What have you been up to since graduating from Bowdoin?
Since graduating from Bowdoin, I have been teaching high school social studies. I currently teach 9th grade at Casco Bay High School in Portland, Maine.
Why History?
I find it fascinating to explore how the past informs the present and how we can learn from history to create a better future. I’m particularly interested in unpacking how different historical topics and eras—though they may seem distinct at first—connect and intersect. I’ve loved sharing this passion with students and helping them explore these connections so they can better understand how the world came to be the way it is today, as well as the many ways they can take action to shape it into the place they want it to be. My learning as a history major has directly influenced my path. I regularly apply both the content and skills I gained in my courses to my work with students.
Are there any classes, professors, or experiences that had a lasting impact on you?
I had such positive experiences in my classes that it is hard to pick just one. I feel particularly grateful to my education professors—Doris Santoro (former professor of education), Chuck Dorn, Katie Byrnes, Nancy Jennings, and Ken Templeton (former professor)—for their immense support and guidance both throughout my time at Bowdoin and in my years in the high school classroom. I am also thankful to my advisor, Professor of History Dallas Denery, for his wisdom and advice as I navigated the history major. His European history seminar allowed me to expand my skills as a historical researcher, writer, and critical thinker and I regularly think about skills he taught me as I try to better my teaching of history. I also have a great appreciation for Frank A. Munsey Professor of History Page Herrlinger. I was lucky enough to not only learn from Professor Herrlinger as a student at Bowdoin in her class about Germany in the interwar years, but also to return to Bowdoin as a teacher a couple of years ago to engage in her NEH seminar (co-taught with Natasha Goldman, former Bowdoin professor of art history) about teaching the history of the Holocaust through visual culture. Her approach to using a range of primary source types has inspired me to try to expose students to various source material and to support them in drawing historical conclusions based on close analysis. Finally, I would like to thank Geoffrey Canada Associate Professor of Africana Studies Judith Casselberry, whose Protest Music class completely changed the way I think about how historical studies can intersect with the arts—an approach that I have tried to bring into my own work in the classroom.
What advice would you give to current students or recent graduates interested in your field?
I would encourage anyone interested in education to consider entering the teaching profession. For those pursuing teaching, I’d urge them to believe deeply in the potential of young people and to not be afraid to share their passions in the classroom. Students are inspired by genuine enthusiasm, and bringing your whole self to the work can make a lasting difference.