Each of the following eight case studies represents a possible model for other schools to consider in the application of technology to the study of the humanities. Although they are far from perfect, each of these teams has adopted a unique approach to their particular technology project, with differing outcomes and very instructive lessons to be learned. In examining these projects, there are many details that can be insightful, but I would suggest focusing on some of the following points:

  • the detailed action plans, for example, of the teams from Central Oregon Community College, Orangeburg-Calhoun Technical College and North Shore Community College;
  • the excellent, and continuous, dissemination activities (some of which were rather small and unspectacular, but still useful) undertaken at Central Oregon CC and El Camino College;
  • the outstanding use of local resources by North Shore CC and Sinclair Community College;
  • the notable use of personal (family) resources by Orangeburg-Calhoun;
  • the innovative foreign language assessment project at Cabrillo College;
  • the interdisciplinary emphasis in the projects by El Camino, Community College of Rhode Island and Central Oregon CC;
  • the good institutional support enjoyed by the North Shore CC and William Rainey Harper College teams;
  • the use of this particular CCHA technology project as a stepping stone for further grant support, as done by North Shore CC and CC of Rhode Island;
  • the excellent content focus of each project (Marseilles in the Cabrillo project, Alice in Wonderland in El Camino, Mona Lisa for CCRI, Hawthorne by North Shore, the city of Dayton for Sinclair, Beowulf by Harper CC and family history for Orangeburg-Calhoun);
  • the nicely-designed web structure of the Harper CC and North Shore CC sites.
These case studies have been adapted from the final project reports submitted by the individual teams.
Charles Evans,
Northern Virginia Community College

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