Academics and Wikipedia 

Among many academics, Wikipedia has a poor reputation. It’s not uncommon for college professors to discourage students from using the site or penalize them for quoting, citing or referencing it in their written work. Usually left unstated, the assumption behind this attitude is that, since it does not go through the channels of peer review characteristic of academic research, Wikipedia content doesn’t meet the right standards of accuracy and verifiability, and is, therefore, inherently unreliable. In this way, academia’s model of legitimation via peer review (in which quality control is ensured by vetted scholars in positions of institutional power) is pitted against Wikipedia’s more malleable and decentralized model (in which quality control is distributed across a wide network of agents known as “Wikipedians” who build content and fact-check one another collectively).

This resistance is hardly surprising given that we academics are trained from the earliest stages of our professional formation to equate scholarship with the system of peer-review that has ruled higher education, by some accounts, since the 1600s. For many of us, scholarship is synonymous with peer-reviewed works, which is to say, publications anonymously evaluated and approved by experts in the field. Measured against this standard, of course, Wikipedia’s model of knowledge production looks more than vulgar and unrefined. It looks positively dubious. By shunning legitimation by the few in favor of legitimation by the many, this model seems to do away with the very notion of expertise, and to confuse what the Greeks called doxa (opinion) for episteme (knowledge). Since anyone and everyone can be a Wikipedian, or so the argument goes, anything and everything can end up on Wikipedia, regardless of whether it’s true or false. 

While we cannot deny that Wikipedia’s model of knowledge production has its limits (which model doesn’t?), it is revealing that those who oppose it most feverishly tend to be those who are least familiar with it, with what it is and how it works. For instance, even critics who know that behind every Wikipedia page there is a large community of contributors who fact-check, update, and cross-reference its claims may not realize that behind this community there is a complex constellation of rules, guidelines, and principles regulating the behavior of its members. Yes, practically anyone can become a Wikipedian. But this does not mean that Wikipedia is a digital Wild West where “anything goes.”

Thanks to its internal quality control mechanisms, Wikipedia often yields content that matches,  in terms of epistemic merit, the best of what the academic system of peer review has to offer. As early as 2005, a mere four years after Wikipedia’s launch, the prestigious journal Nature published an article showing that entries on the new site surpassed those in the Encyclopedia Britannica in terms of accuracy and credibility, putting the newcomer above its more prestigious cousin as far as epistemic reliability is concerned. Since then, the line between academia’s centralized and Wikipedia’s decentralized models of legitimation has only continued to blur. Nowadays, more and more academics are incorporating Wikipedia into their courses in one way or another, with a few even suggesting that academic scholarship should emulate Wikipedia’s malleable approach to knowledge creation in order to meet the informational and pedagogical challenges of the new century.  

Wikipedia In the Classroom

In early 2024, I partnered with Wiki Education (a nonprofit that seeks to improve Wikipedia) to incorporate a Wikipedia assignment into a course I planned to teach that summer entitled “Humanities 315: The History of Science From the Scientific Revolution.” Beginning from the Copernican revolution in astronomical physics, this course traced the evolution of modern science through the sixteenth, seventeenth, eighteenth, and nineteenth centuries, paying attention to the progression of scientific concepts “from above,” as well as to the social, cultural, and political forces that shape scientific rationality “from below.”

At the time, Wiki Education was promoting an initiative designed to close a gap in Wikipedia’s archive. By Wikipedia’s own admission, scientists from traditionally underrepresented racial and ethnic groups (Latinx, Black, Asian, Pacific-Islander, Indigenous, etc.) are significantly underrepresented on “the free encyclopedia,” resulting in a problematic imbalance. So, Wiki Education was on the hunt for professors who might be interested in incorporating an assignment into their classes that would put students to work on closing this gap. The basic idea was that students would become temporary Wikipedians and write biographical entries for influential scientists from minoritarian backgrounds who did not yet have a presence on the site.A two-in-one package, the assignment sought to educate students about the ins-and-outs of Wikipedia while giving them an opportunity to help address a concrete racial injustice tied to digital representation.

Given that my course dealt explicitly with how classism, patriarchy, and white supremacy have influenced the history of Western science (and given my own interest in the relationship between racial oppression and the politics of knowledge), I decided to apply. Upon hearing I was accepted, I quickly edited my course syllabus to make room for the five-week long assignment, which asked students to:

1. Create a Wikipedia profile 
2. Familiarize themselves with Wikipedia’s “backend” software program (where the content that will eventually appears on the site is created, edited, and fact-checked)
3. Select a scientist from an underrepresented community from a list provided by Wiki Education
4. Conduct research on that scientist’s personal history, educational background, and contributions to the fields of science and technology 
5. Write, in groups of four or five, an entry on that scientist adhering to Wikipedia’s policies concerning citations and references, and 
6. Publish their entry (pending approval by site)

Students didn’t have to reach the final stage (publication) to receive full credit for the assignment, but they did have to complete all the steps leading up to it. And they were graded based on how far into the assignment they got and on the quality of their individual contributions to the collective writing effort. (I should mention that, as part of the initiative, Wiki Education provided support in the form of a $700 stipend and two staff members who helped answer student questions about how to create entries on the site). 

Summer came and went, and the assignment was by and large a success. Though there were hiccups along the way (some students produced entries that didn’t meet Wikipedia’s standard for publication, while others didn’t bother creating a profile in the first place), the majority of students reported enjoying every stage of the process. 

 For starters, many were thrilled to learn about how Wikipedia pages are made. Although none of my students were Wikipedians prior to the class, all of them reported visiting the site on a regular basis, even when professors explicitly warned against it. Wikipedia was already a key part of their online experience, a recurring digital landing spot. Thus, seeing the backend program, familiarizing themselves with the platform’s rules and regulations, and seeing a collectivist model of knowledge production in action helped demystify the site, which in turn gave them a more nuanced understanding of its various strengths and limitations. For example, the assignment enabled them to see that even if Wikipedia content isn’t put through the grind of traditional methods of peer review, it is subject to norms of accuracy and verification that make it more reliable than the average blog, website, or social media profile. At the same time, this behind-the-scenes access clarified for them that while Wikipedia may be good for general information about a large variety of topics, it’s not the place to go for original research and innovative discoveries. 

“Real” Writing 

The most common refrain I heard from students as we debriefed about the experience at the end of the summer semester was that they were proud to have finally worked on “something real.” “I felt like this was my first real assignment in a college class,” one said. Another followed with: “It was more real than writing the usual essay.” 

I confess: I didn’t respond well to these claims. I balked at the suggestion that traditional classroom assignments (the weekly response, the midterm essay, the final project, etc.) were somehow less substantive or less real than assignments that simply happened to have the name of a recognizable organization attached to them. Was writing for Wikipedia readers really more “real” than writing for me, or were my students just awe-struck by the fact that they were contributing to one of the most famous online platforms? 

It was a fair question. Or so I thought. 

After mulling over their comments for a couple of days, however, I realized that my reaction was…well, reactionary. Rather than listening to what my students were telling me about their experience of the assignment, I chose to worry about what I thought their comments meant about my teaching style, which regularly features the kinds of assignments they characterized as not-so-real. By projecting this insecurity onto my students, I failed to listen to them and to do what every professor should aspire to do, which is meet students halfway in conversation. To course-correct, I had to ask myself a question that demanded more careful consideration: In invoking the so-called reality of this assignment, what were my students flagging for me about assignments, homework, and education more generally? What did this concept mean to them such that it seemed to illuminate their experience? No sooner than I framed the problem in this manner, I came to see their comments in a new light–no longer as veiled criticisms of my pedagogy, but as sincere critiques of our education system and what traditional approaches to pedagogy do to students’ relationship to writing. 

From an early age, students are taught to write for their professors. Every student knows that what they produce in the classroom will rarely, if ever, be seen by anyone other than the person who has the power to give them an ‘A’ or an ‘F.’ Thus, for most students, writing is tangled up from the get-go with complex dynamics of power, discipline, and submission. Given the asymmetrical nature of the student-teacher relationship, it’s only a matter of time before students learn to give their teachers what they (the students) think they (their teachers) want. So, students master a skill that isn’t easy to unlearn. They learn to write exclusively  for “the Professor,” that amorphous character whose power in the classroom is virtually unchecked. From elementary school to college, the task is the same: Here is a topic, now write about it for an audience of exactly one (where the “one” in question is the person with power over you)! 

One consequence of writing under these conditions is that students are never asked to imagine what they might have to (or want to) say to a broader audience, by which I mean an audience composed of different kinds of people, each of which with their own reasons for wanting to listen in. This, I now believe, is what the Wikipedia assignment offered my students for the first time in their lives. It offered them an audience that wasn’t “the Professor,” an audience of not-me. And my students experienced this as a breath of fresh air. This new audience freed them from me, but it also freed them to imagine a host of other subjects in the position of “reader,” which altered their psychological landscape. I still remember one student in particular, a humanities major, who said: “It’s kinda cool that my mom might read this. I know she’ll want to show it to her friends and to my aunts. Maybe it will help her understand what I’ve been doing in college!” For that student, this assignment was more real. It was more real because it had the power to touch her social world and maybe even make it tilt. Had any other assignment ever done that? 

Furthermore, the mere prospect of having one’s writing “out there” (read: in the World Wide Web) was also transformative for some students. For them, the overarching question was no longer “What should I write in order to get the grade I want?” but “Knowing that strangers may read what I write, what do I actually want to say and how?” Even when my students didn’t reach the final stage of publishing their work on Wikipedia, the possibility that their work might have a life beyond the classroom was enough to shake things up and give them a glimpse of what another relationship to writing might look like.

Conclusion

Of course, I do not want to romanticize the Wikipedia assignment. Some of my students were annoyed by the assignment from the start. Others found the backend program counterintuitive and hard to use (and on this point, I concur). But even the students who complained about the nuts and bolts of the task later reported feeling happy about having participated in a pedagogical exercise with a political mission: helping scientists from underrepresented backgrounds receive the recognition they deserve. 

In effect, I could say that the Wikipedia assignment turned my classroom into an interesting house of mirrors where diversity was reflected off of multiple surfaces at once. Firstly, I, a professor of color, was teaching a class about the historical exclusion of minorities from the modern scientific project. Secondly, I was teaching this material to a highly diverse group of undergraduates attending at a Hispanic-Serving (HSI) and Asian American and Native American Pacific Islander-Serving Institution (AANAPISI). And finally, I was asking these students at this institution to help correct one of the ways in which this historical exclusion continues to be felt in the here and now—namely, the “gap” in Wikipedia’s coverage of the history of science and technology. My hope is that by learning to move between these layers of reflection, students came out of my summer class with a better appreciation of the gaps that have shaped our past and continue to inform our present. 

Interested in incorporating a Wikipedia assignment into your course? Visit teach.wikiedu.org to learn more about the free resources, digital tools, and staff support that Wiki Education offers to postsecondary instructors in the United States and Canada.

Inspired by his previous research experiences, Ariyaratne focused his efforts on improving the Wikipedia articles for type 1 diabetes and the RAGE receptor, adding valuable information and several new sections to both articles. 

Thousands of words and more than 70 new citations later, and Ariyaratne’s contributions to Wikipedia have already been viewed hundreds of thousands of times. 

Throughout the project, Ariyaratne aimed to ensure that his contributions would provide readers with a clearer understanding of the complexity and dynamism of the biological systems involved in both topics, as well the ongoing challenges and advancements in the field of diabetes research.

And the benefits of Ariyaratne’s Wikipedia assignment aren’t limited to only those who will read his work. The experience also enhanced his own understanding of the topic, along with sharpening his writing and research skills, he explained.

“During my contributions to Wikipedia, I refined my expertise in scientific communication and critical analysis, essential for synthesizing complex research findings into coherent, accessible content,” said Ariyaratne. “This task required rigorous validation of information and precise articulation of intricate biological mechanisms, thereby enhancing my competency in data interpretation and literature evaluation – skills integral to scientific inquiry and academic rigor.”

Interested in learning more about Ariyaratne’s experience editing Wikipedia as part of his coursework? Explore our interview below to find out how he views Wikipedia’s role in shaping public perception and understanding, what he enjoyed most about his Wikipedia assignment, and why he plans to continue to edit the online encyclopedia.

How did you feel about your assignment on Wikipedia compared to a traditional assignment?

Editing Wikipedia differed markedly from traditional academic assignments in both scope and impact. Unlike traditional assignments, which are typically confined to the academic environment and primarily assessed by instructors, contributing to Wikipedia allowed me to engage with a global audience. This broadened the significance of my work, as the content I edited and updated could potentially influence public knowledge and understanding worldwide.

The real-time, collaborative nature of Wikipedia editing also introduced a unique set of challenges and rewards. It required a heightened level of accountability and thoroughness, knowing that the information provided would be publicly accessible and subject to scrutiny by an extensive community of editors and readers. This added a practical dimension to my academic training, emphasizing the importance of accuracy and the impact of shared knowledge.

This experience was enriching and empowering, offering a tangible connection between my academic studies and their real-world applications. It fostered a sense of responsibility and pride in contributing to an educational resource that people rely on every day, which is a distinct and valuable departure from the typical results of traditional assignments.

How was writing this particular content meaningful to you?

Engaging in the editing and creation of science-related content for Wikipedia has been profoundly meaningful to my professional development and scholarly pursuits. This process allowed me to apply and expand my understanding of bioinformatics and molecular biology, areas critical to my research on disease pathophysiology. By translating complex scientific theories and data into accessible content, I played a direct role in circulating accurate scientific knowledge.

How would you describe the power of Wikipedia?

Wikipedia plays a substantial influence in shaping global awareness and understanding of a vast array of topics due to its universal accessibility and extensive reach. As an open-source platform that allows users from all over the world to edit and contribute, it provides access to information and makes knowledge accessible to anyone with internet access. This inclusivity is crucial for educational equity and promotes a diverse range of perspectives in content creation.

Moreover, Wikipedia’s model encourages continual updates and revisions, ensuring that information remains current and reflective of the latest consensus in various fields, including science and medicine. This dynamic process of content refinement helps maintain reliability and accuracy, despite the open-edit nature of the platform. I also believe that Wikipedia is a tool that is used in bridging the gap between expert knowledge and general understanding.

What was your favorite part of editing Wikipedia?

My favorite part of editing Wikipedia was the satisfaction I felt from contributing towards global knowledge. This platform allowed me to directly enhance the accuracy and depth of information available to millions around the world. Specifically, I enjoyed incorporating cutting-edge scientific research into articles, ensuring that complex and evolving topics like Type 1 diabetes and the RAGE receptor are represented with the most current and comprehensive data. This task not only deepened my own understanding but also allowed me to share crucial scientific insights in a way that is accessible to a broad audience.

Moreover, the immediate and visible impact of my contributions provided a unique satisfaction that traditional academic work rarely offers. Knowing that the updates I made could help students, educators, researchers, and the curious public to better understand complex scientific topics was incredibly rewarding. The collaborative and dynamic nature of the Wikipedia community, where edits can be discussed and refined collectively, also added a layer of engagement and community interaction that enriched the experience further.

What was your least favorite part?

One technical challenge I experienced while editing Wikipedia involved mastering the Wiki markup language (Wikitext). For those without prior experience, the learning curve can be challenging. Ensuring that articles are not only factually accurate but also well-organized and visually appealing requires proficiency in this specialized language.

Will you continue to edit?

I will of course continue to edit. My experience editing Wikipedia has been immensely rewarding, offering me the opportunity to contribute to the global exchange of knowledge on crucial scientific topics. I plan to continue editing and updating articles, as this aligns with my commitment to educating the public as well as my passion for science communication. Engaging with this platform allows me to stay connected with the latest research developments and ensures that information shared with the public remains accurate and relevant. This ongoing involvement not only strengthens my own understanding but also supports my professional growth in the field of sciences and medicine.

Our support for STEM classes like Gallage Ariyaratne’s is available thanks to the Guru Krupa Foundation.

Interested in incorporating a Wikipedia assignment into your course? Visit teach.wikiedu.org to learn more about the free resources, digital tools, and staff support that Wiki Education offers to postsecondary instructors in the United States and Canada.

1. Why was it important that Wikipedia have an article about Ali Guarneros Luna and why did you choose to create it? 

Ali Guarneros Luna is both inspiring and noteworthy. Her story is nothing short of remarkable – her upbringing and the obstacles she overcame to achieve her success are deeply moving. As a Chicana, a woman of Mexican-American descent, I found her story resonated with me on a personal level. 

My own parents faced significant challenges when they immigrated to the United States at a young age, working hard to support themselves and their families. Luna’s journey reminded me of their struggles and resilience, as well as the sacrifices they made to build a better future. Her story is one of perseverance, strength, and determination, which is so inspiring to women of all ages and backgrounds, but especially to Latina women like me. What makes her even more admirable is her role at NASA, an organization that has always been a source of fascination and inspiration for me. Learning about her involvement in various groundbreaking projects was truly astonishing. It’s not every day you hear about a Latina woman contributing so significantly to the field of aerospace engineering and space exploration.

Her achievements highlight the importance of representation and show that women of diverse backgrounds can succeed in STEM fields. For these reasons, I felt compelled to give her the recognition she deserves by ensuring her story is shared widely. She serves as a powerful role model for anyone with big dreams, but especially for Latinas aspiring to make a difference in fields like science, technology, engineering, and beyond.

2. What did you especially want to get right about the article? 

I wanted to get her story right and get all of her information in the correct chronological order so that no part of her story was lost. I wanted to accurately portray her struggles, where she came from, and how she took it upon herself to succeed and become an influential figure in NASA and aerospace engineering. In telling her story, I wanted to make sure that her achievements did not overshadow her struggles, but rather were shown as integral to who she is and what she has accomplished. By doing so, I hoped to provide an honest and inspiring portrayal of a woman who serves as a role model, particularly for Latina women and others who aspire to break barriers in STEM fields.

3. Wikipedia has significant gaps in its coverage of women of color in its biographies. How was adding this biography meaningful to you?

Adding a biography of a diverse woman in STEM was deeply meaningful to me because I have a genuine passion for STEM and a strong desire to see greater representation within the field. Writing Ali Guarneros Luna’s biography felt like more than just a project – it was an opportunity to bring her inspiring story to light and to help close the gaps in coverage that exist for women of color on platforms like Wikipedia. It’s no secret that women, especially women of color, are underrepresented in STEM fields and often overlooked in historical and contemporary records. Being able to contribute to changing that narrative, even in a small way, was an honor. Ali Guarneros Luna’s achievements are remarkable, and her journey is one that deserves to be widely known. Highlighting her story was also personally fulfilling. It allowed me to celebrate a Latina woman who has made significant contributions to NASA and aerospace engineering. Knowing that my work could help ensure her legacy is recognized and inspire others to pursue their passions in STEM makes this accomplishment something I’m truly proud of.

4. How would you describe the power of Wikipedia in shaping people’s awareness and understanding of notable figures like Ali Guarneros Luna?

Wikipedia serves as one of the most widely accessed sources of information in the world. Typically, the first source for a person to read up about a topic or person at a glance is Wikipedia.  Its accessibility and collaborative nature make it a critical platform for documenting stories that might otherwise be overlooked, particularly those of underrepresented groups. By including biographies of individuals like Luna, Wikipedia not only preserves their legacies but also broadens the public’s perception of who can succeed in fields like STEM. For many, Wikipedia is a starting point for learning about influential figures, and having accurate, detailed information about women of color like Luna ensures that their contributions are recognized and celebrated. In Luna’s case, her biography showcases her incredible journey, overcoming challenges to excel at NASA and in aerospace engineering. By bringing her story to light, it does its job by making the information gap smaller. Wikipedia contributes to greater representation and inspires future generations to aim high, pursue their passions, and break barriers.

5. How did you feel about this assignment compared to a traditional assignment?

To be honest, at first this assignment was intimidating. I did not know what to expect, but I ended up enjoying it. I enjoyed learning the process and what actually went into Wikipedia. Knowing now the guidelines and effort that one must put into making a Wikipedia page, I appreciate the process a lot more. An assignment that contributes to a live encyclopedia makes all the difference from a traditional assignment, because what you are working on feels like it matters and it is amazing to see the final product.

6. What was your favorite part of editing Wikipedia?

My favorite part of editing Wikipedia was when I was able to see it all come together. It was amazing seeing peer reviews, and then going back into the editing process. Though it was time-consuming, it was worth it. I got to see how a list of information started to look like a biography, then see it go live.

7. Will you continue to edit?

Yes! I will continue to edit. I plan to keep up to date with the other accomplishments Ali Guarneros Luna makes, and I would love to keep editing the article and seeing her biography grow. I would like to edit other starting biographies, as well.

Valeria’s work on Wikipedia is part of a larger Wiki Education initiative sponsored by the Broadcom Foundation, which supports the creation of new biographies of diverse people in STEM on Wikipedia.

Interested in incorporating a Wikipedia assignment into your course? Visit teach.wikiedu.org to learn more about the free resources, digital tools, and staff support that Wiki Education offers to postsecondary instructors in the United States and Canada.

One Wikipedia assignment, more than 3,500 words, and 36 new references later, and the Irwin County Detention Center Wikipedia article has been completely transformed – thanks to England’s efforts to provide readers with a more comprehensive overview of its history, which includes allegations of non-consensual surgeries performed on female detainees. 

As the article outlines, more than 40 women detainees and a nurse at the facility came forward in 2020 alleging that unnecessary medical procedures, including hysterectomies, were conducted on women without their consent. But concerns for the health and wellbeing of detainees were raised long before the highly-publicized allegations in 2020, explained England.

“News articles sensationalized this dehumanizing experience of immigrant women,” said England. “However, what was missed in the hype of it all, whether you believed the women’s experiences to be true, is that the treatment of immigrants had been poor long before that at the detention center and that any abuse no matter how big or small should be addressed regardless of whether it makes a good headline or not.”

Before England’s edits, the article contained one short paragraph that focused on the 2020 allegations. Now, the article provides readers with several new sections, including other allegations made before 2020, a more detailed summary of the 2020 allegations, the legal aftermath of the 2020 allegations, and the 2022 report outlining the United States Senate’s investigation of the center. 

“When I talked to people about my topic, many disregarded the story and said that events like these surely could not be happening in our current time,” said England. “I wanted people to know that immigrant detainees have been poorly treated and continue to be treated that way, and that this is not an isolated event.”

England emphasized that while she personally believes the women’s allegations, she wants readers to be able to make their own determinations based on the facts. 

Reflecting on the impact of her edits, England underscored the crucial role of Wikipedia’s volunteer editors in making information accessible to everyone.

“In this day and age, people are all about instant gratification,” noted England. “They want quick information that is easily accessible, and Wikipedia can easily make that knowledge accessible and reliable. It’s just down to Wikipedia editors to make sure that there are articles written about these topics and that they are written/sourced well.” 

England, who considered her assignment to improve Wikipedia a win-win for everyone, enjoyed the opportunity to develop her research and writing skills in a new way.

“While I do love writing historical analyses, it was super fun to do something different,” said England.  “I put in a lot of work and effort to make sure that this article was as unbiased as possible. It is also kind of cool to say you have something published on Wikipedia  – I sent the link to all of my family.” 

As an aspiring history professor, England recognized the value of bringing research to the public in an accessible way.

“While writing scholarly articles is important, I think it is extremely important to be able to synthesize that information for the general public in a more informal manner,” explained England. “That way your information can be used for good rather than just sitting and collecting dust. I would totally be willing to assign my future students a Wikipedia writing assignment!” 

England’s editing efforts are part of our three-year initiative to improve humanities and social justice content on Wikipedia – the largest campaign of its kind in history. Read more.

Interested in incorporating a Wikipedia assignment into your course? Visit teach.wikiedu.org to learn more about the free resources, digital tools, and staff support that Wiki Education offers to postsecondary instructors in the United States and Canada.

Ecologically critical yet underrepresented in public knowledge, these underwater microbial communities piqued the interest of two science students at the University of British Columbia. The duo teamed up to enhance the way we understand the ocean and some of its smallest life forms – through a new Wikipedia article for all to read.

“Seamount microbial communities play significant ecological roles that are not well-documented, and we wanted to shed light on their potential impact on oceanic nutrient cycling and biodiversity conservation,” said fourth-year student Alia Kogiso. “This topic offered a unique opportunity to explore an underrepresented area in marine microbiology.”

Kogiso, an Integrated Sciences major with a focus on Environmental Chemistry, Ecology, and Structural Geology, worked with biology major Alyssa Jung to collect, review, and synthesize the related existing literature on the microbial communities. Together they brought the new, robust article to Wikipedia as their final project for Dr. Curtis Suttle’s marine microbiology course this spring.

As the article outlines, seamounts provide a variety of habitats, including rocky surfaces and hydrothermal vents, which support a wide range of microbial life. The microbial communities, characterized by their microbial diversity and adaptability to extreme conditions, such as high pressure, low temperatures, and limited nutrient availability, play crucial roles in nutrient cycling and ecosystem functioning, making them a critical part of ocean life. 

“Our main goal was to ensure literature was being well-documented in an easier format than scientific paper,” said Jung, underscoring Wikipedia’s role as the world’s go-to source of information. “We hope that readers get a glimpse of the importance of microbes in an underexplored biodiversity such as seamounts.”

Jung and Kogiso also ensured greater awareness of the implications of microbial communities in seamount ecosystems on biodiversity and ecological productivity, known as the “seamount effect.”

“The seamount effect alters ocean current patterns, enhancing biodiversity and productivity, making these areas crucial for understanding microbial community structures and ecosystems,” explained Kogiso. “We hope that our article helps readers unravel this complexity and inspires further exploration in this field.”

The science students added an impressive 9375 words and 89 references to create the article, contributing to the incredibly impactful work of their class. Collectively, Suttle’s students in the spring 2024 course added 86K words to Wikipedia while creating 10 new articles and enhancing 35 existing articles through their Wikipedia assignments. Their work on Wikipedia has been viewed nearly 500K times. 

“I loved this assignment because it allowed us to engage with a wider audience and develop skills in communicating science to the public, which I believe will be invaluable in a professional setting after graduation,” said Kogiso, who plans to pursue a career in environmental consultancy and project management. “This kind of opportunity is often lacking in traditional assignments.”

From scientific research to writing in a neutral, accessible style, both assignment partners noted a range of skills and knowledge they developed throughout the process. 

“Writing this article not only enhanced my research skills but also deepened my understanding of marine ecosystems from a microbiological perspective,” said Kogiso, reflecting on her assignment experience. “I learned how to adapt complex scientific information for Wikipedia, which requires unique editorial considerations such as maintaining neutrality and citing reliable sources extensively.”

Echoing her classmate’s reflection, Jung also emphasized the fun of learning new science-related concepts.

“My family is very science-oriented,” Jung explained. “My father always taught me the fundamentals of the scientific method and different topics he was working on – I am glad to have something new to tell him!” 

Kogiso particularly enjoyed the collaborative nature of working on Wikipedia, noting both the challenge and pleasure of bringing different perspectives and expertise into a cohesive, unbiased narrative, a process that enhanced her own understanding of the topic.

“The project was meaningful because it allowed me to contribute to a public platform that educates both myself and others, reinforcing my passion for environmental science and biology,” said Kogiso, who plans to continue to edit Wikipedia.

Like Kogiso, Jung also emphasized her interest in editing Wikipedia in the future as topics and new research catch her eye. Jung plans to pursue a career in secondary education, bringing her biology expertise to the high school classroom.

Our support for STEM classes like Alia’s and Alyssa’s is available thanks to the Guru Krupa Foundation.

Interested in incorporating a Wikipedia assignment into your course? Visit teach.wikiedu.org to learn more about the free resources, digital tools, and staff support that Wiki Education offers to postsecondary instructors in the United States and Canada.

“Throughout our Biological Materials course, we explored the remarkable ways nature has evolved to provide living organisms with structure and protection,” said Vizzini. “We were surprised to discover that there wasn’t already a dedicated Wikipedia article on this topic!”

As the new Wikipedia article explains, bioinspired armor are human-created materials inspired by the microstructures found in nature’s defense mechanisms. 

From mollusk and turtle shells to horns, hooves, and scales, naturally-occurring protections against high-speed collision, blunt impact, and puncture provide no shortage of inspiration for the creation of high-performance materials like helmets, military and sports equipment, and even medicinal applications.  

“The materials and structures we discuss in the article have been perfected over millions of years through evolution,” explained Vizzini. “Even with all our modern techniques and technology, engineers and scientists still struggle to replicate them. It’s incredible that such complex and effective designs can emerge from such humble origins.”

For Vizzini, who graduated in May with a biomedical engineering major and a philosophy minor, the Wikipedia assignment was a unique opportunity to deepen her research and writing skills while exploring a topic she found particularly fascinating.

“Writing this article taught me a lot about various organisms – from sharks to spiders to goats – but more importantly, I learned how to present complex information to a broad audience in an accessible way,” reflected Vizzini.

To organize their work, Vizzini and her three groupmates first outlined the sections they intended to include based on the common themes they found in their research, then assigned each student to a section that matched their interests, ensuring tasks were evenly distributed.

“I wish I could do this assignment for every class!” emphasized Vizzini, who expressed gratitude to her professor, Dr. Edmund Palermo, for incorporating the Wikipedia assignment. “It’s truly a win-win: we gained a deep understanding of the subject, had the chance to share it with a broader community, and contributed to the already vast Wikipedia library.”

Reflecting on the assignment and the impact of her work, Vizzini underscored the role of Wikipedia in shaping public knowledge.

“Wikipedia is incredibly powerful because it’s often the first place people go to learn about a new topic,” noted Vizzini. “Its accessibility and broad reach make it a key resource for spreading knowledge and increasing awareness on a global scale.” 

Vizzini hopes readers of the new article come away with her same sense of appreciation for nature and the way it can inspire innovation.

“In writing this scientific article, I was able to dive deeper into the intricate relationship between biology and technology,” said Vizzini. “It reinforced my passion for finding innovative solutions to the real-world health challenges that drew me to the field of Biomedical Engineering in the first place. Sharing this knowledge felt rewarding since it could have a similar impact on others!”

Vizzini, now working as an engineer in test method development at Becton Dickinson, plans to continue editing Wikipedia. She particularly enjoys editing text and formatting articles, noting the ease of the citation and insert functions.

Our support for STEM classes like Liv’s is available thanks to the Guru Krupa Foundation.

Interested in incorporating a Wikipedia assignment into your course? Visit teach.wikiedu.org to learn more about the free resources, digital tools, and staff support that Wiki Education offers to postsecondary instructors in the United States and Canada. 

I first taught with Wikipedia in Winter 2024 as part of my Geographies of Energy and Sustainability class. Perhaps this was a teensy bit ambitious, given that it was both my first time teaching this course, and my first year teaching at University of Washington with four other new class preps. (Seriously, what was I thinking?)

I was immediately drawn to the idea of a Wikipedia project as a form of authentic assessment, where students engage real-world tasks that require and inherently embed content knowledge, research and writing skills, and analytical thinking. Rather than writing a paper that will never again see the light of day after I grade it, students publish their work on the world’s foremost online encyclopedia. It’s hard to think of a more real-world task than that!

Since it was my first time teaching with Wikipedia, I wanted to keep my finger on the pulse of the class so I would know what questions were emerging in real time. I decided to implement a weekly project diary. Each week, students wrote an entry with suggested prompts calibrated to that week’s assigned Wiki Education trainings and exercises. I didn’t have to create these prompts out of whole cloth. Optional modules such as the Assignment blog, Journal, and Reflective essay assignments all had significant overlap with my project diary idea. These modules – as well as Discussion modules such as Thinking about sources and plagiarism, What’s a content gap?, and Thinking about Wikipedia – also include suggested topics and discussion questions. 

I ended up with ten weekly diary assignments, averaging 4-6 suggested prompts per entry. Students wrote 300-400 words per entry, using the diary as a space to reflect on the process of developing their Wikipedia article. The prompts were optional – students could write about whatever was interesting or bothering them, using the prompts if desired. (In my one exception, I required students to answer specific prompts relating to the Wikipedia article they chose for the project.)

Project Diary Outcomes

Functionally, the diaries served my intended purpose: students used them to let me know when they were having problems, if they were unsure about something, or if there was anything they wanted me to know. I was able to address these concerns either in a written comment, or – if many students had similar questions – in class. However, the project diary had a number of additional benefits.

Embedding Low-Stakes Writing

I am a big fan of low-stakes writing, or as Peter Elbow defines it, “frequent, informal assignments that make students spend time regularly reflecting in written language on what they are learning from discussions, readings, lectures, and their own thinking” (p. 7). Low-stakes writing is an evidence-based practice that, when thoughtfully designed and implemented, promotes student engagement, critical thinking, and metacognition; improves student writing, final grades, exam performance, and learning goals; and reduces student anxiety.

College students can feel intimidated by writing, particularly when it is limited to high-stakes, formal writing assignments. Given that the Wikipedia project already felt more high stakes than even a regular paper (it will be published! On Wikipedia! Where people will see it!), I wanted the diary entries to function as a safe, non-judgmental writing space for students. To alleviate grade-related anxiety, I graded diary entries based on completion and thoughtful engagement with the prompts, rather than categories typically graded in formal writing like content, grammar, or punctuation. 

Formative Feedback

The diaries also served as an excellent source of formative feedback, for both students and myself. In contrast to high-stakes summative evaluation, formative assessment provide ongoing, low-stakes feedback that students use to identify and address gaps in their knowledge. I encouraged students to use the diaries as a safe place to ask questions and explore their own knowledge gaps, knowing it wouldn’t negatively impact their grade (e.g. “Reflect on the process of writing in a ‘neutral voice’. Are you finding this aspect of writing for Wikipedia difficult?”).

The diaries were also an excellent source of formative feedback for myself. This happened in real time for the current class. For instance, if many students were expressing concern about a particular topic, I knew they needed more time devoted to that subject. The diaries also provided useful data for improving future versions of the project, particularly when I included prompts directly soliciting feedback (e.g. “What suggestions do you have for how the Wikipedia project could be improved in the future?”).

Metacognition Skill-building

Some prompts functioned well as an informal space where students could practice their metacognitive skills by critically reflecting on their own learning process, a key aspect of significant, long-term learning. I encouraged this process through prompts that asked students to reflect on how certain activities contributed to their learning (e.g. “Did the peer review process help you think about your own draft/edits in any way?”). 

An important consideration is that reflective writing does not inevitably result in high-quality student metacognition. It’s important to thoughtfully draft journal prompts and make sure they are well-integrated with the purpose of the assignment, the course learning goals, and the instructor’s own teaching style and philosophy. 

Student-Teacher Interaction

Diary entries became a significant site of back-and-forth conversation between the students and myself outside of the classroom. This was particularly helpful for keeping in touch with students who weren’t in class, as well as better communicating with more introverted students. (This approach also aligns with the Universal Design for Learning principles of incorporating multiple modalities for student participation and engagement.)

Some students began asking more directed questions in their diary entries, knowing I would answer them in the comments or our next class. Students asked questions ranging from the technical (e.g. “None of the citations or images carried over”) to the broader and more conceptual (“For my final draft, I wonder what kind of sources I should concentrate on?”). This information also guided my feedback on their article drafts.

Some students also used the diaries as a way to update me on other things going on in their lives, even though I didn’t include any prompts on those subjects. In some cases, students let me know about circumstances that they worried would impact their performance. I learned that my students had care-taking responsibilities, medical issues, full or part-time jobs, and concerns about other classes. I deeply valued the trust that these students showed in sharing such information with me, and provided additional support for them where possible.

A key choice that made the assignments work in this way was keeping students’ diary entries private. A different choice could be having students post to a discussion board or class blog, where entries are available to all students. While students would be less likely to open up about personal topics, they can see where other students might be struggling with similar issues as them, and can respond to one another. While each approach has different strengths, either method can yield excellent benefits. 

Future Considerations

Based on my experiences, reflections, and student feedback, I have some considerations for anyone interested in including a similar assignment while teaching with Wikipedia.

First, to achieve the full potential of low-stakes writing and formative feedback, it is important to actually read and respond to student work in a timely way. Even if you lack time to individually respond to every diary entry, leave time in class or send a message summarizing major themes and answering questions that come up.

Relatedly, project diaries shouldn’t replace in-class time for project-related work. This was a major area of formative feedback from my students: they wanted more in-class time to support the Wikipedia project. 

Finally, make sure to consider what you want the primary function of your diaries to be! If metacognition is your goal, incorporate prompts that specifically ask students to critically reflect on their learning process. If you just want a space for students to check in with you, you probably don’t need to bother with prompts that don’t relate to that week’s trainings and tasks. 

Not only did the Wikipedia project provide a meaningful and authentic assignment with real-world impact, but the project diary yielded important insights into my students’ processes and thinking throughout the class. The utility and value of this assignment were highly evident for both me and my students. It is an addition to the project that I will keep using and refining as I continue to teach with Wikipedia.

Interested in incorporating a Wikipedia assignment into your course? Visit teach.wikiedu.org to learn more about the free resources, digital tools, and staff support that Wiki Education offers to postsecondary instructors in the United States and Canada. 

“I have always wanted to be part of making the environment and fishing better,” explained Franke, who graduated in May with a bachelor’s degree in Fisheries and Aquatic Biology.

Before enrolling in Derek Houston’s Ichthyology Laboratory course this spring, Franke might not have considered editing Wikipedia as a strategy for this goal. Now, he sees the impact he can make by increasing public access to high-quality, robust information about a topic he loves.

“Having correct information at your fingertips can make a world of difference when making decisions,” said Franke, who was surprised to learn of the rigorous nature of Wikipedia’s editing policies and guidelines.

For his Wikipedia assignment, Franke chose to focus his work on the redside shiner, a small freshwater fish found in the Western United States and British Columbia – a “brave selection” his professor jokingly noted, considering it was one of his own areas of expertise.

Franke, however, was more than up to the challenge, expanding the existing single sentence about the species to an informative article with new sections on habitat and distribution, morphology, life cycle, and conservation status, as well as expanding the set of references.

“It’s not just the large fish that are interesting,” explained Franke. “There are plenty of smaller fishes that don’t get represented.”

To pull off this complete transformation of the text, Franke spent significant time combing through books and research articles to learn as much as he could about the redside shiner.

While doing his research, Franke recognized discrepancies in research access – his university credentials granted him access to information that others could not see.

“[My research] has opened my eyes to the amount of information that is not immediately available to the public,” said Franke. “Knowing that my efforts were going to be enjoyed by more than just myself was absolutely the best part of editing Wikipedia.”

Franke now works at a fish hatchery in Colorado and plans to continue to improve Wikipedia in the future, hoping to interest and educate others about fish and their environments.

Our support for STEM classes like Tim’s is available thanks to the Guru Krupa Foundation.

Interested in incorporating a Wikipedia assignment into your course? Visit teach.wikiedu.org to learn more about the free resources, digital tools, and staff support that Wiki Education offers to postsecondary instructors in the United States and Canada. Apply by September 8 for the fall 2024 term!

Now, after her Wikipedia assignment to enhance Wikipedia’s coverage of diverse figures in STEM, Flores realizes that she herself is empowered to share the stories of underrepresented individuals directly with the public.

“Working on the [Wikipedia assignment] has not only fueled my creativity, but has also sparked inspiration and strengthened my courage,” explained Flores, a first-year student at Victor Valley College. “Being the daughter of an immigrant, this project held significance for me as it highlighted some of the disparities many people face. I have been inspired and realize the importance of furthering my studies in STEM.”

Flores, a Computer Information Systems major, collaborated with classmates to create Wikipedia articles for Jose Gomez Marquez, a Honduran American inventor best known for empowering medical professionals with MEDIkits, and Ivan Yaeger, an African American inventor and entrepreneur who created the Yaeger Prosthetic Arm.

The students approached their group assignment strategically, assuming roles that aligned with their individual strengths. Together, they worked to create comprehensive and accurate articles highlighting the accomplishments of Marquez and Yaeger. 

“We wanted to demonstrate the importance of cultural context while avoiding stereotyping and biases,” noted Flores, who served as her group’s Wikipedia Liaison and Researcher. 

In addition to her newfound understanding of the work of Maquez and Yaeger, Flores reflected on a wide range of other learning outcomes she credits to the project.

“While creating articles for Wikipedia, I’ve learned the importance of conducting research and synthesizing information into coherent articles, how to communicate effectively in a professional environment, and how to collaborate and understand diverse perspectives while respecting cultural differences,” said Flores. “One important skill I’ve acquired is the ability to think critically and fact check to avoid misinformation.

For Flores, the most exciting part of the project was a moment she never anticipated – connecting directly with the notable figures themselves. 

“Editing Wikipedia was life-changing, particularly when I reached out to my subjects and received responses from both Mr. Yaeger and Mr. Marquez,” said Flores. “As a first year college student from Victorville, it was surprising that these notable individuals took the time to message me.” 

The connections fueled her passion for editing and became the defining moments in her journey, Flores explained. “The interactions not only confirmed the importance of my work but also ignited a newly discovered drive within me.”

Flores not only shared her future plans to continue to edit Wikipedia, but has also found the confidence to pursue a new personal project. She intends to create a collection of t-shirts featuring accomplished individuals from underrepresented backgrounds – for her children and for all.

Led by course instructor Debby Kurti, Flores’ work on Wikipedia is part of a larger Wiki Education initiative sponsored by the Broadcom Foundation, which encourages the creation of new biographies of diverse people in STEM on Wikipedia.

Interested in incorporating a Wikipedia assignment into your course? Visit teach.wikiedu.org to learn more about the free resources, digital tools, and staff support that Wiki Education offers to postsecondary instructors in the United States and Canada.