Teaching Digital History: Or, Out of My Comfort Zone
Happy Friday, dear readers! I hope your week went well and you have a lovely weekend planned. Today I want to share some of my experiences from the last quarter, especially about being outside of my comfort zone in my teaching duties. This spring quarter I taught a digital history class that I had created for the history department for the first time and it was both completely fun and completely terrifying at the same time. Let me explain.
I was asked last year by the chair of our history department if I would like to create a digital history methods course. Of course, I said yes! After checking out as many digital history course syllabi as I could find online and digging through lots of literature I began to draw up a syllabus with input from the history chair. We wanted the course to combine theory and practice so the students would get an opportunity for hands-on work as well as getting a grounding in the theory of digital history and current discussions surrounding digital history. After a few iterations of the syllabus, we had a course that we thought would be good so we were able to put it forward to be approved for the next academic year. Happily, the approval process was fairly straightforward and we were on our way for having it taught this spring quarter.
I’ve taught for six years on campus, but I was totally terrified (and excited) to be teaching for the history department a brand new course with non-first year students. But after a bit of shuffling of students in the first few weeks of the course, we settled into the groove of the course and got into the discussions and work of the digital history project. After reviewing the students’ course evaluations, which were overwhelmingly positive, I can’t wait to see where the history department takes their digital history courses next. I just wanted to share a few thoughts about my experience and how it helps in all my work.
First Thought: Just because you are talking with someone in an allied field doesn’t mean they know or understand your field.
This was one idea that has really stuck with me after teaching a digital history course. I really wanted the course to be cross-disciplinary, so I challenged my students to read outside of their comfort zone of history articles and texts. We read articles in Science on using big data for research, library science articles, articles written by archivists studying historians, and more. Some of the students talked in class and wrote about how it really pushed them and was hard at first to understand these other fields. Many of the history majors talked about how they weren’t aware of what archivists did or that anyone was studying how historians used archives. It was really interesting for me to figure out how to translate research from different fields and get students excited to learn about things outside of the history field and see the interconnections that they could use as they go out and become teachers, public historians, etc.
Second Thought: Digital History is always changing so it’s okay to experiment, too
As anyone who works with me knows, I like to have plans and to be prepared for class before the quarter starts. I’m happy improvising up to a point, but winging an entire class doesn’t work for me. Happily, I found a middle ground with this class. While the main bones of the course were all settled before the term started so the students knew overall what to expect, we were able to experiment and improvise with parts of the course so that we could focus on issues that were of interest to the students. It was great to be able to pull in new online videos and articles into the class discussions and readings that would make our learning richer. Some sites didn’t work when we tried to use them in class, other sites seemingly disappeared. Sometimes things that looked easy from the help tutorials turned out to be crazy hard and other times things that looked hard turned out to be easy. Being open to experimentation is key, which leads me to my next thought.
Third Thought: Being uncomfortable is a part of learning and having a supportive environment allows us to work through it
Many of my students talked to me about their difficulties working through some of the new theory presented, some of the technical specifications we talked about, and trying to create online projects instead of writing a research paper. There were definitely moments of discomfort and stretching in class, but that is what learning is about. We have to challenge ourselves to keep learning, to find new ways to communicate history, and to find new ways of engaging with others. While learning may be uncomfortable at times, it was my job as the instructor to maintain a supportive environment for learning, for making mistakes, and for ultimately creating some awesome digital history projects.
My time teaching this course was an amazing experience. I learned a lot that I want to incorporate into my other courses and I hope that I have a chance to collaborate with our awesome history department and students some more in the future. So, I guess what I’m saying is that while the students may have been challenged, I was challenged, too, and learned so much. It was a tiring, fun, terrifying, and invigorating class and term. I can’t wait to see what the next academic year brings.
I hope you have a wonderful weekend, dear readers. I’ll be back soon with some more news and notes. Allons-y!