Students come to the classroom with a variety of needs and abilities. My role as a teacher focuses on helping students become active learners, participants in the process of learning. In addition, I believe that as a teacher I should cultivate the skills of critical thinking, comparative analysis, and both written and verbal communication. I hope to bring the past alive for students by bringing my own enthusiasm and knowledge to the classroom, making history a subject that is vital to the student’s understanding of their world regardless of how distant the time period studied. To do this, I utilize carefully designed activities of varying types, depending on the particular material and skill being developed. In order to assess student comprehension, I use traditional examinations and essay assignments, but also study questions, short writing assignments, and group work to gauge student understanding in the interim. I consider myself fortunate to be in the classroom helping students learn. Teaching is an immensely satisfying activity both professionally and personally.

As I tell my students, the skills of an historian will serve them well whatever profession they pursue. Therefore, my courses are created to help students develop the fundamental skills of an historian: critical thinking, comparative analysis, and written communication of one’s ideas comprise the basic tools of every historian. I have found that most students respond well when they are coaxed into examining history not as “facts,” but as interpretations of primary sources. In my courses, students are encouraged to question historical interpretation and grapple with the questions themselves.

I use a variety of methods to achieve my objectives for student learning. To foster critical thinking and analysis, I engage students in analysis of secondary literature, as well as primary source reading. There are numerous tools available to facilitate primary source analysis. For my survey courses such as Western Civilization and the Survey of England, I normally use documents posted on the World Wide Web, in addition to documents available in the student textbook. Most college-level students have access to the Web through their institution and so this approach is feasible, not to mention cost effective for students. I provide students with guided reading questions designed to have them question the documents as an historian would.

For a special topics course like my Witchcraft & Heresy course the approach must differ. I have found that the majority of students may grasp difficult concepts when appropriate activities and tools are Wood provided. Study questions, group work activities and finally major essays help students build their knowledge at every step of the way towards success. I have found that by and large, when this method is combined with lectures, students recognize the value and respond well.

I utilize educational technology wherever appropriate. My lectures are projected through PowerPoint and I utilize my course web site for the posting of syllabi, assignments, online resources, and Web links. Most students find electronic presentations stimulating and I prefer the flexibility in presenting images, video, and sound that computer-based presentations allow. Still, these are only tools to aid the active learning that a teacher must foster. Technology provides many alternatives and assistance, but learning takes place between people.

Of course, students must also have the opportunity to provide the instructor feedback. I ask students to evaluate my performance and the course overall at the midterm. I feel that such feedback fosters dialogue between students and myself and gives the student the opportunity to voice concerns and hopefully praise while there is still time to make adjustments during the semester. Not all concerns can be addressed this way, but at least the student knows they have been heard and perhaps have made a difference. In addition I pursue an open-door policy for my students. I encourage office visits and in some courses, require at least one visit. This communication has proven vital in many cases and has helped me establish mentoring relationships with many of my students, especially young women. I have regularly written letters of recommendation and counseled students on attending graduate school. These have been some of the most satisfying moments in my teaching activities.

Certainly, my own research is an important part of my teaching. The two activities feed off one another and research provides the basis for my excitement in the classroom. My own excitement and enthusiasm as a scholar transmits itself to students and inspires learning. By staying active in my scholarly field, I will continuously renew my own passion for history and be able to convey what I learn to my students. Teaching is a demanding pursuit, but the rewards in seeing a student’s comprehension and skill grow make the effort worthwhile.