<?xml version="1.0" encoding="utf-8" standalone="yes"?><rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom"><channel><title>Posts on Amanda Regan</title><link>https://amanda-regan.com/posts/</link><description>Recent content in Posts on Amanda Regan</description><generator>Hugo</generator><language>en-us</language><lastBuildDate>Wed, 05 Aug 2026 00:00:00 +0000</lastBuildDate><atom:link href="https://amanda-regan.com/posts/index.xml" rel="self" type="application/rss+xml"/><item><title>Teaching Computational History in the Age of AI</title><link>https://amanda-regan.com/posts/teaching-computational-history-age-of-ai/</link><pubDate>Wed, 05 Aug 2026 00:00:00 +0000</pubDate><guid>https://amanda-regan.com/posts/teaching-computational-history-age-of-ai/</guid><description>&lt;p&gt;I am finishing up my syllabus for &lt;a href="https://amanda-regan.com/courses/8510fall26/"&gt;Methods in Digital History II&lt;/a&gt; for Fall 2026. I have taught some version of this course at Clemson since Spring 2023 and its one of the core classes in our &lt;a href="https://www.clemson.edu/cah/academics/history-and-geography/graduate/digital-history-phd/"&gt;Digital History Ph.D. Program&lt;/a&gt;. Putting the four iterations of this course side by side, what strikes me is how much more I can ask of students now than I could three and a half years ago. The field is moving at the speed of light right now and I think its worth reflecting on just how much has changed in teaching computational methods.&lt;/p&gt;</description></item></channel></rss>