I guess I’m the first THATCamp SE camper who’s posting. First, the room-share offer. I have a room Friday and Saturday at the Emory Inn with two beds, and I’ll be happy to share it with a male non-smoker with a strong preference for someone who’s willing to trade some quick-and-dirty Ruby or other DUP (damned useful programming) tutorial for the room-share. (As in, I want to learn for a specific project and have some structured [procedural] programming in my head but no OOP or current-language skills. You teach me a bit, you get a place to crash. Contact me by email.)

Now, for the random thoughts on sessions:

• This hasn’t interested many at other THATCamps, but I’m going to float it in case it sparks conversation: DH perspectives on humanities assessment. Right now, higher-ed is facing enormous pressure on “outcomes,” by which many of us fear reductionist assessment. The Lumina Foundation got people interested in liberal-arts and higher ed policy together to create its Degree Qualifications description, which is far more friendly to liberal arts than other possibilities. But there are two reasons to look for humanities “native” assessment research: 1) there will STILL be national political pressures to demonstrate what students learn, and 2) regional accreditors (including SACS) are looking for assessments, and a lot of faculty at schools in the Southeast will be pressured towards the reductionist assessments they hate unless they have alternative tools.
• The Skill Set: What set of skills are likely employers of DH students/graduates going to reward (and hire people for!)? For example, a university library department head told me in the last year that she expects ALL new university librarians will need some familiarity with programming, quasi-programming (WordPress theme hacking?), or something to climb the learning curves as university library software systems evolve. We shouldn’t gear what we do as students, faculty, and professionals entirely to the job market, but especially if someone’s spending money and time on a graduate degree, thinking about this would be appropriate.
• Games, gamification, game development for the humanities. Instructional design issues, development kits, CubePoints, ChoreWars, etc. (Gain experience points in the session if you protect session attendees from the Ice Boss.)