d9e1b8451ddc6f1eb8cf131ce36a.pdf
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PDF Text
Text
NEH Humanities Grant Ad-Hoc Committee Annual Report to Faculty Senate and Request for Renewal of Ad-Hoc Status 1 May 2015 Since 2013, the Committee managing the National Endowment for the Humanities (NEH) Humanities Grant has operated under annual ad-hoc status from the GBC Faculty Senate. We are currently completing the second year of a 5-year challenge grant. We present this report of our activities for the 2014-2015 academic year and a request for continued status as an ad-hoc committee of GBC Faculty Senate. Summary of 2014-2015 Activities Committee activities this year have focused predominantly on implementing the Humanities Toolkit and HUM 111 humanities gateway course sections of the grant and developing and bringing on-line the Virtual Humanities Center. 1. The Virtual Humanities Center (VHC), an online portal for humanities content comprising a website (humanities.gbcnv.edu) and searchable database for digital content, has been brought live and is currently operating. 2. The basis of a Humanities Toolkit to provide resources for instructors to incorporate humanities-oriented materials into courses has been constructed using materials from GBC instructors. A faculty in-service workshop was held for this material in August 2014. 3. HUM 111, a survey-level humanities “gateway” course, was offered for the first time in Fall 2014 and again in Spring 2015. The Committee is currently evaluating the course, and the Arts and Letters Department has agreed to offer the course next year. 4. Ongoing discussions were held with faculty over the integration of humanities-oriented lessons continued, included a faculty in-service workshop in January 2015. 5. Fund-raising for the endowment fund continued. The Committee has currently secured over $600,000 of an obligated $1 million in matching funds for the grant. This exceeds our threeyear fundraising goal in our second year; we are ahead of schedule. When the endowment fund hits maturity in 2018, returns will provide funding for the VHC. 6. The VHC has begun ingesting locally-generated content into the VHC searchable database, including items from a range of local communities and publications such as: The Argentum collection from 2010 through 2015. Tortoise Talk, the GBC Biology Club student journal. GBC Cowboy Gathering Speakers talks from Temple Grandin, Teresa Jordan, and Gary Nabhan. GBC faculty are using some of these talks already in course work. Interview with Beth Fine, author of The Last U.S. Mail Stage Robbery, and directors Erika Patrick and Frank Sawyer of Silver Stage Players. The Jarbidge-set play was recognized as a Nevada 150 Commission Sesquicentennial Signature Event. GBC Founders’ Oral Histories capturing GBC’s early history. Great Basin Indian Archive (GBIA) Oral Histories and transcripts, searchable in both English and Shoshone. �NEH Humanities Grant Committee Annual Report – 2014-2015 Page 2 Currently supporting local Basque oral history collection in association with the international Memoria Bizia project in coordination with UNR, the University of Deusto (Bilbao, Spain), and other institutions. 7. Organized the Richter-Uzer live stream event for high school students across GBC’s service area using the MediaSite system. This was a test for the possibility of broadcasting humanities-oriented content leveraging GBC’s existing distance-delivery capabilities. Despite the relatively quick set-up, seven non-Elko locations streamed the event, demonstrating the capability of the system. 8. Held a workshop with local community partners (the Northeast Nevada Museum, the Western Folklife Center, and the California Trail Center) in March to discuss future plans for possible collaborative projects between GBC and these institutions to share content and resources. 9. Sponsored a Webinar Marketing Workshop led by Dr. Meggin McIntosh for GBC faculty and community partners throughout the GBC service area for developing marketing strategies for programs and events. 10. Acquired cameras, audio equipment, and digital processing equipment to allow future faculty and community humanities projects. The Committee is currently developing check-out procedures and training items for this equipment, with the idea of holding future faculty inservice projects. 11. Planning began for additional lecture-capture rooms and capability for GBC, including the acquisition of a Tri-Caster portable lecture-capture system and a potential two additional lecture-capture classrooms. Funding was built into the original NEH grant for this technology. ACTION REQUESTED: Renewal of Ad-Hoc Committee Status for 2015-2016 The NEH Humanities Grant is a five-year challenge grant, and we are currently completing the second year of the grant. The Committee requests that the GBC Faculty Senate renew the Committee’s ad hoc status for the 2015-2016 academic year. Planned activities for 2015-2016 currently include: 1. Coordination of activities within a two-year theme: “Design for the Human Spirit,” unveiled to the college at the Spring 2015 Welcome Back in January 2015. 2. Planned faculty workshop activities centered on integrating humanities content in the design of classes, research, or community-oriented projects. 3. Continued development of the VHC, including more user-friendly interfaces and enhanced search capabilities as well as content development. 4. Building partnerships with both GBC components such as the Great Basin Indian Archive, community organizations such as the museums, and other academic institutions. 5. Acquisition and installation of additional lecture-capture capability. 6. Continued endowment fundraising to complete matching the NEH Challenge Grant.
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Title
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Virtual Humanities Center at Great Basin College - Records
Description
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<p>Repository of meeting minutes, memorandums-of-understanding (MOUs), and other organizational documents generated by the Virtual Humanities Center at Great Basin College in relation to managing the NEH Challenge Grant and related projects.</p>
<p>Access to specific materials may be limited by administrators for legal or human resources purposes.</p>
<p>Note: Archive deposit agreements are stored in the collections of the deposited materials, and administrator access is required.</p>
Creator
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Scott A. Gavorsky
Publisher
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Virtual Humanities Center at Great Basin College
Date
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10 May 2016
Rights
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All rights reserved. Use of any content only by express permission of Great Basin College © 2016
Language
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English
Type
The nature or genre of the resource
Mostly pdf
Document
Documents such as transcripts, pdf files, legal documents, letters, etc.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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2015 Annual Report to GBC Faculty Senate
Description
An account of the resource
Annual report of activities of the NEH Humanities Grant Ad-Hoc Committee to the Great Basin College Faculty Senate, submitted 1 May 2015. The report covers activities undertaken during the 2014-2015 academic year, and a request for continued status as an ad hoc committee.
Creator
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Scott A. Gavorsky
Publisher
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Virtual Humanities Center at Great Basin College
Date
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1 May 2015
Rights
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All rights reserved. Use of any content only by express permission of Great Basin College © 2015
Format
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pdf; 3 pages
Language
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English
reports
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https://humanities.gbcnv.edu/omeka/files/original/a6bd59bf0b2b391431fb1420db820571.jpg
772e30342394b447603a8a99aeb07b80
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Virtual Humanities Center at Great Basin College - Records
Description
An account of the resource
<p>Repository of meeting minutes, memorandums-of-understanding (MOUs), and other organizational documents generated by the Virtual Humanities Center at Great Basin College in relation to managing the NEH Challenge Grant and related projects.</p>
<p>Access to specific materials may be limited by administrators for legal or human resources purposes.</p>
<p>Note: Archive deposit agreements are stored in the collections of the deposited materials, and administrator access is required.</p>
Creator
An entity primarily responsible for making the resource
Scott A. Gavorsky
Publisher
An entity responsible for making the resource available
Virtual Humanities Center at Great Basin College
Date
A point or period of time associated with an event in the lifecycle of the resource
10 May 2016
Rights
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All rights reserved. Use of any content only by express permission of Great Basin College © 2016
Language
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English
Type
The nature or genre of the resource
Mostly pdf
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Interviewer
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Dr. Gretchen Skivington
Interviewee
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Bryce Kimber
Location
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Elko, NV, USA
Transcription
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Transcription pending
Original Format
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DVD
Duration
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1:55:11 [sound problems at 40:00 - 55:00]
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Bryce Kimber: Oral History Interview
Subject
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Oral history interview with Elko Basque resident Bryce Kimber, conducted on 15 October 2015 by Dr. Gretchen Skivington.
Description
An account of the resource
<p>Bryce Kimber of Montello, NV ("Mr. Montello") is the son of Grouse Creek, UT homesteaders, W. C. "Bill" and Bertha Kimber. Born on the Kimber Ranch in 1929 he moved with his family to Montello, NV to attend school in 1939. He has lived in Montello all his life 1929 to present and was a most integral part of its history since he returned from service in Korea in 1948.</p>
<p>Topics he discusses include: the Montello Bar, & Montello Store (both which he owned), Pacific West States & Spring Creek subdivision projects (for which he contracted the road construction); the Gamble & Winecup Ranches (hay, fencing & livestock contractor); the SP Railroad and Montello history, UC Construction, the Montello Citizens' Committee and "buying" the town from SP; the Montello School (which burned down, rebuilt), people from Montello and the W.C. Kimber Diaries (1907-1972).</p>
<p>
<script type="text/javascript" src="http://cdnapi.kaltura.com/p/2096981/sp/209698100/embedIframeJs/uiconf_id/39808892/partner_id/2096981?autoembed=true&entry_id=0_2lju6xmg&playerId=kaltura_player_1517436470&cache_st=1517436470&width=560&height=395&flashvars[streamerType]=auto"></script>
</p>
<p><a title="Oral History Interview with Bryce Kimber" href="http://www.kaltura.com/tiny/3nqxb" target="_blank;">Click here for direct access to video (if embed above is not functioning).</a></p>
<p>Interview conducted on 15 October 2015 by Dr. Gretchen Skivington.</p>
Creator
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Gretchen Skivington
Source
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Original Oral History Interview
Publisher
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Virtual Humanities Center at Great Basin College
Date
A point or period of time associated with an event in the lifecycle of the resource
15 October 2015
Contributor
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Scott A. Gavorsky [VHC]
Rights
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Memorial Bizia Oral History Consent Form on File:
http://humanities.gbcnv.edu/omeka/items/show/XXX [administrator access only]
Relation
A related resource
<p><span style="font-size: 12pt;">Howard Hickson's Histories</span></p>
<ul>
<li><a title="Wilkins, Nevada" href="http://www.gbcnv.edu/hickson/Wilkins.html" target="_blank" rel="noopener">"Wilkins, Nevada"</a></li>
<li><a title="Wagon Train Rest Stop" href="http://www.gbcnv.edu/hickson/HumboldtWells.html" target="_blank" rel="noopener">"Wagon Train Rest Stop" </a></li>
<li><a title="Tobar, Nevada" href="http://www.gbcnv.edu/hickson/Tobar.html" target="_blank" rel="noopener">"Tobar, Nevada"</a> </li>
<li><a title="Pocket Change Robbery" href="http://www.gbcnv.edu/hickson/AaronRoss.html" target="_blank" rel="noopener">"Pocket Change Robbery"</a> </li>
<li><a title="Robbed Twice the Same Day" href="http://www.gbcnv.edu/hickson/CPRR.html" target="_blank" rel="noopener">"Robbed Twice Same Day"</a> </li>
</ul>
Format
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streaming video [.mp4 file]
Language
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English; little Basque
Coverage
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<p><span style="text-decoration: underline;"><strong>Key words:</strong> </span>Grouse Creek, Charles & William Kimber, Kimber Ranch, Grouse Creek LDS Church, sheep & hog raising, Kay/Merrill/Bryce Kimber, Montello Bar, Gamble & Winecup Ranches, Pacific West States Subdivision: road contracting, hay & fencing contracts, Slim Olsen's & Standard Oil bulk plants, Spring Creek road contracts, Montello Store, Southern Pacific Railroad leases, town of Montello, Montello Citizens' Committee, water rights, Montello School, W.C. "Bill" Kimber Diaries</p>
<p><span style="text-decoration: underline;"><strong>Names of People mentioned in/fom Montello:</strong> </span>William & Bertha Kimber, Barbara/Kay/Jack/Bryce/Merrill Kimber: Pete Ludwig, Norma Johnson, John Grandeen, Lucy Daz, Wallace Bettridge, Bill Hargrove, Pearsons, Allan Wilson, Bill Brooks, MW Johnson, Milo Craig, Ray Browning, Tolefson, Delaplian, Lee, John Ala, Mcfarlane & Holling, Gil Hernandez, Jim Thomas, Bill Addington, Jimmy Steward, Russell Wilkins, Joyce Palmer, Mary Jo Johns</p>
Community
Crossroads
Elko
Faculty
Story
veteran