As an educator, I have developed and taught undergraduate courses and graduate courses that explore overlapping and interdisciplinary questions of race, gender, and class in the history of the United States and the Atlantic World.
Regardless of the course, whether undergraduate or graduate, I strongly encourage all my students to think of the consequences of past events on persons of color, women, and persons of non-elite economic status. By including these voices, I firmly believe that students are able to more fully understand that history is not limited to great men and women and that some of the decisions made had implications locally, nationally, and sometimes globally. Thus, it makes the material more relevant to the students and helps them develop the necessary critical thinking and writing skills that will assist their success after they leave the course.
Recognizing that not all students are historians or public history practitioners, I design my courses and assignments to ground students in critical historical thinking, interdisciplinary analyzes for disrupting historical silences, archival erasures and whitewashed narratives, and being intellectual curious for developing solutions to contemporary issues and problems. In addition to traditional paper assessments, students also complete more non-traditional assessments of student learning outcomes, such as (and not limited to) public-facing DH projects, unessays, short historical documentaries, pop-up museums, and documentary reader chapters.
This section includes an overview of previous taught courses, examples of student work, and other teaching resources designed for student success.
Regardless of the course, whether undergraduate or graduate, I strongly encourage all my students to think of the consequences of past events on persons of color, women, and persons of non-elite economic status. By including these voices, I firmly believe that students are able to more fully understand that history is not limited to great men and women and that some of the decisions made had implications locally, nationally, and sometimes globally. Thus, it makes the material more relevant to the students and helps them develop the necessary critical thinking and writing skills that will assist their success after they leave the course.
Recognizing that not all students are historians or public history practitioners, I design my courses and assignments to ground students in critical historical thinking, interdisciplinary analyzes for disrupting historical silences, archival erasures and whitewashed narratives, and being intellectual curious for developing solutions to contemporary issues and problems. In addition to traditional paper assessments, students also complete more non-traditional assessments of student learning outcomes, such as (and not limited to) public-facing DH projects, unessays, short historical documentaries, pop-up museums, and documentary reader chapters.
This section includes an overview of previous taught courses, examples of student work, and other teaching resources designed for student success.