I’ve been streaming a lot of Simpsons with my son lately. Backwards. Since I quit watching the show regularly sometime in the late-90s, this was the best way that we could both enjoy all-new material. The quality of even the most recent stuff is obviously the good thing about streaming the Simpsons. The bad thing is being locked into watching all those Fox commercials since my cable company (or maybe it’s Fox) won’t let us fast forward. The above Uber commercial has been on full rotation for months. In fact, it sometimes plays twice an episode. I’ve been making so many “earnin’/chillin'” jokes that my son now leaves the room when it comes on.
I thought of that commercial twice while I was at the AHA in Denver last weekend. The first time was when I explained to four historians from Northern California (ironically, the first place that I ever took an Uber) how Uber works. [Key lesson: Always tip your driver!] The second time was when I went to my first digital humanities panel on Saturday morning. The commentator, Chad Gaffield from the University of Ottawa, was talking about how DH makes it possible to break down the false dichotomy between work and play. That spoke to me, because I’ve been having an awful lot of fun teaching all my classes lately. Indeed, I’m going to bring that up the next time I hear someone who teaches like it’s still 1995 start talking about “rigor.”
The other point Gaffield mentioned that I thought was really important was the way that DH blends the traditional roles of teaching, research and service. In my case, I teach students how to research using local resources that help the community once they appear online. However, I suspect there are a million variations to that. In any event, when you fill out your annual performance review, we can all include DH work in whichever category we don’t have enough material in already.
In the very early days of this blog, the role of tech critic was something of a side hustle for me. It wasn’t my day job, but my writing nonetheless found an audience. It’s through the conversations which that writing inspired that I stumbled into a large, multi-disciplinary pool of scholar/teachers who were trying to utilize the Internet to create unique educational experiences rather than cheap, dumb carbon copies of face-to-face courses. I started teaching online so that I could try to set a positive example for other people who might be reluctant to make the same jump because so much of what’s out there has a justifiably bad reputation. I still have a long way to go, but one of the most refreshing things I got out of all the DH panels I went to last weekend is that so does everybody else. Even historians who get their DH papers onto AHA panels readily admit that their learning curve remains steep.
By the time I left Denver in Sunday, I had decided I’m never going back. I don’t want my conventional courses to be entirely conventional anymore. In other words, I’ve been convinced that the digital needs to be present in every course I teach.
I am hardly the first person to draw such a conclusion. CU-Boulder’s Patty Limerick wrote in the September 2016 issue of AHA Perspectives that:
In innumerable settings, historians in Colorado are stepping up to this challenge. In the process, they are devising practices that transcend the conventional turf fights between “academic history” and “public history,” uniting in the strenuous and satisfying work of “applied history.”
I think you could make a pretty good case that food and refrigerators are relevant today, but it’s my classes which take students into the Steelworks Center of the West and the Pueblo Public Library that fit this definition of “applied history” the best.
While such activities have little to do with my current research, teaching is 50% of my job according the annual performance review I’ll have to turn in a couple of weeks from now. In short, what was once my side hustle has now become my regular hustle. While there’s still a lot of tech criticism left to write and I plan to write at least some of it when I have the time, this blog, when I have time for it (and why would I have redesigned it if I had intended to never use it again?) is going full pedagogy.
In the meantime, I have another actual history book I want to write…