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MY TEACHING INSPIRATION
Teachers as Master Learners
No Longer a Cop
AHA New Media
MY INTERNATIONAL SIDE
The World at Our Laptop
My Language Study
MY WEB ROLL
Library of Congress
Best of History
US HISTORY TO 1865
Today HIST 151
HIST 151 Syllabus
Road to Revolution
A New Nation
US HISTORY FROM 1865
Today HIST 152
HIST 152 Syllabus
World War I
World War II
Van de Mark
HIST 152 Exam 1
HIST 152 Exam 2
HIST 152 Exam 3
RESEARCH & WRITING
Today POLI 300
Today POLI 390 Iraq S14
POLI 390 Iraq S14 Content
POLI 390 Iraq S14 Syllabus
Bush's War Video
Graveyard of Empires
POLI 390 S14 Afghan
POLI 390 S14 Iraq 1
POLI 390 S14 Iraq 2
Today POLI 471
POLI 471 Content
POLI 471 Syllabus
Council of EU
POLI 471 Research
HIST 374 Content
HIST 374 Reactions
HIST 374 Syllabus
EMERGENCE OF MODERN AMERICA
HIST 382 Content
HIST 382 Reactions
HIST 382 Syllabus
Illinois Gilded Age
America at 1900
First World War
Stars and Stripes
Treaty of Versailles
League of Nations
Shuttle HIST 382
HIST 386 Content
HIST 386 Reactions
HIST 386 Syllabus
Kennedy Reading Guide
World War II Movies
Atlantic mag photos
HIST 484 Content
HIST 484 Reactions
HIST 484 Syllabus
POLI 390 Content
POLI 390 Reactions
POLI 390 Syllabus
Shuttle POLI 390
My Latest Tweets
LINKS FOR STUDENTS
Thorn in the Flesh
Tech To Do
At a time in my life (age 67) when many of my contemporaries have already retired or are contemplating shortly doing so, I am still trying to figure out what I want to do when I grow up.
I currently teach U.S. History at Azusa Pacific University, an evangelical Christian university in southern California. But as you will see from this "About Me" sketch, in many ways my background and current interests make me more of a European history, Global Studies, or International Relations person than just a narrowly-defined U.S. History professor.
Why is this wiki entitiled The Learning Professor?
Since I exhort my students to pursue the exciting path of being life-long self-directed learners, I need to role model for them such a path in my own life.
The title of this wiki--The Learning Professor--is meant to be descriptive of my approach to learning.
had a wonderful recent blog post suggesting that teachers should see themselves not necessarily as master teachers but as
. His suggestion resonates perfectly with my own inclination.
To my delight,
has commented insightfully (
) on the current applicability to our lives of Donald Schon's
The Reflective Practitioner: How Professionals Think in Action.
His book some years ago helped me understand why I always felt a misfit. I have never seen myself as academic as most professors, but I have routinely been more academic than most executives.
My Formal Learning
My focus in this wiki on the self-directed aspects of our learning should in no way be taken to mean that I disdain formal education. I have a great deal of it myself:
Bachelor's degree (Phi Beta Kappa) in International Affairs from the Georgetown University School of Foreign Service (1965)
MA in Political Science from the University of Pittsburgh (1966)
MBA in Finance from the Stanford University Graduate School of Business (1970)
PhD in U.S. History from the Claremont Graduate University (2008)
Now, some highlights of aspects of my life that have shaped my approach today
An "Army Brat" in Virginia, Germany, and France
My father was a career Army officer, a combat veteran of both World War II and Korea. We moved a lot: I went to 12 schools in 12 years. Fortunately, my parents gave me (their only child) a zest for learning about each new place and for anticipating that each new home would bring fresh adventures.
Two parts of the world anchored my growing up days: Tidewater Virginia and western Europe.
Tidewater Virginia. We spent much of my early years stationed at Fort Eustis, Virginia, the exciting historical area around Williamsburg/Jamestown/Yorktown. Another posting, that at Fort Story (on Cape Henry next to Virginia Beach), provided a connection to my current U.S. History profession that I could have little expected at the time: Our house on base was less than 100 yards from the site where those who eventually settled Jamestown first made landfall.
Western Europe. Our assignments in Virginia were interspersed with two years each in Mannheim, Germany (7th-8th grades), and Paris, France (11th-12th grades).
Those years made me into a Western European wannabe; I hoped to live and work in France. Though that wish has not been fulfilled, it still fuels my zest for keeping up with languages.
Initial Academic Foundation: International Affairs and Political Science
College and graduate school choices made long ago [without much reflection then] still factor into what I choose to study today and the items from our history that I concentrate on in my teaching.
While majoring in International Affairs at Georgetown University's School of Foreign Service, I took Army ROTC and, at graduation, was commissioned as an Infantry Second Lieutenant. Even as an undergraduate, I wrote term papers on insurgencies, thus hoping to prepare myself as much as possible for likely service in Vietnam.
But one part of me thought I had to go to graduate school as my classmates were doing. At that time, the Army permitted deferments of my active duty obligation. So I began a Ph.D. program in Political Science at the University of Pittsburgh. This became another of those roads not fully taken in my life. It is ironic that some 40 years later I was finally able to finish a Ph.D. During grad school at Pitt I thought then that I did not—ever, ever—want to be a professor. But SURPRISE: now "I are one!"
A Summer Job at Jamestown leads to the Blessing of a Wonderful Wife
During two summers in college, I was fortunate to have a job as a costumed interpreter at Jamestown Festival Park. Carole Wilson came there with her family. We met, corresponded (no cell phones then!!) after she returned to her home in New Castle, Pennsylvania, fell in love, and--I am shortening the story here--eventually married (in 1966). Great love story, huh?
I consider one of the main joys of my life (besides receiving the gift of becoming a Christian) that of remaining happily married to Carole. By the way,
is the talented one in our family. Well educated in a formal sense (she received her Ph.D. in Comparative Literature from U.C., Berkeley in 1986), she is also, like me, a continual learner. She is currently
Professor of English
and Director of Faculty Research at Azusa Pacific University.
So here is another unexpected connection: Little did I know when I met Carole at Jamestown that she would be my spouse for 44 years and that I would become a U.S. History professor and be talking about Jamestown in my classes.
Military Interlude: Vietnam
I found it difficult to be in school with the Vietnam war on. So I finished my M.A. at Pitt, but asked the Army to call me in for my required two years of active duty.
I spent the two years of active duty (between 1966-1968) initially in stateside assignments: Infantry Officer Basic Course at Fort Benning, Georgia; troop duty at Fort Jackson, South Carolina; Vietnamese language study at Fort Bliss, Texas; and advisor school at Fort Gordon, Georgia. Then I served a tour of duty as an advisor to the South Vietnamese army (initially in Rach Kien district in Long An province, then at Song Be in Phuoc Long province). My time in Vietnam provided me with a further cross-cultural experience and exposure to another language (Vietnamese--in addition to my previous work in German and French). My French-language facility turned out to be a plus in Vietnam since many of the older officers in the South Vietnamese army with whom I worked had previously fought alongside the French against the Viet Minh.
Stanford Business School
As we now discuss in my U.S. History classes, the year 1968 was a tough one for America: the Tet Offensive in Vietnam; the assassinations of both Martin Luther King, Jr., and Robert Kennedy.
In September of that year 1968, I returned from Vietnam. Three weeks later, I began the two-year MBA program at Stanford Business School.
Stanford was for me a time of reverse culture shock. On the first day of classes, war protestors had pulled down the American flag and raised the enemy flag on campus. (To their ever-loving credit, members of the Stanford football team assaulted the demonstrators, took back the flagpole, and once again raised the American flag to its rightful place.)
How tough a change the MBA time was for me, not just with societal issues but getting back into the academic groove, in fact in a whole different type of groove. Business school was not like my previous higher education: no more 30-page term papers, extensive book lists, and required citations of academic forerunners. Stanford Business School--at that time--was case studies, short papers, group work, and quantitative analysis (not my bag, either then or now!). The learning emphasis was always: you are the VP (for whatever); what would you do now?
After graduation in 1970 from the Stanford Graduate School of Business, I served for five years as a commercial loan officer in the San Francisco financial district--first with Bank of America, then with Union Bank. What an exciting phase in my life. The required blend of finance and marketing was perfect for my temperament. But going further in that career was not to be.
Becoming a Christian
In 1975, my life changed. I "got religion."
I transitioned from big banks and a career defined by the world's standards of "success" to being faithful to a new "calling. " I began a new phase in my career, this time as an executive in Christian higher education, spending seven years at Simpson College (a college of the Christian and Missionary Alliance, then located in San Francisco).
My self-directed learner impulse gripped me. As a financial professional, I wanted to get better at accounting, "the language of finance." I took a several year career detour and worked in an accounting firm. I was fortunate in passing all four parts of the CPA exam on the first attempt. Here is another example of my self-directedness. I studied on my own for that exam and did not take the usual CPA exam review course.
Azusa Pacific University
After the accounting phase of my life, I resumed my financial executive trajectory, this time at Azusa Pacific University (APU), where I served as Vice President for Business and Finance for over six years.
At that point, what had seemed a straight-forward (or at least a normal) financial executive career path was turned topsy-turvy for me when our then-University President made changes in his administrative team. I was replaced as the Vice President for Business and Finance.
I elected to remain at APU, but as a professor--a position I never thought I would want.
A faculty position in the Department of History and Political Science Department was created for me from scratch. This new job forced me into another--incredibly difficult--career shift. Self learning once again. APU faculty members then (and now) were required to teach eight courses per year. So, prior to any graduate school, I began teaching courses in U.S. History, American Government, and Comparative Government.
Ultimately, as part of my contract, I was required to begin a Ph.D. program. So while continuing to work as a full-time faculty member at APU, I pursued my Ph.D. which I finally completed in U.S. History (in early 2008) at Claremont Graduate University.
Peter Lang Publishers recently published my dissertation (as it was written) in their Studies in Church History series: The book title is
The Protestant International and the Huguenot Migration to Virginia
. [For details, please visit this
Library of Congress
The book received the National Huguenot Society Book Award for 2010.
Continuing Language Study
During the 7 years it took me to complete my Ph.D. dissertation, I taught myself to read in two additional languages (Dutch and Italian) besides the French, Spanish, and German I could read in already.
I still try to keep up with reading these languages and work daily on improving my aural comprehension of them (iPod for Dutch, French, and German, and Italian; cable TV for Spanish).
Nothing may ever result from all of my continuing language work, but as a minimum, I want to be positioned to do further research in European archives.
But most of all, I hope to be respected by European scholars in my field as an American who cares about learning their languages.
During what turned into a twelve-year long Ph.D. process of course work, exams, and dissertation, I had to put my teaching on auto pilot, relying on more a lecturing, teacher-centered classroom style.
Now I have embraced technology, hopefully in a measured, sensible way. Elsewhere, I have detailed several important
influences in my conversion experience
to teaching with technology.
To further my teaching effectiveness and integrate technology into my work flow, I continue to develop this wiki and and my
(similarly titled The Learning Professor). In addition, I have added both Twitter (@LearningProf) and
to my online presence.
My thanks to Darren Rowse, Sue Waters, and Larry Ferlazzo for the following blog posts which guided my approach to this "about me" page.
1. Darren Rowse
His Own "About" Page: Becoming a ProBlogger—A Story in Many Parts
Specific Posts relating to writing an "About Me" page:
2. Sue Waters
3. Larry Ferlazzo.
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