Mini-Statement of Teaching Philosophy

Because of exceptional undergraduate teachers, I was inspired to enter the life of the mind as an academic historian. I have never regretted the decision. Nor have I ever forgotten that I chose it because teachers challenged me to think deeply, creatively, and independently. The learning environment they created was a collaborative one; the classroom was a place for all students to explore questions, test ideas, and draw tentative and then ever-stronger conclusions and judgments. I try to emulate that, along the way modeling to comparatively inexperienced learners how to inquire into historical questions. Since students cannot experience or understand history, or any subject, without practicing it, I have attempted to create assignments that mimic real work historians do, such as research in primary documents, synthesis of multiple sources, introductions to novels, or book reviews. Cumulatively, my pedagogy promotes active engagement—of the material, in the classroom, and ultimately, with the broader world.

Course syllabi, assignments, and other materials can be found to the left. Fall 2008 courses will appear by mid-August.

The Tools section is currently incomplete and under revision. Check back in Fall 2008 for an expanded Tools area with helpful hints about reading and writing critically for my classes.