AnVRopomotron Update Notes

January 20th, 2020

1.0.2 (Next)

  • Added howler monkey model.
  • Expanded Scale Model Hall space so you can walk around most models.
  • Moved gorilla, mouse lemur, and rhesus monkey models behind Height Chart.

1.0.1 (1/14/20)

  • Removed triggerstart and pistolstart as ways to grab objects, and triggerend and pistolend as ways to release objects. This means that it will take a full button press or grip to activate objects.
  • Added instruction on Grab Lab wall to grab with one button at a time.
  • Added version number under big name text.

1.0.0 (1/13/20)

  • Public release. Hooray!



Introducing AnVRopomotron

January 13th, 2020

I am extremely excited to announce the availability of AnVRopomotron, a project that I have been working on for the past semester. It is a WebVR site that allows you to experience the scale and shape of anthropological forms. Right now, there is a small collection of models I made that reflect some of the largest and smallest primates past and present. There is also an array of 3D models made by others of fossils, bones, and artifacts. The artists have graciously bestowed these models with Creative Commons licenses so they could be adapted for use in my site. The AnVRopomotron experience works on smartphones and desktop web browsers, but it really shines in virtual reality. Using VR goggles, you can see the models relative to your own height and handle the small objects yourself. You should check it out now by clicking the image below and come back for an overview of what it does.

{ Click to Enter }

{ Click to Enter }

AnVRopomotron is a virtual museum of biological anthropology, with some archaeology included too. I aim to make the layout intuitive since many people are unfamiliar with virtual reality. From the start, you can see the centerpiece of the room, which shows four models that represent the breadth of biological anthropology. Along with the smallest and largest primates that have ever lived are the most famous fossil individual, Lucy, and a familiar-looking modern Homo sapiens. From there, you can get a closer look at the centerpiece, or explore one of the two modes that are visible to either side.

To the left is the Scale Model Hall of primates from the very large to small and from the past to present. I made most of these models myself based on many images online as well as scientific papers describing fossils. (A future post will delve into my modeling process and tips I have learned). My goal is cover the main primate lineages and key fossils first, and then model primates with unusual anatomy. Touching the orange information orbs on stands shows panels of information for nearby models.

On the right is the VR Grab Lab, where users with VR goggles and controllers can manipulate the objects to see them from all angles. On desktop browser and smartphones, the tables are raised to a more convenient height. (Another future blog post and Youtube tutorial will describe how I convert 3D models to be VR friendly). Touching an object will turn an information panel on and off on a nearby wall. The items reflect the availability of a good quality scan and its usefulness in showing something important about biological anthropology or archaeology. If you own a 3D model that you think would be a good fit, let me know!



This site would not have been possible without the help of a lot of programers. I used A-Frame to make AnVRopomotron. A-Frame turns WebVR programming into a HTML-like organized development platform. It simplifies the Three.js JavaScript library that has tools for VR rendering and adds its own components for manipulating objects, physics, and other conveniences.


Known Issues

While I worked to make the site as smooth as possible, there are a few issues in AnVRopomotron that I have not solved at release. If the site is refreshed, sometimes the grabbable objects are launched every which way or dropped on the floor. (There will be a future post on the strange bugs that I’ve run into). A more irksome limitation is that I could not make the site work via Google Cardboard, which is an accessible VR platform that works through smartphones. The issue is a combination of my Javascript inexperience and the goals of the A-Frame team. Instead, the site will attempt to access the device motion data for a ‘magic window’ view instead of full 3D. Lastly, touching the objects and orbs can also be finicky as the controls are very sensitive. Try to grab in VR with just one button instead of a realistic grip motion. If you have any leads on how a beginner Javascripter can solve these issues, let me know that too.

I will keep working on both halves of the site and add new features as I figure them out. I hope you enjoy what I made and find it educational for yourself and others.

A Real Guide to Virtual Museums

January 1st, 2020

Virtual reality presents an immersive way to learn about the natural world. There are apps for astronomy, historical sites, and lived experiences. One extremely powerful educational app is Wander, which turns Google Street View into a VR experience. I toured famous locations, found every place I’ve ever lived, and played a game with myself where I hit the random button and try to figure out where I am. I used the app the most for viewing museums around the world. Here is a list of my favorite tourable (not terrible) museums on Google Street View. 


Houston Museum of Natural Science (official site)

This modern looking museum is a treat in virtual reality. The prehistory section is expansive, with a lot of specimens set on inobstrusive white blocks. The paths through the section show a great use of winding corridors to make a space seem much more extensive than it really is. In real life, crowds could be a problem, but that’s no concern in VR. The poses of the fossils and models are extremely creative, along with colorful lighting. Watch a skeletal Homo sapiens get yeeted by a mammoth as another person takes aim with an atlatl. There are also mapped wings on local ecology, Egypt, and Precolumbian Americas. The VR experience makes this museum somewhere I have to go in real life.




Naturhistorisches Museum Wien (Vienna)

This museum is in an opulent and historical building, but it is also a Tardis as it is far larger on the inside. The density of locations is so high that it can be confusing to navigate using the arrows and the map gives up and shows a blank building. However, if you click around you’ll be randomly teleported to any number of rooms of painstakingly organized specimens. There are rows and rows of present day biology, numerous dinosaur skeletons, and rooms representing human evolution. Paintings and interesting architecture frame every view. Tantalizingly, the room for the Venus of Willendorf is not mapped.



The Field Museum (Chicago)

This museum was a must-stop for me whenever I went to Chicago, and it is still impressive in virtual reality. From the old location of Sue, you can tour the also-famous habitat dioramas that wind through different regions and lineages of animals. On the other side, halls of Native American history and culture can be seen. 


American Museum of Natural History (New York City)

In real life, this is the best museum I’ve been to. The classic dioramas of taxidermied and modeled animals are viewable, though the two-story rooms can be hard to navigate. Random clicking may take you to either floor. It’s worth it to see each scene that encapsulates the ecology of a little slice of our planet, though. The halls of extinct dinosaurs and mammals, human evolution and cultural anthropology are also present.


Museo Nacional de Antropología (Mexico City)

The grandeur of this museum, which must be the largest anthropology museum in the Americas if not the world, shows through even in Street View. See the amazing displays of prehistoric Native American life, especially Aztec artifacts. There are many lifesize structures, from small living spaces to massive temple facades to take in. The northern wing also has human evolution exhibit, with a lot for paleoanthropologists and bioarchaeologists to view.


Those are big explorable museums on Google Street View or VR. In my scouring of the world for viewable museums, I also ran into a lot of smaller natural history spaces from Australia to Korea. Once you’re done with these, maybe we can go through some of the deeper cuts in virtual museums.

Announcing Chapter 12 of Explorations: An Open Invitation to Biological Anthropology

November 25th, 2019

My chapter in the new Open Education Resource (OER) Biological Anthropology textbook, Explorations: An Open Invitation to Biological Anthropology is now available! I was super proud to have been a part of this project and I researched and wrote something that I am very happy to see. I wrote Chapter 12: Modern Homo sapiens, which covers what happened to our direct species from 315,000 years ago to the distant future. There’s skeletal changes, artifacts, interbreeding, geographical expansion, technology, and more. The information and ideas I present are based on my own synthesis of active research in these areas. I contributed the text, but the illustrators deserve a lot of praise. They turned my crude mockups into clear figures with style.  

If you found this as a student reader of my chapter, then welcome! I worked hard, with the assistance of editors and reviewers, to present everything in a clear way and in an organized manner. When there are fascinating topics and information that I had to omit for the word count (I passed the limit already), I give you leads to pursue them on your own. The domestication of the chicken comes to mind. I also included Easter eggs that may perk you up as you read. Here are some questions that will point you towards some of them:

  • Which Mortal Kombat character’s name appears in the chapter?
  • In what context was renowned actor Nicholas Cage mentioned?
  • Which extinct megafauna is a favorite of researchers?
  • Where did the author get most of his coffee to fuel his writing?

On a more serious note, some textbook mainstays have been left aside on purpose so you can take a more active role in consolidating the information. Make your own mind maps, tables or illustrations of the following topics to get a big picture view of what went on in human evolution:

  • Skeletal Traits of Modern Homo sapiens
  • Timeline of Modern Homo sapiens Expansion
  •  Stone Tool Styles, Dates, and Features
  • Types of Human Social Organizations

If you found this writeup inadvertently, I hope you will give my free chapter a read. You’re in for a treat! I found so many fascinating discoveries and ideas in the research for this chapter. It is a human universal to ponder our origins, and what my chapter collects is what science has found about where we came from. You’ll learn that our past was complex, but full of wonder and even inspiration. The goal of the textbook was to be accessible so the writing gets out of your way from the knowledge within. Give the other chapters a read to learn what happened in human evolution before my chapter, and other topics about humans and other primates. 

For you professionals and already-informed who have read my chapter, thank you for checking out my take on modern human origins. As you know, our understanding of our own prehistory is still limited in many areas. What I wrote about topics such as behavioral modernity and the peopling of the Americas was my own stance informed by research. While I present multiple hypotheses in these situations, I purposely made it clear which one I believe is the strongest. Maybe future work will turn the tide another direction (especially ‘behavioral modernity,’ which seems like it is on the edge of a revolution), but the textbook reflects my most certain synthesis at the time of writing. This chapter reflects my long informed answer to the questions “where did our species come from and how are we what we are today?”

Overall I really enjoyed the challenge of writing a textbook chapter and the result as well. It means a lot to be connected with other educators and anthropologists in this textbook project and our collective work is amazing. Here is the link to the textbook website and my own chapter again because I really want you to read it.


Previous posts on the textbook:

Anthropomotron is Now Web-Only

July 4th, 2019

Well, July snuck up on me. Anthropomotron has left the App Store. There are two reasons for this move. One is that stature estimation has been a stable area of research with no major developments that demand further development of the app. The other reason is that it is pricey to keep the app on the iOS App Store. Combined, these reasons mean that I am paying a yearly fee for my app to sit in the store and be downloadable. If you are one of the 5,095 people who downloaded Anthropomotron for iOS, thank you and it should always be there unless if you delete it. I will leave the current version on the Google Play store for Android since there is no charge to do that, but I won’t develop it further. The web version will be the only official one and the only platform I will update. Thank you to everyone who downloaded, used, or shared Anthropomotron! I’ve only heard positive and constructive feedback, which I appreciate.

Here is web Anthropomotron.


November 19th, 2018

The major professional organization for physical or biological anthropology is the AAPA, the American Association of Physical Anthropologists. Founded in 1930, the group has prospered to the present day as a force of scientific anthropology. The organization today is at a crossroads in determining its identity and its future. For the past year, the group has been considering changing its name for the first time ever. 

For better or for worse, the AAPA name has accumulated meaning that informs our current work. ‘Physical anthropology’ harkens back to a time when scientists measured the ill-obtained bones of oppressed groups and made racial conclusions from them. We… don’t do that anymore, so the pro-name-changers believe that our group’s name should better reflect what we actually do now. However, I think names can be inaccurate, a teaching point, a tradition, an albatross, and inspirational all at the same time. Changing the name is a stowing away from our messy history, which may be intended as a good public relations move to literally clear our name, but can also be seen as an effort to hide where our field came from. From the perspective of the student just hearing about anthropology for the first time, well they don’t really care how loaded the name is (source: how their eyes glaze over when I talk about the naming controversy).  

As the AAPA moves towards its name change, the organization put out a survey asking for opinions on the change in general and which potential name to adopt. Here, I will opine on the options. I have slightly reorganized the list to consolidate my thoughts.

  • American Association of Anthropological Sciences
  • American Association of Bio Cultural Anthropology
  • American Association of Biological Anthropologists
  • American Association of Evolutionary Anthropologists
  • American Association of Integrated Integrative Biological Anthropology
  • American Association of Physical and Biological Anthropology


  • Biological Anthropology Association of the United States
  • Society for American Biological Anthropologists

The AAPA was founded in the United States, but from the start it was open to international membership. Over the decades, more members from other nations have joined, making the group less and less American in makeup. This is to our strength, but it does make the name less and less accurate. The human world overall is more internationally connected today, too. The organization still emanates from the United States, but is that really worth naming the organization ‘American’ for that fact? If we are changing names, keeping this flawed label would be counter-productive. 

  • Association of Biological Anthropologists

This works, but is plain. While we’re scientists, some pizazz would be good to attract potential newcomers and get some name recognition. We have to consider media and social media today and how to bring attention to ourselves to spread our knowledge.

  • Biological Anthropology Association

BAA is a sheep sound, so no.

  • Biological Anthropology Association of North America

Sounds too much like BANANA, which is a disgusting fruit.

  • International Association of Biocultural Anthropologists
  • International Association of Biological Anthropologists
  • International Conference for Biological Anthropologists

Just as I’m not keen on pinning us to a particular nation, I think it’s implied that organizations are international unless if specifically named otherwise.

  • International Bio, Cultural Anthropology and Outreach Association

This one is very wordy and cultural anthropology is somehow more prominent in the name than our actual field of anthropology. Nope! And, while outreach is important and should be a part of every professional’s life, it’s not really name-worthy. It’s like adding Reading or Analysis into the name because it’s part of what we do. This name may be the one that sets the low bar so the other names are second-worst at worst. 

  • Society for Biological Anthropologists

The group is definitely a society (ranked hierarchy of interacting members) so it’s accurate. One problem is that the big archaeology group in the United States is the Society of American Archaeologists, so SBA name seems like a copy of SAA. Also, it’s a little plain and unpronounceable. Being able to be spoken as its own word (an acronym) makes the organization sound more open compared to being a string of letters (an initialism). Think of NASA or SHIELD versus IRS and CIA.

While I’m inclined to keep the current name, I do have some suggestions for possible name changes. These names are accurate and they’re true acronyms in that they’re pronounceable as words. We could be the:

  • Associate Body of Biological Anthropologists (ABBA)

I don’t think this name is taken?

Or, we could be:

  • Biological Anthropology Deme And Scientific Society (BADASS)

I know I am.


Summer Interacts Journal Debrief

October 19th, 2018

Fitting my physical/biological anthropology course into different time frames and formats throughout the school year brings up challenges. For example, putting the same number of assignments in the condensed summer schedule would mean that I would never stop grading. Many assignments were fixed in their placement in the schedule. That left the Interacts as the type that could be better adjusted to fit the situation. One way to keep the assignment but reduce grading is to change how often the assignment is due. If I made the Interacts take the same amount of work but due just at the end of the summer session, then students get the same experience while I save time. The easiest option was to do the Interacts as usual but due at the final exam. But, a change in the assignment format could make use of the scheduling change. The assignment is typically done with a strong online component as students search the Internet and peruse useful sites and apps. The issue is that students would be more inclined to put it off until the last minute if the assignment was not readily accessible. 

My solution was to make the Interacts into a paper journal assignment. I bought two cases of blank mini-journals from Dollar Tree, which arrived just in time for the start of the summer session. I adapted a lot of the usual Interact activities to be paper based. There was less online work, but more writing, drawing, and mind mapping. I wrote a list of general suggested activities. The main instruction: fill this journal by the final. In the participant observation spirit, I had my own journal, too. 

{ Pretty proud of this page, tbh. }

{ Pretty proud of this page, tbh. }

The goal of the Interacts Journal was similar to the usual version of the assignment: get students thinking about anthropology and science in their daily lives. The paper journal was a way to always make the assignment available as students went about their day. I also made two points. One was that they could do anything related to anthropology (which was everything). The other was that the journal was theirs to keep after I graded them at the final, so they should make it ‘their own.’ 

Doing my own new assignment was a valuable experience. I went through several phases of journaling. First I started out with drawing, but found that it was very time consuming. I switched to making lists and mind maps, then to the fastest way I discovered to finish a page: glue newspaper clippings related to the course. Even so, I found out that 60 4 x 6” pages were a lot to fill. When it was grading time, I managed my expectations accordingly. No student did the whole 60 pages. The ones who were engaged did 45 at the most. Most people did around 30, which was actually how many I had completed. The students who did the worst had around 10 pages with a suspiciously consistent look to the handwriting and very spread out content.

There were some unexpected outcomes that I could account for next summer. Two students lost their journals during the six week course and bought their own replacements. If I had known, I would have given them one of my extra journals. In a more uplifting development, a number of students went far in decorating the journal and putting a lot of work in the contents. Among the surprises was a 3D paper model of a DNA molecule, several thank-you notes to me on the last pages, and a list of the weird things I said during lecture. This last surprise was the best thing to have come out of my teaching career so far:

{ Did I say that? }

{ Did I say that? }

I could tweak the assignment next summer to make it even more successful for more students. For example, I could remind students about working on their journals more during the summer session. Having progress checkpoints may also keep work on the journals going, even if they were not graded until the end. While I kept my own journal, but could have shared what I had done to remind and inspire the class.

I made the Interacts Journal assignment partly to solve a time management problem as partly on a whim to try something different. I was very happy with the results even though my expectations going in were too high. Next time, I will have a tuned grading scheme and ready solutions for lost journals. Having journal check-in times over the course may also help stop procrastinators.

The Long Way

August 20th, 2018

It was my first semester of graduate school, fall of 2001. I was in a seminar class on paleoethnobotany, the study of ancient human-plant interactions, taught by Deborah Pearsall, who later become one of my doctoral advisors. In the ground floor meeting room of Swallow Hall, a small group and I were discussing what we read on the peopling of the Americas. What do we know for sure about the first Native Americans? We brought up key sites like Monte Verde and the evidence for different paths that people could have used at different times. There were a lot of data to explore, but they did not seem to form a consensus. Dr. Pearsall rephrased the topic to keep the talk going: what would you tell a class of undergraduate students about what we know about the peopling of the Americas?

“We don’t really know anything for certain,” I answered. Amused, Dr. Pearsall pushed for more: “Well you have to tell them something.”

Summer of 2018. I was now far from graduate school and writing a textbook chapter on modern human origins. I covered key evidence of an African origin and expansion through the Middle East, across Asia, and to Australia. The next section was about the peopling of the Americas.

I have to tell them something.

Seventeen years after that seminar, research on the peopling of the Americas has filled in some details, but unanswered questions and competing theories still exist. Back then, the Ice-Free Corridor was the strongest theory. It stated that Asians crossed the land bridge of Beringia inland between two glaciers. One conflicting piece of evidence came from the Chilean site of Monte Verde, which was dated too early for the Ice-Free Corridor theory to work barring a full spring from Alaska to Chile. The date of Monte Verde was just confirmed a few years before the seminar, so researchers were just starting to take the implications of that site seriously. I did not keep up with developments until recently when I started teaching my own introductory course. That was when I started hearing more about the Coastal Migration theory, that people expanded along the coast of Beringia before the inland route was available. I was skeptical at first since I was already settled on the Ice-Free corridor. As I read recent papers, though, I became increasingly convinced. Tracing the coasts was a common theme in modern human expansion. Evidence of this pattern appears in all of the continents. The growing collection of early sites in the Americas weakened the Ice Free Corridor theory but was compatible with Coastal Migration. While there was no absolute direct evidence for expansion along the coast, there was no absolutely contradictory evidence either.

I finally knew what to say to students about the peopling of the Americas. I touched on the transition between models and the accumulating evidence for Coastal Migration. Satisfied that I had done that topic justice, I moved on to other sections in my chapter.

The day before my textbook draft was due, a new article came out stating that both major theories are still viable given the evidence (Potter et al. 2018). (A between-the-lines reading of the article is that it greatly supports the Ice Free Corridor over Coastal Migration). The article was not enough to bring me back to the Ice Free Corridor, though, especially as the earlier of the two options. Still, given this new publication I decided that I should adjust my section since it reminded me that the issue was not settled.

After so many years, I thought archaeology had finally arrived at a single explanation of the peopling of the Americas and I was ready to bring upcoming students the news. Perhaps I was too optimistic. Unlike other introductory science classes, the fundamentals of biological anthropology change rapidly and textbook authors have to work with that. Maybe we still don’t really know anything for certain, but I know more about what to tell students. I show them the current state of research and own summary of it, and let students go from there.


Potter, B. A., Baichtal, J. F., Beaudoin, A. B., Fehren-Schmitz, L., Haynes, C. V., Holliday, V. T., . . . Surovell, T. A. (2018). Current evidence allows multiple models for the peopling of the Americas. Sci Adv, 4(8), eaat5473. doi:10.1126/sciadv.aat5473

Summer Fun Project 2018

July 23rd, 2018

It’s nearly summertime when my teaching schedule thins out and I do something extra to stay busy. Previously, I worked on Anthropomotron, my comic, and 3D printing. My outside fun project this summer is again very related to teaching: I’m one of the writers for an Open Education Resource textbook for biological anthropology. I somehow missed the original call for authors, but a colleague connected me with the editorial staff. My chapter is one of my favorites from my lectures: the evolution of modern Homo sapiens. This topic covers our species from their origin in Africa 300 thousand years ago, their expansion around the world, major cultural shifts to the present, and ideas about our future. So, a small topic.

It’s been years since my last big writing project so I am excited to do this type of work again and also practice what I preach to my students about effective writing. My ‘filler’ lecture, which I give to synchronize the lecture schedule across my two colleges, is half about making mind maps and half about writing effectively for science. The lecture sounds boring, but it generates a lot of thoughtful discussion on what clear and effective writing means and how to think about the use of language. To pass the lecture’s message to you, I suggest reading William Zinsser’s On Writing Well, which is inspirational.

As a demonstration on how I research and write, I set up to livestream some of my work on (Just some of my work because I also do Starbucks and library work). I streamed a few times but ran into some obstacles with this setup. One was that I worked sporadically between other timely tasks like grading. The closest I got to planning a writing time was to start after I was done grading for the night, which varied. Another issue was that it really slowed me down to set up the stream and then narrate my own work. Other writing streams on Twitch just show the writing process without the author’s explanation, which could be something I could try. I would still have to address the last issue: streaming really fired up my computer, which heated up my little bedroom/office, so I became increasingly uncomfortable. 

Without streaming, I’ve settled on a regular work pattern. For each section of the book, I do some research in the scientific literature to confirm what I want to write and make sure that my interpretation of the evidence is supported. This part is done with the Bookends reference manager on both my Mac and on my iPad. I read and highlight PDFs on the iPad and then sync them to the Mac side. On the computer, I open those PDFs along with my Scrivener chapter and put down what I want to say in writing. I start out just listing the main points, then build structured paragraphs with them by adding details and moving things around to a logical order of presentation. For the sections about hominins sites in different regions, I pick up to five to mention in each part of the world. The earliest in each region make it in, then others that have notable finds, a lot of finds (i.e., many fossils or artifacts) or tie into the discussion of other regions. I average about 200 words a night with this method, which is around what I did during dissertation writing. I started this blog post before the book chapter and I’m now at over 8000 words there.

This project has truly been a fun project and I look forward to the current writing phase and other tasks as well, such as determining the illustrations. I’ve learned a lot about modern Homo sapiens getting caught up with the amazing discoveries made since I was a graduate student and hope that I convey what I now know to future readers in a clear and accurate way.

Spring 2018 Semester Wrap-Up

June 4th, 2018

The recent semester was a quiet one as I stuck more to my established system. The Interacts continue to be a favorite part of the course, balanced by the more demanding article summaries. The Pre-Lecture slides got better with more content, including more embedded video clips and gifs. The coffee meetings with students were still extremely valuable in letting me see what the lives of my students are like and their comments on the course. One student told me that he does every single Interact activity, though the assignment only requires doing half of them. It would have been harder to learn that kind of detail during the usual schedule of the class.

One event during the semester was my trip to the AAPA meeting in Austin, which was meaningful beyond what I expected. I haven’t been to a professional meeting since I became an instructor (even further than that, my Photos says my last meeting was the SAAs in Honolulu in 2013). Attending as an educator made me interact differently with the presenters. I had numerous conversations about how the latest findings fit in with the material taught to introductory students. Even my off-time was useful. While at Toy Joy in downtown, I saw an inflatable globe that solved my issue of lacking a world map at one of my schools in an unexpected way:

Class Globe

The globe was also useful in the final review Bean Pong game as a new type of question (e.g., “Show the maximum range of Neanderthals on the globe.”). I also learned that I could request a large plastic folding table from Facilities for Bean Pong instead of working with just the furniture in the classroom. It only took me four years of teaching to know that I could order furniture!

My sixteen-week online class saw a big addition with weekly introductory videos. These short videos, all under two minutes long, were added to the weekly announcement and gave a short multimedia summary of the current course topic. Making one video a week, which involved writing a script, filming myself, filming other original footage, recording separate audio on a good mic, finding Creative Commons media, occasional screen-captured video, and fighting iMovie, took a lot of time and sometimes I was working right up to the start of the week when the announcement must be posted. The videos got around four weekly views out of a class of 40, but I was happy with the results. I also enjoyed filming in a variety of places and linking them to biological anthropology. I filmed in a pet store, Target, a supermarket, and the San Diego Zoo. I am now always on the lookout for better footage that I can use to improve the videos. Since the iMovie process is modular, I can swap out footage easily. The videos live in a private playlist, but if you’ve read this post this far, you can watch them here. Make sure to see the Week 6 one.

For the summer session and fall semester, I planned on again sticking with the established structure since I will be working on a big side project as well. Still, I already have some new ideas to try out. What if the summer students had a paper Interacts journal that they worked on over the six-week course and turned it in at the final? We’ll hear how that goes (if it goes) in the next wrap-up!