Our last post in a series exploring how we bring research into the classroom comes from Nicholas E. Bonneau, a PhD candidate in history at the University of Notre Dame and the current Carpenter Fellow in Early American Religious Studies at the University of Pennsylvania’s McNeil Center for Early American Studies. A historian of religion,…
Continuing our series on the ways we bring research into the classroom, Christy Pottroff discusses how and why she uses physical letters as a pedagogical tool. Christy is a a Mellon Dissertation Fellow in Early Material Texts at the McNeil Center for Early American Studies and a Ph.D. candidate in English at Fordham University. Her dissertation, “Citizen Technologies:…
For the past two years I have been using a grading rubric for writing assignments in all of my courses. In my first few years of teaching I was reluctant to consider using a rubric. I thought a rubric would place burdensome limits on my subjective leeway in assigning grades for writing. And wouldn’t a…
Nearly all undergraduate history programs have a required capstone course for their majors, an opportunity for students to draw on the knowledge learned in their history courses and use research skills to produce an original piece of scholarship. At my university (a mid-sized public institution), our capstone courses focus on specific topics ranging from “The…
