Past Courses Taught

I have taught eight courses as a lead instructor and seven as teaching assistant. This page provides links to my syllabi, a brief description of each course, student comments (when available), and sample assignments.

Educators Institute

I co-led the development and teaching of the inaugural Educators Institute spring 2024. The Educators Institute provided a comprehensive, semester-long, pedagogy and technology course for instructors, funded by a $150,000 university grant.

Spring 2024, University of Wisconsin, Milwaukee, WI

Course Overview

(HIST 398) Fire and Rebellion: Reformation in the Early Modern World, 1450-1650

History 398 explored how the Protestant Reformation flamed into existence, reshaped European society, and impacts the world up through today. In this course I challenged students to refine their skills as historians and guided student-led discussions as we read works from Carlos Eire, Brad Gregory, Eamon Duffy, and Richard Marius and Melvin Page.

Spring 2023, University of Wisconsin, Milwaukee, WI

(HIST 594) Christianity, Faith, and Historical Interpretation

History 594 explored how Christians over the past two-hundred years have engaged with the world around them. In this course I worked with students to refine their skills as historians and guided student-led discussions as we read works from Brad Gregory, Margaret Jacob, Mark Noll, D. W. Bebbington, Karl Barth, Dietrich Bonhoeffer, Dorothy Day, Father James Groppi, Grant Wacker, and Kristin Kobes Du Mez.

Spring 2022, University of Wisconsin, Milwaukee, WI

TA Training in Online Instruction

I built TA Training in Online Instruction, a non-credit graduate course, in partnership with The College of Letters & Science, L&S Learning Support Services, and DoIT Academic Technology. It prepared graduate instructors to teach effectively in an online course using the Canvas learning management software as well as other campus-supported learning technology (Kaltural Mediaspace, Google Apps, Bb Ultra). The one-week course was collaborative, cohort-based, and employed active learning methods.

June 2017, University of Wisconsin, Madison, WI

Student Comments | Course Evaluations

(HIST 223) European Imperialism

History 223 introduced students to nineteenth- and twentieth-century European imperialism. It provided a framework to better describe of how European empires helped shape modern world history, and explored the continuing influence European “empires” have on the world on which we live today.

Spring 2015, University of Wisconsin, Madison, WI

Student Comments | Course Evaluations

Sample Assignments

Band Aid (1984) and The White Man's Burden
Advertising Empire
American and European Fascism

(HIST 212) World History 2

History 212 provided students an introduction to the major themes in the past 500 years of world history. The course contextualized major historical events, explored their significance, and facilitated the discussion of their importance for today.

Fall 2012, Minot State University, Minot, ND

Student Comments

(HIST 101) Western Civilization to 1789

History 101 introduced students to the major themes of Western civilization from the early River Cultures up to the French Revolution. The course was designed so that students might be able to identify significant people, events, and periods of Western Civilization, and explain why they were significant. Furthermore, it provided a framework for students to improve their writing, develop strong, concise, effective arguments, and improve oral communication skills.

Fall 2012, Minot State University, Minot, ND

Student Comments

(HIST 104) United States History from 1865

History 104 introduced students to American history from the end of the Civil War through the Cold War. The course focused on the major events, movements, and personalities that shaped the United States's development. Students completing the course gained a better understanding of the country's origins as a nation and people, and its subsequent development. In addition, the course provided a framework for students to improve their writing, develop strong, concise, effective arguments, and improve oral communication skills.

Fall 2012, Minot State University, Minot, ND

Student Comments