I’m getting my COVID booster today and am feeling very hopeful. If enough people in my neck of the woods follow through with vaccinations and boosters maybe, just maybe, I will be able to return to campus in the spring. Student reluctance to register for on-campus offerings has meant a third semester of all online teaching. I’m starting to optimistically think about what I might take back to the brick and mortar classroom space with me from this three semester-long remote experience.    A colleague noted this week that she plans to continue using her online discussion board even when she is teaching in-person. Students who are reluctant to speak up in a traditional classroom space often submit eloquent, thoughtful discussion posts in online classes. My colleague is wise to take advantage of this reality and I plan to as well. I’ve also thought about using a chat-style system during my in-person lecture so that students who might be shy about raising their hand will still get their questions answered in class. Perhaps an open “chat” during my live lectures will allow me to engage more students in classroom meetings than I have in the past. While my attention span is too short to allow a scrolling chat to interrupt me during lecture, I can foresee looking at the chat in the last couple minutes of class to catch any questions that need to  be addressed.    I’m planning to continue to use the journal-based research assignment that I first wrote about in a blog this past spring (see “Summer Project: Assignment Reboot”) in which I break down a traditional research project into sections and grade each separately. I designed this project because I felt my students were fatigued from online learning and not fully engaged in their semester-long projects. Forcing them to submit the project in sections has enabled me to keep tabs on their progress while providing feedback along the way, and has significantly reduced the problem of procrastination on the students’ end. I also find that the grading process for me is quicker (shorter chunks of work submitted at a time) and that I’m writing more comments.   And finally, I’m planning to continue to take advantage of the abundance of human resources that are available virtually as a result of the pandemic. I encourage fellow faculty to follow the social media feeds of historical and cultural organizations that relate to the topics you are teaching in class. On November 1st, for example, my students will be attending a virtual artist talk by Nikole Hannah Jones titled “Examining Slavery’s Modern Legacy,” hosted by Massachusetts College of Art & Design (register here). Later in November they will be assigned to view (live or via the post-event recording) a talk by Gayle Jessup White hosted by the National Archives. “Sally Hemings, Thomas Jefferson, and a Descendant’s Search for Her Family’s Lasting Legacy” will be moderated virtually by historian Annette Gordon Reed (register here). I have no doubt you’ll be amazed by the access your students can have to fabulous speakers and resources with just a little time web surfing.   If there is something that you’ve brought back into the traditional classroom with you from your experience with pandemic-era online learning, please share!  ... View more

On Oct 21st, 2003, scientists first discovered the dwarf planet Eris. When first found, there was some discussion that it was larger than Pluto which then led to questions about Pluto's categorization as a planet. The debate within the scientific community ultimately led the International Astronomical Union to "downgrade" Pluto to a dwarf planet in 2006. The dwarf planet Eris seems to be aptly named as it was inspired by the Greek goddess of discord.                 ... View more

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of Exploring American Histories, 4th Edition. Nancy Hewitt & Steven Lawson discuss their own histories with teaching.  Nancy Hewitt & Steven Lawson discuss challenges they have had in the past when teaching history that influenced their authorial vision. Nancy Hewitt & Steven Lawson discuss why they believe history is so important for students who are not history majors to take - especially in today’s polarized climate. Nancy Hewitt discusses some ways that they have kept their text relevant to current events. Nancy Hewitt on applications of different learning styles. Nancy Hewitt's tips for instructors to engage their students with the text. Steven Lawson on advice for new history instructors. Nancy Hewitt & Steven Lawson on the goals for Exploring American Histories, 4th Edition ... View more

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of Exploring American Histories, 4th Edition as they discuss the goals for their book.  Macmillan Learning · A talk with Co-Authors Nancy Hewitt and Steven Lawson: Episode 8 ... View more

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of Exploring American Histories, 4th Edition as they give advice for new history instructors who have just started teaching. Macmillan Learning · A talk with Co-Authors Nancy Hewitt and Steven Lawson: Episode 7 ... View more

When I was 22 I made it through only half of the movie “Pulp Fiction” in a theater before leaving. I couldn’t see past the violence on the screen to the creative story being crafted underneath. I was simply too uncomfortable to see anything artistic through the blood and gore. Nearly three decades later my son, an aspiring filmmaker, convinced me to give the movie another try -- reminding me of a lesson that I have forced on him many, many times: discomfort can be a tool for learning.   I’ve been thinking a lot about my (admittedly simplistic!) example of a personal life lesson lately as public debate abounds about the teaching of critical race theory and the level of discomfort by which many white people approach discussions of race. I’m heartened by the fact that since the death of George Floyd more white students at my college are taking Black History and courses that examine race and ethnicity through the lenses of sociology and literature. The students’ willingness to confront discomfort makes me hopeful in spite of news stories that highlight the hatred and ignorance that still festers in so many predominantly white communities and institutions in the United States.    This week’s coverage of the resignation of NFL coach John Gruden’s over racist, homophobic, and misogynistic emails is a reminder of how far our society still needs to go to move the needle on hate and discrimination. Gruden’s flimsy explanation that he “never meant for [the emails] to sound that bad” reminds us that many white Americans in positions of power -- Gruden had a contract that paid him $100 million over ten years -- are incredibly ignorant of history and the context through which racism, sexism, and homophobia have negatively impacted countless people. As history teachers, we need to continue to work to ensure that the next generation of leaders in business and industries, like the NFL and so many others, do not enable the acceptance of hate speech.   In spite of all the negativity present in our current world, as an educator I have to remain hopeful for the future. I welcome fellow history teachers to share such hope with their students and academic communities. This month I’m encouraging my students to identify stories of hope and inspiration from black history by entering this year’s “Black History, Black Stories” video/writing competition sponsored by Macmillan Learning. Visit the Macmillan Learning web site for details and consider assigning the video/essay prompt as an extra credit assignment. Learning more about who/what inspires our students can be a great help for curriculum design and can give us deeper insight into the lives of the young people in our classrooms, which can only lead to greater compassion and understanding.  ... View more

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of Exploring American Histories, 4th Edition as they discuss tips for instructors on how to engage their students with the text or complete assignments. Macmillan Learning · A talk with Co-Authors Nancy Hewitt and Steven Lawson: Episode 6 ... View more

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of Exploring American Histories, 4th Edition as they discuss students’ different learning styles. Macmillan Learning · A Talk with Co-Authors Nancy Hewitt & Steven Lawson: Episode 5 ... View more

I’m excited this fall to be co-designing a team-taught, cross-discipline experimental course. Wow! That is a mouthful! Since transfer agreements are such an integral part of our curriculum at a community college, the opportunity to create a new course comes infrequently and with numerous challenges. This week I’ll share my experience with the early stages of this process from the history side of the course in hopes that Macmillan Community members will chime in with ideas and suggestions.   The idea for our new, as yet unnamed, course came about before the recent pandemic began. Several years ago, a colleague in the Biology Department expressed interest in my US history students’ study of the 1918 Influenza outbreak. Wouldn’t it be great, we concluded, to have a course that linked biological crises with their historical origins and context? Both of us were busy with our 5-5 teaching load, so we filed the idea away until spring 2020 when the COVID-19 Pandemic hit the United States. Amidst the chaos of moving all of our courses online, we knew we needed to revisit our idea. Students were asking questions that required complex and thoughtful answers: had this kind of crisis happened before? When? Why? How did previous generations respond?    As excited as we both were about the idea of creating such a course, reality took the reins. Where would this course be housed at our community college and how would it transfer? As much as we wanted to dive right in and think about the curriculum, we had to stop and first consider logistics. I started the conversation with my department chair who suggested at least a dozen more questions we had not considered, including the hurdles that would be necessary to clear our course on an experimental basis (two semesters) with the college’s Curriculum Review Committee. Undeterred, we continued to ask colleagues for advice and to gather materials we believe will be useful material in the course.   Our vice president for Academic Affairs suggested that we start the process by working with the department whose students would benefit most directly from the development of such a course. At our college, nursing students are required to take just one course in the Humanities or Social Sciences. Generally the students take whatever course best fits their schedule because none of the classes are designed to specifically enhance the nursing curriculum. Here, it seems, we have found our stride. As we move forward with the course design process it is with the intent of providing nursing and other health sciences students with a course that better connects their fields to history while maintaining a significant degree of scientific learning as well. We are hopeful that by studying history and biology together, health care students will recognize the interconnectedness of those seemingly distinct fields. We hope, too, that we can help our college to increase offerings in courses on public health, which seem particularly valuable in current times.   Now that we are in the planning process, I would love to hear from anyone who has co-designed/taught a course that covered two distinct disciplines. What unexpected challenges did you face? Please share!  ... View more

Author Eric Nelson speaks on blurring the lines of the in-person and digital student experience. Listen as he shares his thoughts about using low-stakes adaptive quizzing & discussion sections both now and during COVID along with other less successful methods to get here. ... View more

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of Exploring American Histories, 4th Edition as they discuss some ways that they have kept their text relevant to current events. Macmillan Learning · A talk with Co-Authors Nancy Hewitt and Steven Lawson: Episode 4 ... View more

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of Exploring American Histories, 4th Edition as they discuss why they believe history is so important for students who are not history majors to take - especially in today’s polarized climate. Macmillan Learning · A talk with Co-Authors Nancy Hewitt and Steven Lawson: Episode 3 ... View more