{"id":6431,"date":"2016-02-11T14:50:18","date_gmt":"2016-02-11T19:50:18","guid":{"rendered":"http:\/\/commons.trincoll.edu\/edreform\/?page_id=6431"},"modified":"2019-11-02T06:58:01","modified_gmt":"2019-11-02T10:58:01","slug":"heq-2016-teaching-forum-behind-the-scenes","status":"publish","type":"page","link":"http:\/\/commons.trincoll.edu\/edreform\/teaching\/heq-2016-teaching-forum-behind-the-scenes\/","title":{"rendered":"HEQ 2016 Teaching Forum: Behind the Scenes"},"content":{"rendered":"

In Spring\u00a02015, Nancy Beadie and Joy Williamson-Lott, as incoming editors of the History of Education Quarterly<\/a><\/em>, invited me and eight other colleagues to contribute essays for one of their new formats: a teaching forum. Their goal is\u00a0to spark deeper reflections about our pedagogical thinking in the pages of this scholarly journal, which in past years has published mostly conventional\u00a0research articles. The editors prompted us with a question — how do we teach history with case studies?<\/em> — and pushed us to think about it as broadly as possible.<\/p>\n

It wasn’t hard to persuade me to participate. I consider teaching to be central to my work, an intellectual exercise in pairing insightful questions with\u00a0historical sources, closely watching and listening to how students learn, and continually rethinking\u00a0the process for the next\u00a0semester. But this\u00a0group\u00a0essay assignment also provided\u00a0an opportunity to rethink how faculty\u00a0engage in\u00a0our work as writers. In the\u00a0traditional mode, we submit\u00a0our individual essays to editors, without necessarily see or having an opportunity to respond to\u00a0what other authors are crafting for the same section. Yet this time, the HEQ editors\u00a0accepted a suggested alternative: to encourage all of the\u00a0contributors to share our drafts-in-progress in a Google Documents digital folder. This arrangement allowed each of our individual essays to benefit\u00a0with constructive comments by\u00a0our peers, and it also created\u00a0more coherent conversation across our collective works. The key was to insert peer commentary into\u00a0the middle<\/em> of our writing process, rather than a traditional review of\u00a0polished pieces at the end stage, to maximize the value of our feedback\u00a0to one another.<\/p>\n

The best way to understand this HEQ draft commentary\u00a0process is to reveal the\u00a0behind-the-scenes process, months before we arrived at the\u00a0finished product. The examples pictured below feature comments that peers posted on different stages of my\u00a0writing, because I am the “owner” of these digital drafts, and changed the sharing settings from private to public. I emailed my peers to ask if any wished to delete their comments on my public essay, and no one did. But I do not link to other drafts written by my peers, where many more comments appear, because they own their drafts, not me. If other forum participants wish to do so, they also can make their drafts public, share links and\/or screenshots online, or ask me to include them in this essay.<\/p>\n

The first draft I shared with the group appeared in this June 2015 Google Document<\/a>. Looking back, my writing was still in the discovery process. I began by describing a\u00a0case study comparison in my class — an old one that I had written about elsewhere — but\u00a0was still searching for the best way to express a new idea that had popped into my head. A few paragraphs into the essay, I rhetorically asked, “Do we ever\u00a0not<\/em> use case studies in our history teaching?” My inner skeptic had begun\u00a0to challenge\u00a0the writing prompt given to us by\u00a0the editors, by questioning whether it was impossible to teach history without cases of some type. When we began to comment on each other’s drafts in early July, I noted\u00a0my temptation to develop this theme further. Three other\u00a0authors — Heather Lewis, Michael Bowman, and Karen Leroux —\u00a0offered encouragement and constructive feedback, which shifted my approach. If they thought this\u00a0half-baked idea had merit, perhaps I should frame it into a thesis and restructure the entire essay. Midway through the writing process, my peers inspired me to rethink and revise.<\/p>\n

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Excerpt of my first draft with peer comments, from my June 2015 Google Doc<\/a><\/figcaption><\/figure>\n

A week later\u00a0I rewrote the essay and shared it with the group in\u00a0this\u00a0July 2015 Google Document<\/a>. This newer version began with a stronger\u00a0introductory argument and framework for four sections that followed about different types of cases in history teaching. But in this second round of\u00a0commentary, my colleagues drew attention to some of my uncertain\u00a0wording in the body of the essay, particularly the\u00a0fourth section. When historians teach with role-playing scenarios, such as the highly-praised and widely\u00a0popular “Reacting to the Past” series, does it favor conflict and competition over empathy and understanding? But that question\u00a0wasn’t fully developed at the time. In this draft, authors Jon Hale, Ansley Erickson, and Isaac Gottesman posted comments that\u00a0nudged me to clarify my not-yet-formed internal thoughts\u00a0into clearer prose that others would\u00a0understand. For authors who are stuck\u00a0inside our own heads — something that happens to me quite often — their feedback allowed\u00a0me to re-read my essay through their eyes, and\u00a0re-word sentences to communicate more clearly.<\/p>\n

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Excerpt of my second draft with peer comments, from this July 2015 Google Doc<\/a><\/figcaption><\/figure>\n

No doubt, the last\u00a0draft that I submitted in this final August 2015 Google Document<\/a>\u00a0is much stronger than what initially appeared months earlier on my computer screen. But the difference is that I received substantive peer feedback\u00a0during my writing process<\/em>, rather than solely at the end, when it’s often\u00a0too late to significantly restructure and revise. Moreover, my essay\u00a0became more refined and interconnected\u00a0with the thinking\u00a0of other authors because they shared their drafts and welcomed comments\u00a0at the same time<\/em>\u00a0when I was writing and revising mine.<\/p>\n

Memo to academic journal editors: If you want scholars to break out of our individual silos and communicate beyond our areas of specialization, then create more interdependent writing and commenting forums such as this one. Also, a\u00a0memo\u00a0to historians and other scholars: If the idea of sharing your drafts-in-progress with many colleagues sounds strange to you, then you need to get out of your office more often. Visit more classrooms, from kindergarten through college, that emphasize collaborative writing and peer editing. Read some of the ideas, examples, and tutorials featured in an open-access volume of essays I co-edited with\u00a0Tennyson O’Donnell, Web Writing: Why and How for Liberal Arts Teaching and Learning<\/a><\/em> (University of Michigan Press, 2015), or a related volume Writing History in the Digital Age<\/a><\/em>, co-edited with Kristen Nawrotzki (University of Michigan Press, 2013). Try\u00a0teaching by assigning short essays where students have compelling\u00a0reasons to share drafts and peer edit one another. Remember that technology is\u00a0not<\/em> the end goal, but rather, a tool that can\u00a0help to restructure our traditionally isolated ways of writing in both teaching and scholarship.<\/p>\n

If you want to read the full set of Teaching Forum essays, you’ll need to go to the February 2016 issue of the History of Education Quarterly<\/em><\/a>. Unfortunately, HEQ is published through a proprietary press with a subscriber-only\u00a0site. At my campus, readers may need to log in\u00a0through this HEQ ezproxy.trincoll.edu link<\/a>, which requires a Trinity College username and password. Alas, HEQ does not yet belong to\u00a0the growing number of open-access scholarly journals<\/a>. Although my colleagues and I performed the bulk of the labor by writing\u00a0and commenting\u00a0on each other’s essays, the proprietary press makes a profit by selling our words, primarily back to our own\u00a0non-profit academic institutions and our financially struggling libraries. But that’s a different rant, which I’ll save for another time . . .<\/del> Now it’s freely accessible!<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

In Spring\u00a02015, Nancy Beadie and Joy Williamson-Lott, as incoming editors of the History of Education Quarterly, invited me and eight other colleagues to contribute essays for one of their new formats: a teaching forum. Their goal is\u00a0to spark deeper reflections about our pedagogical thinking in the pages of this scholarly journal, which in past years … Continue reading HEQ 2016 Teaching Forum: Behind the Scenes<\/span><\/a><\/p>\n","protected":false},"author":6,"featured_media":0,"parent":2645,"menu_order":20,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/pages\/6431"}],"collection":[{"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/comments?post=6431"}],"version-history":[{"count":4,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/pages\/6431\/revisions"}],"predecessor-version":[{"id":8530,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/pages\/6431\/revisions\/8530"}],"up":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/pages\/2645"}],"wp:attachment":[{"href":"http:\/\/commons.trincoll.edu\/edreform\/wp-json\/wp\/v2\/media?parent=6431"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}