• How are your students faring? (And how are you faring?)
• Have you begun implementing an LSL unit in a course? If so, how's it going? Might some of you be willing to share how projects that you’ve designed are working? [Some general info is included here.]
  • Hilary (Davidson Coll): class of 14; everyone working on LSL; group grade.
  • Kiela (Emory): lecture of 50; LSL was one option for final project.
  • Sarah (W&M): Lemon Project
  • Kirt (UVA): teaching LSL in the spring
  • Dan (Meredith Coll): 14 students
  • David (Loyola U MD): currently using LSL in modules to help students learn about institutional history; goal to have some kind of curricular touch point each of four years
  • Rachel (Rollins Coll): LSL in a History methods class and a public history class; both majors and minors, both small to medium seminar-style classes
• Is there any way that either of us can help with said projects or with planning for next semester?
  • Hilary: Can we keep having LSL Water Cooler Sessions in the spring? I’ll be teaching two classes that incorporate LSL. Anna: YES! That’s great! Water Coolers ARE happening again in the spring — same structure.
  • Dan: a project in the spring possibly leading to an exhibit
  • Several folks expressed interest in doing exhibits on their campuses, possibly having Anna and Woody lead a session on exhibits