Curriculum Design for Student Achievement
One of my enduring passions is to participate in and facilitate faculty-led intentional curricular design for student achievement. These three ideas – faculty-led shared governance, intentionality, and a focus on outcomes for students – define my curricular work. As chair of the Department of History at SF State, I was proud to lead a redesign of our curriculum from establishing new, shared goals to developing assessment strategies. Now, in Fall 2019, we have in place a new streamlined Minor, a Major that meets students curricular and life needs, a revised MA pattern, a new Certificate in Historical Research (Honors) that will prepare students for research-focused careers, and a new graduate certificate in History Education.
My curricular work is also represented in leadership at the university and system level. As facilitator for the Teagle Foundation-funded Curriculum Design grant at SF State, I collaborated on leading a shared curriculum design process for twenty programs across campus. In 2018, I became the Principal Investigator on a successful planning grant to expand this successful program to multiple CSU campuses. This grant resulted in a $1.3 million, six-campus grant from the Teagle Foundation, College Futures Foundation, and Office of the CSU Chancellor.
21st Century History: The Introductory Course
The ability to assemble evidence into meaningful interpretations of the events of the past remains a core competency for a university graduate and a citizen. Such critical enquiry is increasingly under threat in history programs with declining enrollment within colleges treated as commodities set in a society where intellectual curiosity, democracy, and evidence are increasingly challenged. The greatest opportunity for historians and history programs to intervene in this situation is in first-year introductory courses that often constitute requirements or options within general education or university-wide programs. Yet such courses often receive the least curricular attention, and consequently do not take advantage of critical theory, student-centered pedagogy, new technologies, and innovative teaching strategies.
I also served as Principal Investigator on a grant-funded initiative to transform history education at the level of the introductory US and World history courses. Along with a board of colleagues and (hopefully) lots of educdator-authors, we hope this project will revolutionize the relevance and efficacy of the traditional or dual-environment course for creating students who are grounded in our common past, equipped to engage with it, and able to apply both their knowledge and skills to the full range of their lives in the 21st century.
High school world history curriculum
Just as tertiary introductory courses can benefit from significant redesign to meet student needs and new challenges, so too high school history courses and those who serve them are working to develop and implement new pedagogies and curricula, especially in the field of world history. Over the past decade, I have become deeply involved in these efforts. Together with teachers and leaders at the New York Board of Education, I recently developed elements of a curriculum for 10th grade world history that provides options for the use of several graphic histories and memoirs, as well as the bulk of content for the 19th century elements of the course and professional development support for teachers.
I currently serve as the Principal Content Development and Evaluation Manager for the Gates Ventures OER World History Project, working closely with a small cohort of other historians and the project leadership to develop an open-access world history curriculum featuring deeply-embedded pedagogical tools and careful intentional design.