Mark Boonshoft is a PhD candidate at Ohio State University. His work focuses on colleges and academies, especially the networks forged in them, and their role in the formation of revolutionary political culture.
As an undergraduate, I found the political history of the early republic to be fascinating. As a graduate student, I find teaching the subject to be utterly frustrating. This surprised me, though it shouldn’t have. I was already interested in early American history when I got to college. Most of my students don’t share that proclivity, to say the least. Generally, they assume that the policy debates of the founding era and beyond—especially about banks, internal improvements, and federalism—are downright dry. That said, our students live in an era of rampant partisanship and government paralysis, punctuated by politicians’ ill-conceived attempts to claim the legacy of ‘the founders.’ The emergence of American party politics is pretty relevant to our students’ lives. So with many of us gearing up to get back into the classroom, I thought this would be a good time to start a discussion about teaching the history of early national party formation. Continue reading →
One of the first things I did after finishing my dissertation a couple of months back (other than sleeping for an entire week, of course), was reading Alan Taylor’s latest tome, An Internal Enemy: Slavery and War in Virginia, 1776-1832 (New York: W. W. Norton, 2013), which recently won the Pulitzer Prize. (One could argue that Taylor’s biggest sin, other than the one I’m about to discuss, is hogging all the major book awards.) As one would expect given Taylor’s track record, I was floored by the book’s exhaustive research and lyrical prose. I made a mental note that this would be a great book to assign to students. Now that I’m prepping for this fall, when I’ll be teaching a Jeffersonian America course, I gave the idea more serious consideration. However, I soon realized the biggest problem, which more seasoned teachers probably already know.
Welcome to another exciting week in early American history, where all the women are strong, all the men are strong, all the children are strong, and all the historians are above average. This week, we can report: Continue reading →
Over the past few weeks, a discussion about trigger warnings has percolated across the blogosphere. Educators, op-ed columnists, and pundits have debated the use of these warnings about potentially upsetting content on syllabi or in the classroom (and leave it to the Chronicle to publish a disdainful mockery of the concept). As I’ve developed my courses, both at the survey and upper levels, I have confronted some of these same questions about the past: Is there anything in history from which we should shield our students? Or, to put it more broadly, how should we approach material that some of our students may find offensive, hurtful, or painful?
Back in December, the Dean of Undergraduate Education at Harvard was quoted from a meeting of the Faculty of Arts & Sciences saying, “The median grade in Harvard College is indeed an A-. The most frequently awarded grade in Harvard College is actually a straight A.” This statistic was highly shocking to the general public (or at least the general media). Yale itself moved last year to address the problem when it turned out that 62% of grades given to undergraduates in a two-year period were A-minuses. Just a few weeks ago, the Teaching Center at Yale hosted a day-long seminar entitled, “Are All Yale Students ‘A’ Students? A Forum on Grading.” Most recently, Rebecca Schuman published a piece on grading at Slate entitled, “Confessions of a Grade Inflator.” However, rather than only seeing what has happened as the inflation of individual students’ grades, we should also see it–from the instructor’s perspective–as a compressing of the grading scale itself. Doing so reveals multiple repercussions for both students and faculty that the individualized, student-centered notion of “grade inflation” misses. We need to keep in mind that grade inflation or compression doesn’t just benefit unworthy students; it actually has negative effects on both students and faculty, which should be the real causes for wanting to address the problem.
During my first year as a Teaching Fellow, I’ve done a number of pedagogy-related posts, covering student preparation, undergraduate writing, and lecturing. Having finished that first year, I have found myself thinking about different approaches I’ve witnessed to assigning readings. The question I have is: What is the best approach to assigning undergraduate reading? Continue reading →
Today’s episode, “Teaching Across the Pond,” features Tom Cutterham, Ken Owen, Ben Park, and Rachel Herrmann discussing historical teachers, and debating the merits and pitfalls of teaching in the United States compared to the United Kingdom. Come for the boat race jokes; stay for the pedagogy! Continue reading →