B.A. American Studies, University of California, Santa Cruz
Ph.D. American Studies, Yale University
Mailing: Box 358530, 18115 Campus Way NE, Bothell, WA 98011-8246
I try to give students the opportunity to gain the skills, knowledge, experience, and confidence to expand their personal horizons, to become more effective and active citizens, and to have the abilities to succeed in a range of possible vocations. I base my teaching philosophy on the assumption that students can accomplish more than they believe possible. My task is to encourage them to take the intellectual risks that are fundamental for their success, and to design the course so that they can progressively build on their developing intellectual capacities (a process known as “scaffolding”). I try to empower students by making them active participants in their own education. I make use of a range of appropriate educational technology to facilitate communication, ongoing assessment, and cooperative group learning. Learning outcomes are the organizing focus when I design my courses; I choose a disciplinary, interdisciplinary, or multidisciplinary approach depending on which best fits the outcomes I hope to achieve. While I am committed to teaching analytical and communication skills, I also try to push students out of their "comfort zone" by challenging their preconceptions and assumptions. All points of view presented within a constructive and open-minded intellectual framework are welcome in my classroom.
Recent Courses Taught
BIS 323/321 US Politics and Culture to/from 1865
BIS 349 Hollywood Cinema and Genre
BIS 365 American Popular and Consumer Culture
BIS 463 US Women's History
BIS 490 Senior Seminar: Hollywood Goes to War
BCUSP 101/108 Discovery Core: The Human Place in Nature
BCUSP 187 Intro to Literary Analysis
Originally a political historian of US culture (or a cultural historian US politics), my current research explores the scholarship of teaching and learning, especially scaffolding, assessment, historical thinking, collaborative learning, self-regulated learning and educational technology. Although focused primarily on classroom practice, my research also explores the policy implications of my findings (at the campus and national level). I am involved in exploring funding for two projects, one a web-based dual-language learning system with automated assessment for ELL (English Language Learner) students and their families (focusing on the topic of immigration), the other a framework for Teaching American History grants combining a range of innovative techniques.
"Re-designing the U.S. Women's History Survey Course Using Feminist Pedagogy, Educational Research, and New Technologies, " chapter in Clio in the Classroom: A Guide for Teaching U.S. Women's History (Oxford University Press: 2008).
"Rebel Without a Cause : Using Film to Teach Dating in the 1950s," OAH Magazine of History (Spring 2004).
"Populism" entry, American Masculinities: A Historical Encyclopedia (Sage Publications: 2004) An Army of Women: Gender and Politics in Gilded-Age Kansas (Johns Hopkins University Press: 2000).
"Expanding the Possibilities of the U.S. Survey Through Student-Directed Teaching and Learning," OAH Magazine of History (Winter 1996).