Digital Humanities has become a “hot” topic in academia over the last few years, primarily in research and scholarship. While many push forward into new realms of using technology to articulate cool findings, others at non-research intensive universities are moving forward with engaging their undergraduate students in various forms of Digital Pedagogy, a facet of Digital Humanities. Single-day bloom-and-fade projects, individual assignments, and larger scaffolded projects all comprise Digital Humanities curriculum. Here, I provide examples of all three types of projects and include a discussion about risk, play, and productive failure to situate my type of pedagogy in a non-research intensive university setting.