Digital Teaching Fellows (DiTF) Evaluation

During 2015-16, Bok Assessment evaluated the Digital Teaching Fellows (DiTF) program, which is run jointly through the FAS Academic Technology Group and the History Department. DiTFs are graduate student Teaching Fellows who receive specialized training and resources on the pedagogical and technological aspects required to incorporate digital media into humanities courses. DiTFs work closely with course faculty to integrate digital technology and design new assignments.

In order to assess the impact of the program on all stakeholders, we surveyed DiTFs from the past year, interviewed faculty who worked with DiTFs, and surveyed undergrads who took the modified courses about how well they thought the digital aspects of the courses impacted their learning. The goal of the evaluation was to identify the benefits to stakeholders and areas of improvement as the program becomes more established and makes plans to expand. The evaluation revealed an occasional disconnect between the introduction of digital technology into the classroom and student learning. In a couple of courses, students and DiTFs felt that the addition of more technology created more confusion than clarity and that the digital assignments might have been better as pen and paper assignments instead.

However, when digital technology was used to supplement strong pedagogy, we found that undergrads, faculty, and DiTFs all felt very positively about the course and felt like the technology enhanced learning.


Underrepresented Minority (URM) Academic Pipeline Evaluation

We are working with the Harvard Graduate School of Arts and Sciences (GSAS) and a graduate student at the Graduate School of Education to conduct an evaluation of the pipeline of underrepresented minority (URM) graduate students into academia.  This evaluation will use a combination of graduate student surveys and in depth interviews with students from a variety of different departments in GSAS to assess whether URM students have different trajectories after completing graduate school than non-URM students. This evaluation will be used to advise GSAS on how to best support URM graduate students.