Teaching


"So the pupil will transform and fuse together the passages that [she] 
borrows from others, to make of them something entirely [her] own; that is to say, [her] own judgement. [Her] education, [her] labour, and [her] study have no other aim but to form this."
Michel de Montaigne, Essays (1580)

Courses at Saint Mary's College
* For descriptions, see my courses page.

Introductory Courses
HUST 103: Lives and Times - offered face-to-face and online 
HUST 103W: Lives and Times - Writing Course

Upper Level Courses
HUST 323: Colloquium I - Medieval Literature
HUST 324: Colloquium II - Renaissance & Reformation Literature
HUST 463: Colloquium III - 17th- and 18th-century Literature
    

Sample Assignments & Work
Assignments: Digital & Traditional
100-level Interactive Timeline Group Project
          
Student Work: 
Student ePortfolios
Interactive Timelines: Friel's 
Translations and Angelou's I Know Why the Caged Bird Sings
      

Pedagogical Presentations



Student Testimonials

Nicole Bieganski (SMC '11, graduate student at Indiana University)
". . . I realized that I didn't have to be stuck in history with Dante and Boccaccio, nor did I have to be a computer science guru. Instead, I can enjoy the luxury of being a technology-literate liberal arts graduate. All I had to do was quit being scared and accept the challenge. I knew I had the intelligence; it was just a matter of harnessing it. Along with this realization came my recognition that the humanities and technology are complementary and compatible--not mutually exclusive. . . ."

Katherine Simon (SMC '11, graduate student at Notre Dame)
". . . 

Having a place to post current projects, papers, and ramblings on HUST has been great—and being able to put a url at the top of my resume has made me feel kind of awesome. . . .

Several of the graduate programs I applied to this past fall were archive-, museum-, and digital humanities-based.  For a student whose interests tend to lie in the words and ideas of long-dead people and civilizations, the technological aspects underlying these programs might seem confusing.  But the thing is, fields like the sciences are not the only areas that benefit from the technological innovations of the twenty-first century.  Because the truth, as strange as it may sound, is that scholars are doing amazing things with technology that will only deepen our understanding and appreciation of the world around us—not just in terms of scientific innovation but how humans experience the world. . . ."