LiAnna Davis: How New England students are improving Wikipedia
Dante holding a copy of the Divine Comedy, next to the entrance to Hell, the seven terraces of Mount Purgatory and the city of Florence, with the spheres of Heaven above, in Domenico di Michelino's 1465 fresco. Wellesley (Mass.) College students have been editing the Wikipedia articles on the masterpiece to highlight the women Dante referenced.
From The New England Journal of Higher Education, a service of The New England Board of Higher Education (nebhe.org), based in Boston.
You probably use Wikipedia regularly, maybe even every day. It’s where the world goes to learn more about almost anything, do a quick fact-check or get lost in an endless stream of link clicking. But have you ever stopped to think about the people behind the information you’re reading on Wikipedia? Or how their perspectives may inform what’s covered—and what’s not?
All content to Wikipedia is added and edited in a crowdsourced model, wherein nearly anyone can click the “edit” button and change content on Wikipedia. An active community of dedicated volunteers adds content and monitors the edits made by others, following a complex series of policies and guidelines that have been developed in the 21 years since Wikipedia started. This active community is what keeps Wikipedia as reliable as it is today—good, but not complete. More diverse contributors are needed to add more content to Wikipedia.
Some of that information has been added by college students from New England, written as a class assignment. The Wiki Education Foundation, small nonprofit, runs a program called the Wikipedia Student Program, in which we support college and university faculty who want to assign their students to write Wikipedia articles as part of their coursework.
Why do instructors assign their students to edit Wikipedia as a course assignment? Research shows a Wikipedia assignment increases motivation for students, while providing them learning objectives like critical thinking, research, writing for a public audience, evaluating and synthesizing sources and peer review. Especially important in today’s climate of misinformation and disinformation is the critical digital media literacy skills students gain from writing for Wikipedia, where they’re asked to consider and evaluate the reliability of the sources they’re citing. In addition to the benefits to student learning outcomes, instructors are also glad to see Wikipedia’s coverage of their discipline get better. And it does get better; studies such as this and this and this have shown the quality of content students add to Wikipedia is high.
Since 2010, more than 5,100 courses have participated in the program and more than 102,000 student editors have added more than 85 million words to Wikipedia. That’s 292,000 printed pages or the equivalent of 62 volumes of a printed encyclopedia. To put that in context, the last print edition of Encyclopedia Britannica had only 32 volumes. That means Wikipedia Student Program participants have added nearly twice as much content as was in Britannica.
Students add to body of knowledge
It’s easy to think of Wikipedia as fairly complete if it gives you the answer you seek most of the time. But the ability for student editors to add those 85 million words exposes this assumption as false. Let’s examine some examples.
Since the COVID-19 pandemic, the public’s interest in vaccines and therapeutics has skyrocketed. Thanks to a Boston University School of Medicine student in Benjamin Wolozin’s Systems Pharmacology class in fall 2021, the article on reverse pharmacology has been overhauled. Before the student started working on it, the article was what’s known on Wikipedia as a stub—a short, incomplete article. Today, thanks to Dr. Wolozin’s student adding a dramatic 17,000 words to the article, it’s a comprehensive description of hypothesis-driven drug discovery.
Medical content is popular on Wikipedia. In fact, Wikipedia’s medical articles get more pageviews than the websites for the National Institutes of Health, WebMD, Mayo Clinic, the British National Health Service, the World Health Organization and UpToDate.
Student editors in Mary Mahoney’s History of Medicine class at Connecticut’s Trinity College improved a number of medical articles, including those on pediatrics, telehealth, pregnancy and Mary Mallon (better known as Typhoid Mary), to name just a few. In the handful of months since students improved these articles, they’ve been viewed more than 932,000 times. As many tenured professors who’ve taught with Wikipedia note, more people will read the outcomes of student work from their Wikipedia assignments than will read an entire corpus of academic publications.
Sometimes their work adds cultural relevance to existing articles. Take Gwen Kordonowy’s “Public Writing” course at Boston University. Before one of her students expanded the article on Xiangsheng, the traditional Chinese performance art, it covered Xiangsheng in mainland China, Taiwan, Hong Kong, and Malaysia—but not in North America. The student added a section on Xiangsheng in North America, noting famous Canadian and American performers.
Many students study Dante’s Divine Comedy as part of their schoolwork, but have you considered the women Dante references? Until Wellesley College’s “Dante’s Divine Comedy” class started working on their Wikipedia articles, you may not have been able to learn much more. The course, taught by Laura Ingallinella, focused on highlighting the women Dante referenced and improving their articles.
Diversifying perspectives
The Wellesley College example is a good one because it’s indicative of a larger challenge of gaps within Wikipedia. Wikipedia’s existing editor base is relatively homogenous: In Northern America, the diversity demographics are grim. Only 22 percent of Wikipedia contributors are women, which directly correlates to content gaps like the ones the Dante class tackled. The race and ethnicity gaps are even worse. Recent survey data revealed 89 percent of U.S. Wikipedia content contributors identify as white.
With an overwhelmingly white, male editor base, content coverage and perspectives can get skewed. That’s where Wiki Education’s work comes in. By empowering a diverse group of college students, the program is able to help shift Wikipedia’s contributor demographics. In Wiki Education’s programs, 67 percent of participants identify as women, and an additional 3 percent identify as non-binary or another gender identity. And only 55 percent of Wiki Education’s program participants identify as white.
By empowering higher education students to address Wikipedia’s content gaps as class assignments, Wiki Education is helping to diversify the contributors to Wikipedia too. Wikipedia’s mission—to collect the sum of all human knowledge—requires participation from a diverse population of participants. Initiatives like the ones run by Wiki Education are key to helping achieve that vision.
When we support higher education students to contribute their knowledge, the story told by Wikipedia becomes more accurate, representative and complete.
LiAnna Davis is chief programs officer at Wiki Education.
Angel B. Perez: Race, class and 'uncomfortable learning'
Colleges and universities have a significant role to play in shaping the future of race and class relations in America. As exhibited in this year’s presidential election, race and class continue to divide us. Black Lives Matter movements, campus protests and police shootings are just a few examples of the proliferation of intolerance. It seems like we understand each other less each day. Higher education has a moral imperative to become the training ground for issues that students will face throughout their lives. Given the increasing diversity of higher education, there has never been a greater opportunity to address race and class.
According to the National Center for Education Statistics, 20.5 million students are expected to attend college this year. These students will be entering a postsecondary landscape unlike any other; 14.5% of students in college are Black and 16.5% Hispanic. While low-income students still enroll at lower rates, the U.S. Census Bureau reports that 46% of America’s traditional college-age people who are low-income are now enrolled in college. Colleges are beginning to reflect America’s diversity and this presents an opportunity for cultivating understanding.
Universities are microcosms of the world we inhabit. However, campus interactions can be more intense than those outside academia. For many, stepping through the doors of higher education could be the first time they are confronted with engaging difference. Low-income students will now be eating, working, living and playing with wealthy students. Students who grew up in predominantly white communities will now live in residence halls with students from all over the globe. While it’s an incredible opportunity for exchange, it’s also easy for misunderstandings to lead to conflict.
The first thing higher education must do is help students understand that life in college is challenging. What’s often lost in conversations about safe spaces and trigger points is the acknowledgement that college is where students go to leave their comfort zones. Being uncomfortable actually helps them grow. In fact, former Williams College Prof. Robert Gaudino, a political scientist and experiential educationalist, dedicated most of his career to helping students engage “uncomfortable learning.” He believed that putting students in uncomfortable situations and forced to confront their own beliefs, values and “habits of mind” was the key to their growth and success.
Confronting race and class in college is hard, but the results can be transformative. Recently, I hired a young African-American student as a research assistant. She told me about a powerful experience she had in college when called the “N” word by a white peer. Her outrage was evident, but given the small size of our institution, she ironically ended up in a class about race with this student. Through intentional class discussions and heated debates, the two have now reconciled and are friends. The young man acknowledged his own ignorance and has been transformed by the experience. While their journey was unpleasant, both students were forced to deal with the implications. The structure that college provided them created a space for them to turn anger, and bias into learning and mutual understanding.
Administration plays a significant role in setting the stage for dialogue. In fact, much of their work impacts issues of race and class each day. They can use the admissions and financial aid process to socially engineer a campus that represents the diversity of the nation. They can create orientation programs that cultivate cross-cultural interactions and engage students in conversations that challenge beliefs. The way colleges construct everything from their residential life policies to extracurricular activities, can have an impact on how students engage difference.
I recall my own experience as a first-generation low-income student who was placed in a dorm room with a wealthy, white male (the first I had ever met). We spent a year engaged in interactions about our differences. We both made so many assumptions about each other, (often wrongly so), but we learned so much because of the way the college provided a platform and support for us to do so.
Faculty also play a pivotal role in campus conversations. Addressing issues of race and class are often delegated to sociologists, anthropologists and historians, but campuswide change happens when all faculty see race and class as an opportunity for pedagogical engagement. Race and class are omnipresent and its realities don’t go away when a student walks through a classroom door. The willingness of faculty to incorporate these issues into curriculum and navigate conversations when they arise could also change how students engage difference.
Last semester, I taught a course with a mix of students of color and majority students, as well as low-income and wealthy students. One day, they were visibly upset about the fact that some students had written “Trump 2016” in chalk around campus. This created a lot of emotion for students of color and confusion for majority students. I immediately went “off script,” and moderated a difficult conversation. I passed over the day’s planned course content, but the issue was important. There was no solution, but the greatest gift of the conversation was when students on both sides of the argument admitted they had never thought of the issue from the other’s perspective.
As the demographics of the U.S. change, that of those who walk through the doors of higher education also shifts, and we have a moral imperative to socially construct the platform for students to learn how to engage difference. The 20.5 million students in higher education will impact our future. In his book The Uses of the University, Clark Kerr, former president of the University of California, reminds us that “as society goes, so goes the university.” He believed the university has a responsibility to meet the urgent demands of society. The deliberate creation of platforms that support students through cultivation of spaces and interactions about difference can shape our nation’s future. This is no small task, but society has spoken. It’s now higher education’s turn to respond.
Angel B. Perez is vice president of enrollment and student success at Trinity College.