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Faculty Showcase

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Faculty Showcase

 
 

Recent Submissions

  • Margaret (Meg) Phelps I am a adjunct art professor at Ventura College. I teach Art Appreciation and History of Photography. (2016-06-06)
    This course is designed as an introduction for the non-art major to basic concepts common to the visual arts and to acquaint the student with the major periods and styles of art. Painting, sculpture, and architecture from ...
  • Sarah Mergel, Ph.D. http://www.daltonstate.edu/faculty-staff/smergel/index.html I am an Associate Professor of History at Dalton College in Georgia. I have taught United States History to 1877, United States History since 1877, Historical Methods, American Foreign Policy, Gilded Age/Progressive Era, America From WWI to WWII, Cold War America, and Research Seminar in American History. History should be about more than just facts; it should be about evaluating and understanding the decisions and events that have shaped our world. I help students to gain a greater curiosity about the past as well as develop the ability to think critically outside of the classroom. Furthermore, I want to challenge preconceived notions about history by showing students how knowledge about the past is not static. Understanding the shifting perceptions of what has gone before is an important component to understanding the relevance of history to modern life. (2016-06-06)
    Surveys the history of colonial America and the United States from the first European encounters with the New World through the Civil War and Reconstruction.
  • Scott T. Paynton http://www2.humboldt.edu/communication/faculty.html I am a communication professor at Humboldt State University. I am also Associate Dean, Arts, Humanities and Social Sciences. I teach Public Speaking, Introduction to Human Communication, Organizational Communication, Leadership, Business and Professional Communication, Health Communication, and Interpersonal Communication. As a scholar and teacher, my ongoing goal is to learn from everything I experience with the understanding that the process is what provides the necessary tools for effective teaching. I challenge my students to think of their education not as a product, but as a living, growing aspect of their lives that will continue long after graduation. Intellectual, personal, social, and physical growth are essential aspects of a quality education. Respecting diversity and differing viewpoints has always been central to my pedagogy. The open discussion of diverse ideas and perspectives challenges everyone devoted to learning to become both productive and critical thinkers. The exploration and free expression of ideas enhances the educational outcomes for all communication courses. I have done considerable scholarship in the area of pedagogy, focusing on methods of teaching that promote active participation from students in the learning process. I have produced papers and publications focusing on alternative teaching methods for teaching communication curriculum. I continually seek teaching methods that engage students in the learning process so that they might make the link between their education and everyday experience. In sum, education is a transaction among those individuals committed to the pursuit of learning. Teachers and students alike contribute to the learning potential of each class, and ultimately, learning outcomes. It is my responsibility as an educator to guide that learning process for my students as well as to be open to continual learning in my own life. (2016-06-06)
    Perceptual effects, verbal/nonverbal codes, and dynamics of interpersonal, group, and organizational communication.
  • Stephen W. Campbell, Ph.D. http://www.thegreenhistorian.com/ I am a lecturer in the department of history at California State Polytechnic University, Pomona. In nearly nine years of teaching at all three levels of public institutions in California - the CCC, CSU and UC systems - I typically teach US survey courses (both online and face-to-face) but have also taught courses in California history, colonial history, the early republic, and academic writing. One of my central goals as a history instructor is to challenge students intellectually while teaching skills that are applicable to other disciplines and employment opportunities. Analyzing primary sources and developing sound argumentative skills in writing are paramount. To help students become more effective writers, I operate from the premise that writing is a process that requires several drafts and revisions. Students find it helpful when I hand out examples of successful and problematic introductory paragraphs, discussing effective writing techniques aloud as a group. I give detailed rubrics and handouts notifying students of my expectations, and show examples of “A” quality papers so that students may emulate sound writing. These techniques help students become more effective communicators in writing, which can have positive spillover effects in public speaking and life more generally. You can read the rest of my teaching philosophy here. My research specialization and publication history lie in the intersection of politics, media, and finance in the antebellum era, but I also have broader interests in economic history, European history, environmental history, and many other sub-fields. (2016-06-06)
    History of the United States from the end of Reconstruction (1877) to the present. Ethnic and gender diversity and the democratization of the United States. Emphasis on the political, social, cultural and economic trends ...
  • Miriam Raub Vivian http://www.csub.edu/history/directory/ I am a Professor of History at CSU Bakersfield. I currently teach Western Civilization I, World History I, Historical Writing, Senior Seminar, Greek History, The Hellenistic Age and the Roman Republic, and The Roman Empire. I focus my teaching energies on exciting students about learning about the past, in particular how to more fully understand it through examining the extant primary source evidence. Whereas information/content is these days readily available to anyone interested, what students sorely need is help in strengthening their critical thinking and writing skills, both of which I emphasize by way of document analyses and analytical essays. My research interests are mainly in the transformation of the Roman world in Late Antiquity, primarily the role and influence of Christianity, especially monasticism. My interest in Roman building intersects as well with the changing physical landscape of Rome's empire that resulted from the spread of Christianity. (2016-06-06)
    From the last days of Rome's Republic and the establishment of the Empire under Augustus to the "Fall" of Rome in the West in the 5th cent. C.E. The nature of Augustus' settlement, problems of political stability, the ...

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