It has been a busy and beneficial fall semester as a second-year fellow at CHNM. The time rolled along quickly and throughout I’ve had a number of new opportunities and experiences that have built on the work that we did last year as first-year fellows.
As a second-year fellow in the center, our roles at the center changed considerably. The first year of the fellowship focused on circulating us through each division at the center – a six-week process that exposed us to the various projects and enabled us to work with faculty and staff throughout CHNM. The second year of the fellowship has been much more concentrated. My work in the Education division has afforded me more time on a project and allowed me to work more directly with members of that division. In turn I’ve been able to understand the facets of the project to which I have contributed and have enjoyed greater integration into the division.
Getting Started with Phase 1 of 100 Leaders:
In this case, the majority of the fall semester was spent working on the 100 Leaders in World History project. The site, which I have reviewed here, allows for interaction with historical figures on the subject of leadership and encourages teachers and students to extend these subjects further by rating these figures on particular leadership traits. CHNM was selected by National History Day to develop and design the site last Spring. At the start of the semester the site was still in the first phase of development. I worked to add the content from National History Day to each of the pages and familiarized myself with the back-end structure of Drupal. Throughout this period I had a number of interesting conversations with Jennifer Rosenfeld about the complexities and challenges of creating interactive and educational materials for the web. I learned a good deal about the importance of collaboration on a project of this scale. With over 100 distinct pages on the site, minor edits, like the addition of italicization, called for discussion, notation, and a division of labor to ensure that each page was updated appropriately.
Mentoring and moving into Phase 2:
As the semester rolled on, the first-year fellows circulated into the Education department for a four-week accelerated rotation. Stephanie, Jordan, and Alyssa each completed a blog post that described their experiences. During this period I took on a larger role in mentoring them and organized each of the activities we would undertake. We began with user testing across browsers and devices. At this stage, the 100 Leaders in World History project had entered the second phase of development and this user testing aided in the development and design of the current voting interface and served to test and validate that the underlying voting algorithm was capturing and recording appropriately. We consistently tried our best to break everything and shared our findings with Jennifer and James McCartney for improvement. (Anyone viewing the site on a smartphone will appreciate our feedback as the larger slider buttons were a direct result of these tests!)
Next, we worked to gather image content and citation information for videos on the site. At first, our discussions focused on digital images and copyright, but soon we turned our attention to issues of diversity and representation in terms of time period, geographic region, gender, race, ethnicity, and type of leadership. We tried to be thoughtful in our selections, considering the ability of a single image to convey particular types of information about a leader or juxtaposing images to create alternate or additional meaning about a figure or figures. The final activity undertaken with the help of the first year fellows was the creation of a guidebook that will aid National History Day in modifying and maintaining the 100 Leaders in World History site.
Each of these activities was useful in demonstrating the different complications that accompany large-scale, collaborative, educational websites. User testing encouraged us to deal with the user experience and to gain insight into the processes required to build a site of this size. Contributing images moved us back into our comfort zones as historians doing research on particular subjects- but the added complication of copyright was useful in expanding the Fellows’ thinking about what digital historical research entails. While we each campaigned for our favorite images or leaders, we also took seriously the importance of crafting a meaningful visual narrative that supported the dialogue of each video. Finally, the guidebook allowed an introduction to the back-end of a Drupal site and encouraged us to think through questions about making navigation easier and more efficient to those without experience programming.
Working on 100 Leaders after the launch:
After the first-year fellows completed their rotation in the Education division, my work continued to focus on the completion of the Guidebook as well as video transcription, user testing, data manipulation and a website review. On November 3rd, the voting interface on the 100 Leaders in World History site went live. To aid in marketing the site and to inform teachers about how it could be used in the classroom, I wrote a summary of the site’s features for Teachinghistory.org. This website review encouraged me to revisit my earlier discussions with Jennifer about online learning and to view the 100 Leaders in World History site with fresh eyes. Since then, interest in the site has exploded and we have recorded over 200,000 votes in just over a month. It has been a busy but useful semester for me in Education and I’m glad to have had the opportunity to contribute to a project like 100 Leaders.
In November, CHNM celebrated its 20th anniversary with a conference held here at George Mason. As I described here, the second-year fellows spent a portion of last spring engaged in a discussion about the history of the center. From that seminar with Dr. Robertson, each of us researched a foundational project in the center’s history and created an archive in Omeka to organize and display our findings. Over the summer I worked to expand our efforts to include the broader range of projects using grant materials, oral histories, and internal communications to trace the development and growth of important projects. As a relative newcomer to the field, this process was particularly meaningful. This work culminated this fall in the release of the RRCHNM20 Collection which made these materials public and invited others to contribute. The RRCHNM20 Collection is an important step toward creating a unified narrative of CHNM’s role through recording and preserving the hidden processes and persons at each phase of CHNM’s history. In fact, a group of us used a portion of our time at the conference to mine the RRCHNM collection and create a visualization that represents some of the connections between projects and people across 20 years. Furthermore, the conference events brought former and current employees together in a productive and meaningful dialogue about the past, present and future of work at DH centers like CHNM (I live-tweeted these experiences throughout the conference.)
Additional Fellowship Responsibilities and final thoughts:
The additional responsibilities of a second-year fellow include producing a podcast, serving as a mentor to first-year fellows and the operation of the Digital Support Space. It was interesting to be on the other side of the mentorship process this year. Last year, Ben Hurwitz, Spencer Roberts, and Amanda Morton served as mentors to the incoming fellows. They were each very helpful to us and I was excited to provide the same assistance for the new group. Across the semester I’ve made myself available to each of them for support, but my interaction during their rotation in the Education division was particularly significant. During that period I was able to provide direct support and work with each of them individually on a project. Not only do I feel that I got to know them better, but we had a number of useful conversations about the fellowship and the PhD program broadly. I also worked this semester with my mentee, Jordan, to research and produce episode 108 for the Digital Campus podcast. Finally, I also extended time and resources to individuals in Clio I, Clio 3, and Digital Storytelling classes through the Support Space.
Overall, has been a fast and busy semester but a successful one. I’ve learned a good deal about project management and collaboration through my experiences on the 100 Leaders in World History project and I’m pleased to have had the chance to work more closely in the Education division.