Initially, I conceptualized this webinar as an attempt to articulate a pedagogical move beyond the traditional paper. As an English instructor, I (Rachel Willis) am often struck by how inadequate a paper can be in terms of figuring out what students know. I have recently begun offering live grading for students, and this practice reinforced for me that many students can articulate ideas in conversation beyond what they produce in writing. Academic papers do not always assess what we want to assess—content knowledge, critical thinking, and communication skills. Instead, we might find in an academic paper evidence of ways that a different racial or ethnic background manifests in communication, or poor time management, or learning disabilities that make writing difficult, or a student’s ability to conform to white middle class conventions, and more. As a result, my current DH interest is in modeling and teaching knowledge production that moves beyond traditional ways of knowing and assessment.