I grew up on a thoroughbred horse ranch in Northern California near Santa Rosa. 我
住在华盛顿的圣地亚哥.C., San Francisco, Oakland, Cluj (Romania), Prague,
里诺、波蒂诺(ND)和锡夫里弗瀑布(MN). 我得了B.A. 在1991年的历史上
and Social Studies Teaching Credential in 2001 from 索诺玛州立大学. 我教
in K-12 schools for 16 years in Oakland and Santa Rosa. 我在特种部队工作了8年
education and 8 years in public secondary schools. 在照顾了我父亲之后
3年后,我读了研究生. 我得了个M.S. 2010年获教育学博士学位.D.
in 历史 in 2017 from the 内华达大学里诺分校.
Before arriving at 正规的购彩app下载, 我教 Core Humanities courses and U.S.
历史 of the Roaring Twenties at 内华达大学里诺分校; World Geography, Introduction
to Sociology, 历史 of Popular Music, and 历史 surveys at Dakota College at Bottineau;
and 历史 surveys at Northland Community and Technical College. 我是…的成员
the 历史 of 教育 Society, American Historical Association, Organization of
American Historians, and the Popular Culture Association.
My courses revolve around empowering students to take charge of their education, demonstrating
how persistence helps us achieve successful outcomes, and acquiring the skills to
be being conscientious individuals, dedicated professionals, and engaged citizens.
As a foundational pedagogical principle, I emphasize developing these skills though
active 学习 opportunities, including peer collaboration, experiential 学习,
integrative curriculum, and interactive instruction. 学生学习最有效
when they are involved in the construction of knowledge; when teachers encourage them
to ask thought-provoking questions and engage in critical reflection on possible answers;
and when history is made accessible to students, relevant to their lives, and applicable
到“现实世界”的问题. My role as a teacher is to mentor students in the process
of constructing historical knowledge and to facilitate their critical engagement in
历史学家的工作. My ultimate aim is for students to be able to think, argue,
像历史学家一样创作. As a result, my courses create opportunities for students
学习历史.
The focus of teaching and research is on developing a better understanding of human
多样性. From my first teaching position to my latest university post, I worked
with students and colleagues from diverse set of backgrounds. 我努力去理解
where students are in order to get them where they are going. 为了便于理解,
I strive to communicate regularly and clearly with students in and out of the classroom
using all available technologies, times, and spaces. 这种交流有助于我
better understand how to meet individual students’ 学习 strategies and educational
目标. I also seek opportunities to empower students to take charge of their education.
I construct assignments around opportunities for students to engage with each other
在目的性对话中. 这些 interactions reinforce the value of listening, collaborating
to analyze content in order to develop an evidence-based argument, and incorporating
从多个角度切入一个深思熟虑的叙述. 接下来,我组织我的课程
exploring historical sources created by a diverse set of scholars and actors. 这些
individuals offer unique interpretations that can support, encourage, and expand students’
学习. Finally, my service to my profession, college, students, and community focuses
primarily on highlighting the 多样性 of human experience. 这些探索允许
me to construct curriculum that helps students with their own connections and relationships
to being “different” and/or “normal” to build cognitive empathy for historical actors,
他们自己,还有彼此. I am resolved to continue these critical, reflective,
and thoughtful engagements with diverse local and global communities.
As a cultural historian, my research highlights the interconnectivity between human
agency, structural factors, and significant events. 我关注的是相互关系
among class, gender, politics, race, and sexuality in constructing professional and
亚文化的身份. My research includes how American teacher organizations used
Cold War discourses to lay claim to and gain affirmation of teacher professionalism;
how Cold War gender and sexuality norms intersected with popular representations about
and personal identities among the Beats; and how the performance and commodification
of Indian mascots’ primitiveness complicated (and continue to complicate) Native American
人格. I am currently working on a book proposal, Creating Cold War Role Models,
in which I demonstrate how the AFT and NEA utilized the ascending popular representations
of “hero” (white male) teachers, the population explosion of the Baby Boom era, and
Cold War discourses of Americanism, consumerism, democracy and U.S. 世界领导地位
to lay claim to and gain affirmation of K-12 teacher professionalism. 两个组织
consciously associated K-12 teachers with dominant cultural constructions of whiteness
and masculinity, including patriotic Americanism, full citizenship, professional autonomy,
以及公认的专业知识.