By Cecily Hill, NEH for All Director of Community Initiatives
As of this writing, colleges and universities around the nation have closed their doors; most have shifted to online learning. In-person public programs are on pause, indefinitely. For the majority of us, large components of our work have come to a screeching halt, while we have had to abruptly shift to scores of new personal and professional challenges.
At the National Humanities Alliance, we are continuing our work to document the impact of the humanities in a variety of contexts, but with a particular eye toward how humanities organizations and institutions are serving their communities and constituencies during this challenging time. We are also using this time to support humanities faculty, practitioners, and organizations as they plan for the future.
With this in mind, we are launching a new resource for humanities faculty, practitioners, and organizations. Our new toolkit, Documenting the Impact of Your Humanities Program, is aimed at helping the humanities community collect data about the impact of programs such as professional development seminars, public humanities projects, and programs for students that prepare them for college and help them imagine humanities careers. By collecting this data, you can better make the case for the impact of your work and the resources to support it.
With funding from The Andrew W. Mellon Foundation, since 2018 our NEH for All initiative has been helping National Endowment for the Humanities grantees document their impact through surveys of participants in their programs. In partnership with project directors, we’ve designed and implemented pre- and post-program surveys that take into account the programs’ immediate goals and their broader social impacts, including impacts on trust, empathy, community connection, and appreciation for and pride in local culture and heritage. Our goal has been to help these partners collect information that makes the case for their work to a range of stakeholders, including funders, organizational leadership, and policymakers. The surveys are designed to be broadly useful for humanities faculty and practitioners in highlighting and evaluating their programs.
The toolkit includes:
- An introduction to impact-driven surveys;
- Information about why to survey, how to construct a survey, and how to administer a survey; and
- Advice for interpreting and using your data.
Many programs that we have surveyed to date took place on college campuses, and the toolkit also includes a suite of editable surveys that can be used in programs run by faculty. These include:
- Pre- and post-program surveys for a humanities summer bridge program offered to first-generation college students. Among other measures, this survey includes questions about college preparedness, interest in internships with humanities organizations, and understanding of and interest in the humanities.
- Pre- and post-program surveys for two faculty professional development seminars, one focused on an oral history program and the other on integrating local culture and authors into humanities classrooms. The surveys focus on access to resources, the benefits of building interdisciplinary communities of practice, and gains in content knowledge and capacities appropriate to the curricula.
- Pre- and post-program surveys for humanities courses designed specifically for veterans, aimed at helping them reflect on their experiences through humanities texts. These surveys assess how these courses respond to some of veterans’ specific needs, such as help dealing with social isolation and building community. They also assess how humanities resources (art, film, literature, etc.) promote self-reflection and understanding.
Additionally, sample survey questions, grouped according to impact, are designed to help you build strong surveys that document your program’s strengths. In addition to using these questions as they are presented, you can adapt many of them for pre- and post-program surveys, making your evaluations even stronger. These questions have been tested—we’ve used them across many programs and found them successful.
These surveys have provided us with compelling insights into how humanities programs—from professional development seminars to reading and discussion programs—have an impact on higher education institutions, their faculty and students, and the communities they serve. They have also provided our partners and us with robust quantitative and qualitative data that speaks to the humanities’ broad-ranging impacts and can be used to engage policymakers, funders, leadership, and the public.
During this crisis, we know that humanities courses and programs are continuing to offer crucial opportunities for people to learn, reflect, and engage in dialogue. And we know that they will provide still more significant opportunities for reflection and connection in the months and years to come. As you plan for the future, we hope that you find this toolkit useful. And we want to hear from you! If you have questions or need advice, please contact Emily McDonald at email@example.com.
Cecily Erin Hill leads NEH for All, an initiative that documents the impact of NEH funding and builds the capacity of humanities organizations to communicate that impact. Prior to joining NHA, Cecily served as Marketing and Communications Director for Books@Work, a public humanities nonprofit based in Cleveland, OH. Her writing has appeared in Studies in English Literature, 1500 - 1900 and Women’s Writing. She holds a B.A. from the University of Southern Mississippi and a Ph.D. in English from the Ohio State University.