Course Learning Objectives and Structure

A key factor in the success of these projects was Professor Young’ decision to dedicate two lecture sessions to the Special Collections librarians so they could introduce the assignment details and related technology. Librarians also visited recitation sessions throughout the term so that students could work on each assignment in a low stakes setting. Additionally, they created a Course Guide to serve as the students’ primary resource -- a quick reference guide of all support information for the assignments that was available through the Canvas course site.

The emphasis in the learning objectives on contributing to the creation of information helped frame the assignments and motivated students. The design of the assignments invited students into a role as knowledge producers and co-producers rather than simply recipients or consumers. Although initially students expected a traditional course, in general, they found the work interesting. 

Finally, the Special Collections librarians chose pieces that really resonated with students. As Professor Young commented: “Historians, of course, like these sorts of dusty artifacts but I saw students get excited too and take a very active role in choosing the materials they wanted to focus on.”

Traditionally, the format for a course like History 260 is one where content is presented in lecture and then revisited and summarized in recitation. In this instance, however, the GSIs were the primary facilitators of the History Labs projects. This difference put them in a role of expert, utilizing their field specializations, experience and skills in research techniques. Additionally, all the assessments were done by the GSIs, using a framework constructed by Professor Young and the librarians. When discussing his view of the assessment process, Professor Young emphasized that it was important to let students “live in the difficulties” but also to reassure them that their grade would be based on their “good faith” participation in the process. In his words, “If you’re doing it, you’re doing it!”

The course design and implementation was a collaborative process that involved a campus network of expertise, or “institutional intelligence”. Professor Young initially worked with members of the Center for Research on Learning and Teaching (CRLT) as a participant in the Large Course Initiative (LCI). The LCI is a faculty learning community that focuses on key pedagogical challenges and opportunities in large courses. As his work progressed, Professor Young worked with Special Collections and Digital Pedagogy specialists in the Library as well as learning consultants in LSA Technology Services to fine-tune the assignment details and schedule staff and spaces for the class visits during the semester.