My primary aim as a teacher is to encourage and facilitate independent learning. I endeavour to foster a learning environment that is stimulating, motivating, supportive and participative, encouraging students to take initiative for their learning rather than taking a passive role in the process. I believe it is my job to design courses and course activities that are challenging as well as interesting and that teach skills as well as content.
With regard to skills I particularly aim to improve students' critical thinking, research and analytical skills, and to refine their writing skills in terms of precision of expression, writing concisely, and having their arguments flow logically. Besides these basic ‘historical thinking’ skills I also endeavour to incorporate digital skills and digital humanities thinking into my teaching in order to ensure students come away from their studies with at least some exposure to these skills and concepts. I attempt to achieve these objectives by
When it comes to formal student assessment I prefer to encourage a more holistic approach to study over and above rote learning. When offering class-based courses I prefer student-led seminars, presentations, essays and, increasingly, digital skills-based assessments to examinations. When offering a course through the format of distance education I prefer online group discussions, written assignments and digital skills-based assessments to quizzes or examinations.
It seems increasingly the case that students come to university with the expectation that having paid their fees they will receive the certificate that is the gateway to employment. While it is simply no longer the case that a bachelor’s degree is a guarantee of employment, I believe it is my role as a teacher to equip students as best I can with skills that will be useful to them outside of academia, and to attempt to instil a sense that knowledge is valuable for its own sake. My ultimate aim as a teacher is to foster the realisation that learning has value beyond training or grades. How exactly to achieve that goal is something I am still in search of a strategy for that goes beyond my own enthusiasm.
With regard to skills I particularly aim to improve students' critical thinking, research and analytical skills, and to refine their writing skills in terms of precision of expression, writing concisely, and having their arguments flow logically. Besides these basic ‘historical thinking’ skills I also endeavour to incorporate digital skills and digital humanities thinking into my teaching in order to ensure students come away from their studies with at least some exposure to these skills and concepts. I attempt to achieve these objectives by
- including interactive in-class sessions work-shopping good research and writing practices in each course
- thorough feedback on assignments; incorporating primary sources into course material whenever possible
- offering broad essay topics that students must interpret themselves to create essay questions and thesis statements in lower level undergraduate courses
- requiring students to develop their own research questions based on their own topics of interest within the parameters of the course in higher levels in order to have them engage their critical and analytical minds
- requiring electronic submission of assignments
- work-shopping such digital skills and tools as are appropriate for each course, ranging from simple bibliographic citation managers and file-sharing applications, to database and sampling skills and assignments that include digital formats such as websites as part of the assessment, to introductory coding in html and R in upper level courses that are specifically digital history courses.
When it comes to formal student assessment I prefer to encourage a more holistic approach to study over and above rote learning. When offering class-based courses I prefer student-led seminars, presentations, essays and, increasingly, digital skills-based assessments to examinations. When offering a course through the format of distance education I prefer online group discussions, written assignments and digital skills-based assessments to quizzes or examinations.
It seems increasingly the case that students come to university with the expectation that having paid their fees they will receive the certificate that is the gateway to employment. While it is simply no longer the case that a bachelor’s degree is a guarantee of employment, I believe it is my role as a teacher to equip students as best I can with skills that will be useful to them outside of academia, and to attempt to instil a sense that knowledge is valuable for its own sake. My ultimate aim as a teacher is to foster the realisation that learning has value beyond training or grades. How exactly to achieve that goal is something I am still in search of a strategy for that goes beyond my own enthusiasm.
Teaching Experience
HIST423: Digital History, 2022
10 students
I presented coordinated or presented 10 x 2 hour digital skills workshops, and coordinated the students to run 10 x 1 hour discussion sessions. Students were tasked with assigning the readings for their designated weeks as part of their assignments, but these needed to be signed off by me. Assignments included running these seminar discussions and writing an associated blog post; digitising a primary source and analysing that digitisation; creating a website for their chosen research project (based for the most part on research carried out for their HIST489 research essays). https://rebeccalenihan8.wixsite.com/hist423digihistory22
HIST316: New Zealand Social History, 2022
48 students
I wrote and presented weekly lectures, assigned weekly readings, taught 1x2-hour weekly seminar and a 1x1-hour weekly zoom seminar, consulted with students on their research essays, designed assignments, and graded these. Assignments included a mapping exercise, timeline entry, research essay, and a seminar assignment that asked students to precis and assess a set of assigned readings.
HIST228/HIST310: Digital History, 2021-2
43 students.
This course was entirely online and asynchronous to enable ultimate flexibility for trimester 3 (summer) students. It was code shared between 228 and 310. The reading load was the same between the courses, but the assignments (and expectations) were modified between the two courses. I wrote and recorded 9 digital skills workshops, and prepared a further 6 workshop PDFs for students to work through, and assigned the weekly readings. Assignments included a discussion board assignment in which students were tasked with introducing their chosen article (chosen from the weekly readings) and moderating the discussion with their group about that article/chapter for the week; a digitisation assignment; a research proposal; and the creation of a webpage about their chosen research topic, with an accompanying report. https://hist228-310digitalhistory2021.weebly.com/
HIST317: New Zealand History, 2020
32 students
Covid-19 necessitated alterations to this course from the way it was run in 2018. It was run entirely online and asynchronously. I wrote and recorded the weekly lectures and weekly digital skills workshop sessions so they were available asynchronously, assigned weekly readings, consulted with students on their research projects, designed assignments, and graded these. Assignments included a digitisation assignment, a research proposal, and a final assignment that comprised a blog post, contribution to a class timeline, visualisation and final report. https://hist317nzhistory2020.weebly.com/
HIST423: Digital History, 2019
5 students
I presented coordinated or presented 10 x 2 hour digital skills workshops, and coordinated the students to run 10 x 1 hour discussion sessions. Students were tasked with assigning the readings for their designated 2 weeks as part of their assignments, but these needed to be signed off by me. Assignments included running these seminar discussions and writing an associated blog post; digitising a primary source and analysing that digitisation; creating a website for their chosen research project (based on research carried out for their HIST489 research essays). https://hist423digitalhistory2019.weebly.com/
HIST317: New Zealand History, 2018
70 students
I wrote and presented weekly lectures, assigned weekly readings, taught 2x2-hour digital skills workshops, consulted with students on their research essays, designed assignments, and graded 1/2 of these. Assignments included a digitisation assignment, a research proposal, and a final assignment that comprised a blog post, contribution to a class timeline, visualisation and final report. I supervised and coordinated with one teaching assistant. https://hist317nzhistory2018.weebly.com/
HIST316: New Zealand Social History
Post-Doctoral Fellow, History Programme, Victoria University of Wellington, July to October 2015, March to June 2016, and July to October 2017
38 students in 2015, 65 students in 2016, 63 students in 2017
I wrote and presented weekly lectures, assigned weekly readings, taught 2x2-hour weekly seminars, consulted with students on their research essays, designed assignments, and graded these. Assignments included a research proposal, research essay, 2 presentations based on an assigned secondary readings and running discussion based on that reading, 2 short papers on those same secondary readings, and 1 presentation on their final research project. In 2016 and 2017 I supervised and coordinated with one teaching assistant.
HIST3140: Witch-Hunts and Popular Culture
Sessional Instructor, History Programme, University of Guelph, Distance Education, May – August 2013. Redevelopment: October 2012 – March 2013
A study of the witch-hunts in Scotland, 1560-1707. Capped at 160 students.
Between October 2012 and March 2013 I co-redeveloped the course with a PhD student in the history department, updating the course reader, manual and textbook, and developing new assignments, web-based exercises and activities.
May – August 2013 I facilitated the course, co-ordinated 3 Teaching Assistants, moderated discussion boards, graded 10 per cent of all assignments and moderate grades across the TAs.
HIST4050: Topics in Scottish History
Sessional Instructor, History Programme, University of Guelph, Distance Education, January – April 2013
Scottish migration to Canada. Capped at 25 students.
I reviewed the previous incarnation of the course, updated the required reader, facilitated the course, moderated discussion boards, consulted with students to develop their final research assignment, and graded all assignments.
HIST3140: Witch-Hunts and Popular Culture
Sessional Instructor, History Programme, University of Guelph, Distance Education, May – August 2012
A study of the witch-hunts in Scotland, 1560-1707. Capped at 160 students.
I facilitated the course, co-ordinated 5 Teaching Assistants, moderated discussion boards, graded 1/6 of all assignments and moderated grades across the TAs.
HIST2000: British Isles 1066 to 1603
Sessional Instructor, History Programme, University of Guelph, January – April 2012
An overview examination of the social, political and religious history of the British Isles between 1066 and 1603. Capped at 100 students.
I wrote and presented twice weekly lectures, assigned primary and secondary weekly readings, consulted with students on their research essays, designed in-class quizzes (run with i-clicker technology), two written assignments, the mid-term and the final exam, and graded these in conjunction with one teaching assistant.
HIST316: New Zealand Social History
Guest Lecturer, History Programme, Victoria University of Wellington, 27 May 2014
Presented a lecture on migration to New Zealand from 1840 to 1940. Taught three 2-hour seminars pertaining to holidays and travel in New Zealand. Graded 50% of the final essays for the course. Created and maintained an external website for the course (content provided by the core lecturer).
TXTT301: Entangled Print Cultures: Canada in the British World, Text Technologies
Guest Lecturer, Victoria University of Wellington, 13 December 2013
Presented a lecture on Scottish migration to Canada, the sources used to study these migration flows, and how databases and digitised sources are aiding to trace these flows better than ever before.
HIST4170: Exploring Digital Humanities
Guest Lecturer, History Programme, University of Guelph, 29 January 2013
Presented a lecture on ‘Big Data’, outlining my research utilising census data, discussing fundamental database creation and data normalisation processes, and incorporating two hands-on database construction/data normalisation exercises.
HIST317: Topics in New Zealand History
Teaching Fellow, History Programme, Victoria University of Wellington, February to June 2007
Settler and Migrant Peoples of New Zealand. Approximately 60 students.
Co-developer and co-lecturer. Also taught weekly two-hour seminars for 20 students, consulted with students on their research essay assignments, and graded 1/3 of the assignments
10 students
I presented coordinated or presented 10 x 2 hour digital skills workshops, and coordinated the students to run 10 x 1 hour discussion sessions. Students were tasked with assigning the readings for their designated weeks as part of their assignments, but these needed to be signed off by me. Assignments included running these seminar discussions and writing an associated blog post; digitising a primary source and analysing that digitisation; creating a website for their chosen research project (based for the most part on research carried out for their HIST489 research essays). https://rebeccalenihan8.wixsite.com/hist423digihistory22
HIST316: New Zealand Social History, 2022
48 students
I wrote and presented weekly lectures, assigned weekly readings, taught 1x2-hour weekly seminar and a 1x1-hour weekly zoom seminar, consulted with students on their research essays, designed assignments, and graded these. Assignments included a mapping exercise, timeline entry, research essay, and a seminar assignment that asked students to precis and assess a set of assigned readings.
HIST228/HIST310: Digital History, 2021-2
43 students.
This course was entirely online and asynchronous to enable ultimate flexibility for trimester 3 (summer) students. It was code shared between 228 and 310. The reading load was the same between the courses, but the assignments (and expectations) were modified between the two courses. I wrote and recorded 9 digital skills workshops, and prepared a further 6 workshop PDFs for students to work through, and assigned the weekly readings. Assignments included a discussion board assignment in which students were tasked with introducing their chosen article (chosen from the weekly readings) and moderating the discussion with their group about that article/chapter for the week; a digitisation assignment; a research proposal; and the creation of a webpage about their chosen research topic, with an accompanying report. https://hist228-310digitalhistory2021.weebly.com/
HIST317: New Zealand History, 2020
32 students
Covid-19 necessitated alterations to this course from the way it was run in 2018. It was run entirely online and asynchronously. I wrote and recorded the weekly lectures and weekly digital skills workshop sessions so they were available asynchronously, assigned weekly readings, consulted with students on their research projects, designed assignments, and graded these. Assignments included a digitisation assignment, a research proposal, and a final assignment that comprised a blog post, contribution to a class timeline, visualisation and final report. https://hist317nzhistory2020.weebly.com/
HIST423: Digital History, 2019
5 students
I presented coordinated or presented 10 x 2 hour digital skills workshops, and coordinated the students to run 10 x 1 hour discussion sessions. Students were tasked with assigning the readings for their designated 2 weeks as part of their assignments, but these needed to be signed off by me. Assignments included running these seminar discussions and writing an associated blog post; digitising a primary source and analysing that digitisation; creating a website for their chosen research project (based on research carried out for their HIST489 research essays). https://hist423digitalhistory2019.weebly.com/
HIST317: New Zealand History, 2018
70 students
I wrote and presented weekly lectures, assigned weekly readings, taught 2x2-hour digital skills workshops, consulted with students on their research essays, designed assignments, and graded 1/2 of these. Assignments included a digitisation assignment, a research proposal, and a final assignment that comprised a blog post, contribution to a class timeline, visualisation and final report. I supervised and coordinated with one teaching assistant. https://hist317nzhistory2018.weebly.com/
HIST316: New Zealand Social History
Post-Doctoral Fellow, History Programme, Victoria University of Wellington, July to October 2015, March to June 2016, and July to October 2017
38 students in 2015, 65 students in 2016, 63 students in 2017
I wrote and presented weekly lectures, assigned weekly readings, taught 2x2-hour weekly seminars, consulted with students on their research essays, designed assignments, and graded these. Assignments included a research proposal, research essay, 2 presentations based on an assigned secondary readings and running discussion based on that reading, 2 short papers on those same secondary readings, and 1 presentation on their final research project. In 2016 and 2017 I supervised and coordinated with one teaching assistant.
HIST3140: Witch-Hunts and Popular Culture
Sessional Instructor, History Programme, University of Guelph, Distance Education, May – August 2013. Redevelopment: October 2012 – March 2013
A study of the witch-hunts in Scotland, 1560-1707. Capped at 160 students.
Between October 2012 and March 2013 I co-redeveloped the course with a PhD student in the history department, updating the course reader, manual and textbook, and developing new assignments, web-based exercises and activities.
May – August 2013 I facilitated the course, co-ordinated 3 Teaching Assistants, moderated discussion boards, graded 10 per cent of all assignments and moderate grades across the TAs.
HIST4050: Topics in Scottish History
Sessional Instructor, History Programme, University of Guelph, Distance Education, January – April 2013
Scottish migration to Canada. Capped at 25 students.
I reviewed the previous incarnation of the course, updated the required reader, facilitated the course, moderated discussion boards, consulted with students to develop their final research assignment, and graded all assignments.
HIST3140: Witch-Hunts and Popular Culture
Sessional Instructor, History Programme, University of Guelph, Distance Education, May – August 2012
A study of the witch-hunts in Scotland, 1560-1707. Capped at 160 students.
I facilitated the course, co-ordinated 5 Teaching Assistants, moderated discussion boards, graded 1/6 of all assignments and moderated grades across the TAs.
HIST2000: British Isles 1066 to 1603
Sessional Instructor, History Programme, University of Guelph, January – April 2012
An overview examination of the social, political and religious history of the British Isles between 1066 and 1603. Capped at 100 students.
I wrote and presented twice weekly lectures, assigned primary and secondary weekly readings, consulted with students on their research essays, designed in-class quizzes (run with i-clicker technology), two written assignments, the mid-term and the final exam, and graded these in conjunction with one teaching assistant.
HIST316: New Zealand Social History
Guest Lecturer, History Programme, Victoria University of Wellington, 27 May 2014
Presented a lecture on migration to New Zealand from 1840 to 1940. Taught three 2-hour seminars pertaining to holidays and travel in New Zealand. Graded 50% of the final essays for the course. Created and maintained an external website for the course (content provided by the core lecturer).
TXTT301: Entangled Print Cultures: Canada in the British World, Text Technologies
Guest Lecturer, Victoria University of Wellington, 13 December 2013
Presented a lecture on Scottish migration to Canada, the sources used to study these migration flows, and how databases and digitised sources are aiding to trace these flows better than ever before.
HIST4170: Exploring Digital Humanities
Guest Lecturer, History Programme, University of Guelph, 29 January 2013
Presented a lecture on ‘Big Data’, outlining my research utilising census data, discussing fundamental database creation and data normalisation processes, and incorporating two hands-on database construction/data normalisation exercises.
HIST317: Topics in New Zealand History
Teaching Fellow, History Programme, Victoria University of Wellington, February to June 2007
Settler and Migrant Peoples of New Zealand. Approximately 60 students.
Co-developer and co-lecturer. Also taught weekly two-hour seminars for 20 students, consulted with students on their research essay assignments, and graded 1/3 of the assignments