President Kanye West may never become a reality, but I’d like to think he’d choose a Secretary of Education who’d endorsed creative pedagogy.
Kanye West’s presidential ambitions remind us that American history is full of fun surprises—even if most of them are short-lived and forgettable. Although it’s probably too much of a stretch to make the entertainment of #Kanye2020 relevant to American history—though Donald Trump’s candidacy perhaps proves that nothing is outside the realm of possibility—I do love to find pop culture references and videos and bring relevance to what students might see as staid topics.
I’m declaring this post a judgment-free zone so that I can be frank: I have a tough time keeping the attention of the freshmen students in my undergraduate survey class. But I have found that one thing that works well is video clips, and so I find myself drawing from youtube nearly as much as I do from powerpoint. Luckily, I’m a TV-show junkie, and so I have have a lot of background at my disposal. (Finally a way to justify my Netflix binges!) Indeed, my use of videos in class is one of the constant positives in my students’ evaluations, so I know it’s not just me who enjoys this approach. Continue reading →
Over the last week, Joseph Adelman, Ken Owen, Jessica Parr, and I have compiled a fourpartseries of posts describing our attempts to incorporate digital methods into our early American history classes. As all of us are aware, however, we’re not experts–nor do we consider our posts the last word on such assignments. Continue reading →
This week, The Junto features a roundtable on digital pedagogy, in which we discuss our different approaches to using digital sources in the classroom. Today, Joseph Adelman talks about working with students on technical knowledge. You can also read Part 1 by Rachel Herrmann on source accesibility, and Part 3 by Joseph Adelman on the role of technical knowledge in digital pedagogy.
In her kick off of this week’s roundtable on Digital Pedagogy, Rachel talked about the shades of Digital History, noting Lincoln Mullen’s 2010 post “Digital Humanities Spectrum; or, We’re all Digital Humanists Now.” I have written on spatial humanities approaches to religious history, and I do have some experience with text mining and coding. (XML, CSS, as well as some rudimentary Perl and Python.) By virtue of my library science background, I also have some training and experience in digitization, metadata, and digital stewardship. I am not a coder in the sense that true digital scholars like Mullen are, but I can speak techie and navigate that world with relative ease. Continue reading →
This week, The Junto will feature a roundtable on digital pedagogy, in which we discuss our different approaches to using digital sources in the classroom. Today, Rachel Herrmann talks about the challenge of access. Jessica Parr, Joseph Adelman, and Ken Owen will also contribute.
A Wordle made from sources my undergraduates located for our in-class source-finding competition
Let me preface this post by saying that I’d hesitate to call myself a digital humanist; I don’t code or map or mine texts. As Lincoln Mullen pointed out a while back, however, digital practices exist on a spectrum. There are some things I do for my own research and in the classroom—tweeting, running my department’s social media accounts, using Amazon’s “Look Inside” feature to chase up a footnote so as not to use up one of my precious Interlibrary Loan requests, and of course, blogging for The Junto—that digital humanists also do. These approaches have been helpful in my teaching for three problems related to access to sources. Continue reading →
The first strength of graphic novels is their novelty. Assigning works like Kyle Baker’s Nat Turner or Fetter-Vorm and Kelman’s Battle Lines is a surprise to most students. By not being another monograph or set of primary sources, graphic novels shake up a syllabus. This is good for students, who may be interested in exploring a subject in a more unconventional way, and for teachers, for it forces us to reconsider how to teach subjects we may have taught many, many times. This novelty also adds some additional accessibility for students who might be skeptical of reading more traditional assignments. Continue reading →
Roy Rogers kicked off yesterday’s 4-day roundtable with a review of the graphic novel, Rebel. For day two of our roundtable on graphic novels and history, I will discuss the use of graphic novels in teaching traumatic histories.
As anyone who has taught the history of slavery knows, it can be challenging. It is an important, but also emotionally loaded subject that can provoke spirited responses from students. Some students are resistant to discussing what they view as an ugly event in the past. Others may become defensive. And, for others, the history of slavery may be personal. The challenge becomes presenting the history in a thoughtful way that will engage students, but does not whitewashing history. Other traumatic events—genocide, war, etc.—can present similar pedagogical challenges.
Chryssa Sharp is an Associate Professor of International Business in the Robert W. Plaster School of Business and Entrepreneurship at Lindenwood University in St. Charles, Missouri. She earned a PhD in Management from the University of Calgary in Canada and an MBA in International Management from the Thunderbird School of Global Management. Dr. Sharp’s industry experiences encompass aspects of marketing, strategic planning, and cross-cultural communications. She has also been involved with developing programs to support small business exporting.
Historical knowledge plays an important role in the international business field. Ironically, as programs in the humanities are forced to justify their relevance to administrators, elected officials, and the general public, we, as a society, are in need of those fields’ contributions to creating the desired “global citizen.”