Assessment

Assessment of Spring 2018 and Considerations for Spring 2019

We anticipate running HIST 503 again in Spring 2019, building on the work we've done to scaffold digital history tools and methods into the class. We've been assessing our assignments throughout the semester, and iteratively designing the next assignment based on how the previous one went. Here are some general reflections about the assignments as a scaffolded set of projects intended to build on each other:

1. Introduce HTML coding earlier in the semester. While neither of the tools we used require knowledge HTML, we asked students to use basic HTML elements to improve the presentation of their content. We (wrongly) assumed students had previously been exposed to code. Work needs to be done early in the semester to introduce students to the logic and language of code, so that they are comfortable working with HTML and, more importantly, modifying the code to suit their needs. We are considering a HTML tutorial coupled with a low-stakes assignment as a preliminary building block for the class.
2. Develop ways to ensure that students get hands-on opportunities with each tool. We discovered towards the very end of the semester that many students had found ways to avoid the technical components of the group micro-assignments (by only contributing content for their group projects). These students began their final solo projects at a deficit.
3. Build in more research instruction throughout the class. In earlier iterations of the course, Professor Pollard had assigned research papers, but had moved away from them. With the introduction of digital tools, she revived the research components of the course, and the digital brought into relief the lacuna of students' research abilities. In the next offering, we will scaffold the research aspects (refining topics, iteratively searching for relevant scholarly information) of the class more closely to the digital aspects.
4. Develop more explicit and visible rubric for evaluating student work. Apply the rubric to the low-stakes group micro-assignments to prepare them for the final solo projects. Balance rewarding students' willingness to experiment with the digital with providing meaningful feedback on the quality of the historical content. Reward both the process of creating the digital assignments and the outcome.
5. Continue experimenting with purposeful uses of the Digital Humanities Center in the Library. The DH Librarian (Lach) tried a few different approaches: a Knightlab workshop to reinforce learning the tools during the group micro-assignment phase. HIST 503 students were not able to attend. She held individual office hours in the weeks leading up to the final solo project; many students signed up for one-on-one appointments. In the days leading up to the final deadline, she opened up the space to the students and sat with them most of the day. Between 15-20 students spent many hours working side-by-side in the DH Center in those last few days. As they continued working, they began helping each other out: teaching each other HTML, helping to debug coding problems, assisting each other with citations and technical problems. This built a strong sense of collaboration and community. We will continue to develop opportunities for students in future HIST 503 classes to work together in these ways.