While my official title is Associate Professor, from September thru early May I see myself as simply “teacher.” As full-time faculty at a community college I teach five sections each semester, which puts me in contact with upwards of 250 students every academic year. My teaching load is 80% survey courses aimed at first and second-year college students. It’s rare that I have an opportunity to think about research -- that element of our work that often differentiates the so-called professor from the teacher-- until this time of year, the summer months, when I’m simultaneously rethinking the previous year and planning for the one to come.       This summer I’m giving more thought than usual to research. I’m in the very early stages of a somewhat directionless project. Since the semester ended in May I have read a half-dozen narratives from the field and spent countless hours scrolling digital finding aids to determine which archival materials are where. I’m up for a sabbatical in the very near future so the planning needs to start now. My solo efforts this summer have made me nostalgic for “Dissertation Seminar” many years ago. Looking back on that weekly two-hour meeting with fellow graduate students I realize how valuable it was to have the steady guidance of my late dissertation advisor, Dr. Carol Petillo (Boston College), who would assign weekly tasks and deadlines designed to move us forward in our research.   I vividly recall as a graduate student assuming that my career would look much like those of my professors who published regularly and taught a 2-2 course load. The road I’ve traveled as faculty at a community college, however, could not have been more different from that of my graduate mentors.   And so it is that I begin each academic year with a plan: on a given morning/afternoon/evening of every week I will commit myself entirely to my research. I make a silent pledge that I will not grade, or prep, or respond to school-related emails during that time. I’m faithful to my pledge through about the second week of school when queries from students, colleagues, and administrators begin to fill my inbox and I decide, reluctantly, that everything else is more pressing than my research. Before I know it, my pledge has fallen completely by the wayside and I’m again daydreaming about summer break when I will resume my research.   My question to the wider Macmillan Community this week is how do I break this cycle? How can I make this next academic year one in which I’m successful in the classroom and productively following through on research goals?   Is the solution really as simple as better managing my time? Many faculty have discussed strategies for dealing with the time crunch, offering countless suggestions that I would no doubt would benefit from adopting (see, for example, these articles published at California State University’s Community Commons and Inside Higher Ed ).   Or am I just being too hard on myself? Is it unrealistic to think that I can teach a 5-5 course load and complete substantial research at the same time? Perhaps it is simply time, after ten years of failed silent pledges, for me to accept that for faculty like myself, whose primary assignment is teaching, the only truly productive space for research is summer break.   Maybe it’s time to embrace that reality and view it as a positive: to see the summer months as a much-needed break from the classroom and an opportunity to transport the teacher in me back to the research and study that molded the student in me into the historian.   Maybe.                 ... View more

            In previous blogs (May 3rd and May 18th) I shared my thoughts about conducting research with first and second-year students in history classes. This week I’d like to offer suggestions as to what students need to gain from library instruction and what faculty can do to be part of this learning process.             Let’s be honest: the average first or second-year undergraduate is not generally excited about doing research in a library even when I tell them we are taking a "field trip." Most, in fact, believe that research can be conducted just as effectively through a Google search. Helping our students to learn the value of evaluating academic sources versus web “hits” is critical. Here are some steps faculty can follow, in partnership with your college’s library professionals, to make class time in the library both efficient and productive.     Step One: start with a discussion of what makes a source appropriate for a college-level history paper. While there are countless resources available to students via web searches  students do not always effectively discern the good versus the bad source. Thankfully, there are many publications available on the web for faculty to share with students as they learn to evaluate sources. Your college librarians may have already created such a document but if not, check out these resources from the University of California Berkeley and the University Libraries at Virginia Tech. Bottom line: I tell my students that we would not be spending our limited time in the library if the best sources for their work were just a Google-search away. Library instruction is the perfect time to provide students with concrete examples of the countless academic resources not readily available on the web.   Step Two: address the basics first. Do not assume that the students know how to conduct even the most basic search. With the help of a knowledgeable librarian the basics can be covered quickly, enabling students to move on to the tougher questions such as what steps to take if the book is not available on campus or what to do if he/she has never borrowed a book from any library. Every time I go to the college library with a class a student comes to me with the latter quandary. The first few times I brought a class to the library for research I (wrongly) assumed that everyone had patronized their public library from their earliest days of schooling as I did. In my experience many students arrive at college having never located a book on library shelf. College students are not alone in this behavior and while there are many reasons (see, for example, this article in The Atlantic) whatever the cause we as faculty must remedy the situation early on in college students’ academic careers if they are to successfully complete their degrees.   Step Three: be part of the process, literally. I am fortunate that my college has a classroom designated for library instruction. Before the semester starts I reserve the room and schedule instruction time with a library professional. I make it clear to the students that the time spent in library instruction is class time: attendance will be taken, assignments will be explained and started there and then, and students will be responsible for the materials covered. As part of this planning I discuss with our librarian how much time the students will need to conduct their research and I make sure that we allot time for them to get to work independently and ask questions. Some of the most meaningful minutes I spend with students during the semester takes place in these library meetings. Often it is the first time that I am able to speak one-on-one with individual students. I ask them to show me what they have uncovered so far with their research and what kinds of challenges they are facing in the early stages. Facial expressions and body language often reveal to me who in the room has never conducted research before this class meeting. I also encourage students to help each other. Without fail there are members of every class who have had some library instruction in the past. Encouraging students to speak to their neighbors helps to break down the feelings of isolation and intimidation present as students begin their projects.             Final Step: keep a sense of humor. Watching undergraduates struggle through the early phases of library research can be frustrating. I always hope that my assignment will make perfect sense to the students but sometimes, try as I might, my vision falls short. Being flexible with the realization that something I intended for them to do might not work as planned is critical to the process.   So, after all of this thinking and planning, do my students think that research is “fun”? Probably not. They do, however, share with me throughout the semester their gratitude for the time we spent in the library because they recognize that in their history class they have learned valuable skills that will translate into future academic success no matter what subjects they choose to study. And at the end of the day, this gratitude is enough for me. ... View more

    I’ve only recently emerged from what felt like an avalanche of exams and essays. I dislike the frantic rush to finish the academic year: students are universally stressed about grades and at my community college many are trying to make critical decisions about transferring to four-year colleges. The end, however, is a great time to reflect on what did and did not work during the semester. In my previous blog I offered some tips for conducting library research with first and second year undergraduates. This week I’d like to share a favorite research-based project that I assign to all students in introductory-level United States history classes. My next blog will explore the ways in which the reference librarians and I support the students in their research during library instruction. The goals of my favorite assignment are two-fold.  First, I want students to conduct research using the library catalog, including books and databases of electronic resources. Having a general understanding of how these resources work will enable the students to successfully complete not only this assignment but also prepare them for research in other college-level courses.  Second, I use this project as a way to supplement the course with content that is not directly addressed in the course syllabus. Click here to read the assignment. Now that you’ve read the assignment pause for a moment and imagine the most iconic photographs from the last one-hundred years of United States history.    Perhaps Dorothea Lange’s “Migrant Mother” comes to mind or Alfred Eisenstaedt’s Times Square shot of a sailor kissing a woman in celebration of World War II’s end. Or maybe the haunting image of a naked Vietnamese child running from napalm captured by Nick Ut in 1972. Each of these images are so famous that they have become representative of the eras from which they originated. But what about the millions of photographs with which we are not familiar: native children dressed in the clothes of white men; a black man racing a bicycle; teenage girls standing outside a textile mill. What can these stories tell us about the history of the United States? And, how can these images provide a window through which we can help our students conduct library research in survey-level courses? For this assignment I gather an assortment of images from the time period of the course; some are photographs, many are images of artwork. I print the images in black and white on standard paper. I provide students with a web address so that they can easily bring up the image on a screen. Illustrations of colonial America, political cartoons, and paintings by John Singleton Copley are among the images assigned to students in United States History I. For United States History II the images cover everything from post-Reconstruction race relations to the counterculture of the 1960s. The shared characteristic in each class is that the students are not allowed to choose their image. Usually I get to the classroom ahead of time to randomly place the images at workstations in the classroom. I want the students to be challenged to learn about something new while engaging in hands-on research. “Migrant Mother,” therefore, is not a desirable image for this project because it is so recognizable as a depression-era image. I also want the students -- as much as possible -- to become excited about their topics. Admittedly, this goal is easier to achieve in US History II. In my experience a student who has not been particularly engaged in the course to this point in the semester will become notably more interested when assigned an image of an athlete or entertainer. Can you think of topics that might excite your students to think about historical research in a new light? Play around on the internet now that the semester is over and there is time to reflect on what has and has not worked in the past.  Enter phrases such as “Native Americans and sports history” and “Black Panthers breakfast” into a search engine for images.  Then, try to imagine the sparks these images may ignite as students discover that each image truly has its own story to tell -- one that they had likely never considered before this moment in your class.   ... View more

My students’ expressions were blank when I asked how the research projects were coming along. The class, an upper-level hybrid course, meets face to face only once a week. Our limited time together has led to my wanting each meeting to be chalk full of content to prepare students for the readings, films, and independent work that follows online. On this day, however, I prodded them with questions about an assignment they were working on independently: have you found adequate primary and secondary sources? Have you met with the reference librarian? Are you comfortable with the assigned method of citation? A painful silence met each of my queries.     As an historian, I love research. I enjoy even the most general search of a library’s digital catalog -- all the better when I encounter an old-fashioned card catalog. Sometimes I will do a search “just to see” what the library has on a topic to satisfy my curiosity. My students, I’ve discovered, do not share my sense of excitement and wonder in the library. For a history professor this reluctance on the part of students to engage in research can be quite challenging.     In general, my students are very uncomfortable in the library. When I taught at a residential four-year college I could safely assume that the students had been through a library introduction as part of freshman orientation. At a community college, however, the students’ level of preparedness is dramatically uneven. As a result I have incorporated library instruction into every one of my survey-level courses. The knowledgeable reference librarians work with me to plan the class time. I share with them the goals of the assignment and together we brainstorm the kinds of questions and challenges the students might face as they begin their work. Critical to this class time in the library is my participation alongside the students. As they follow along with the librarian, I do as well. The benefit of my participation is that students see that I value what is being taught to them. If I leave them with the librarian and hang out in my office during their instruction then I lose the opportunity to share the experience and, more importantly, to watch them squirm in their library-induced discomfort; both are critical to my understanding of who they are as students. The students in this particular course should have had sufficient academic training to conduct the research projects on their own. Their silent response to my questions, however, told me otherwise. With only a couple weeks left in the semester I had to take a drastic step: for the following week’s meeting we would abandon content and conduct research in the library together. In future blogs for Macmillan Community I will offer suggestions as to what has worked and not worked as short research projects with my students. For now, however, I’ll end with this friendly reminder: research, like everything else we do, takes practice. I have come to accept that I cannot expect students in their early years of college to successfully (and comfortably) conduct research without a lot practice. To even the brightest first or second-year college student, a research project that comprises a large percentage of the final course grade can be incredibly overwhelming. With manageable assignments, patient instruction, and guidance, however, all students can learn to successfully navigate library research without fear. ... View more

According to Yale Daily News, History is back on top of the Majors list starting with the class of 2019! http://yaledailynews.com/blog/2017/04/06/history-returns-to-the-top-major-for-class-of-2019/  As I visit various history departments across the country, I often see elaborate displays on the department walls showing famous figures that students may be surprised to learn majored in History (Conan O'Brien, Steve Carrell anybody?) However, we can all learn from one another on how to convey these applications to our students.   How are you and your department showing students the relevance of majoring in History? ... View more

   Asking students in a survey course to break into discussion groups will generally elicit negative responses ranging from audible groans and snickering to eye rolling. “Come on,” I plead, “It’s going to be FUN!” My enthusiasm for what is to come during discussion of that day’s historical topic is rarely contagious in these opening moments.      I teach at a two-year college comprised entirely of commuter students. In terms of age and life-experience, my students are diverse: some are “traditional” college age (18-22) but more are men and women in their twenties, thirties, forties and beyond -- single-parents, veterans, husbands, wives, caregivers, service providers and retail associates, police and firemen. Most days when I enter the classroom I am conscious of the fact that nearly every student is sitting in silence staring at his/her smartphone, intentionally disconnected.      Maybe “fun” is a subjective term. Nonetheless, here are a couple of the simple methods I have employed to enhance the class discussion experience for my students in an effort to move them beyond isolation and into group-based learning, which in turn has dramatically improved the quality of our time together in the classroom.         First, introductions are mandatory. Students introduce themselves to each other and are instructed to be prepared for me to quiz any member of the group on his/her members’ names. When the class is back together after group work I follow through: random students are asked to introduce their groupmates. Often after some giggling and awkwardness, students will help each get through the names.  They smile and laugh, and I enjoy the camaraderie they’ve established in a very short period of time.      Second, whiteboards (or chalkboards!) add to the energy of the room while aiding in the process of students sharing what they have discussed. One of my favorite practices is to give all of the groups the same four questions to brainstorm for 10-15 minutes. On the whiteboard I designate a space for each question to be answered by each group. We are ready to discuss and share as a class only when every group has added their answers to the board with one catch: no repetitive answers.  It’s amazing how quickly the students can get to work brainstorming when they fear another group “stealing” their answer before they can write it on the board!      Although they would never admit it publicly, my students are noticeably energized when I pass out the whiteboard markers! Often the students will snap a photo of the board notes before they leave the room because the no-repeat rule leads to very thorough brainstorming. It never fails that in classes where I utilize regular (every other week) group discussions the students are more engaged with each other inside and outside our classroom.  Seeing students from my classes studying together in the campus common areas in the days following group work confirms my belief that they are craving the connections forged when I ignore their eye-rolling and assign low-stakes group work.      ... View more

My motto for class discussion this semester is “proceed with caution.”  In this era of  intensely polarized viewpoints it sometimes feels as though conversations about anything more controversial than the weather are wrought with raw emotions, often anger and frustration.  No matter how much we may try to disengage from the political disagreements that have become commonplace, we are faced with a seemingly endless onslaught of “breaking news.”  As a result I’ve tried with my students to limit our discussion of current events to focus on those topics about which students may see direct parallels to our course.  Many times this semester current political discourse has provided opportunities for history students to consider what we have learned in class in relation to debate among elected officials in Washington. Take, for example, the March 3rd speech by Housing and Urban Development secretary Ben Carson in which he described African slaves as “immigrants who came here in the bottom of slave ships….” (Boston Globe, 6 March 2017) Rather than focusing on the outrage that many students felt towards Carson’s comments, our discussion centered around the historical facts we have learned about the Atlantic slave trade that directly contradict Carson’s argument. In particular, students focused on the sad reality that slave men and women were not free to make choices about their lives in the way that immigrants from Ireland during the Great Famine did, for example.  I was reminded as I listened to my students’ perspectives on the Carson speech that we as historians are uniquely positioned to elevate our students’ critical thinking skills simply by asking them to pay attention to current events and digest some of what they’ve read and heard in the opening minutes of each class meeting. Rather than criticizing modern-day politicians in our history classrooms, we can -- quite productively -- ask students to compare what they have heard on the news with what we have learned in class. We know as historians that connections between the past and present are endless: Can we help our students find connections between immigration policies in the 1920s and the modern-day calls for a travel ban? Could anti-Japanese sentiments in the 1940s provide context for contemporary discussions of discrimination based on race or ethnicity?  Were arguments made for/against repeal of Obamacare similar to arguments we read about New Deal legislation?   These classroom conversations -- however brief and informal -- will (hopefully) help my students to cut through the murkiness of media coverage and talking-heads, to draw fact-based connections between the past and the present. As a teacher and historian watching this process unfold in the classroom has been immensely satisfying.  How about you? What’s going on in your classrooms?   ... View more