{"id":19390,"date":"2025-04-03T15:35:57","date_gmt":"2025-04-03T20:35:57","guid":{"rendered":"https:\/\/www.wisconsin.edu\/opid\/?p=19390"},"modified":"2025-04-03T15:35:57","modified_gmt":"2025-04-03T20:35:57","slug":"pete-burkholder","status":"publish","type":"post","link":"https:\/\/www.wisconsin.edu\/opid\/2025\/04\/03\/pete-burkholder\/","title":{"rendered":"Pete Burkholder"},"content":{"rendered":"

Fairleigh Dickinson University<\/h2>\n

Professor of History\"\"
\n<\/strong>Wisconsin Teaching Fellow (UW-Stout), 2004-05<\/h5>\n

A True Blessing, But Not Without Its Curses: The Influence of the Wisconsin Teaching Fellows Program on My Academic Career<\/strong><\/h4>\n

Let me begin by stating unequivocally that my time as a Wisconsin Teaching Fellow (WTF) way back in 2004-5 was one of the most important experiences of my career. There are a number of reasons for this. First, my cohort of Fellows and the more senior personnel who guided us were exceptional people in every sense. I\u2019ve forgotten most of their names (except for Holly Hassel, who went on to win some games on Jeopardy!<\/em>, about which I remain in awe), but I couldn\u2019t have hoped for a more supportive and inspirational group. Second, the WTF program introduced me to a whole new field \u2013 the theory and scholarship of teaching and learning \u2013 at a point in my early career when I could\u2019ve just as easily followed a \u201ctypical\u201d faculty trajectory, one devoid of applying research methods to gather evidence and publish results on pedagogical matters. It\u2019s probably the worst-kept secret in higher ed that most professors get little to no training in teaching, to say nothing of conducting research on the subject. In that critical sense, I\u2019m forever grateful that WTF saved me from myself.<\/p>\n

I wrote a chapter<\/a> in 2018 describing how my investigations of teaching issues served as a valuable bridge to instructors in other disciplines. That is, matters of teaching and learning often transcend any given discipline, which can lead to breaking faculty out of their disciplinary silos. When I left the UW System in 2005, I found myself at an institution with no history of faculty development, let alone a culture of scholarship of teaching and learning (SOTL). Using what I\u2019d learned at UW (including participation in my campus SOTL group, which had begun in 2003), I founded a teaching development program, chairing it from 2009-17. I also lobbied successfully for pedagogical research to count as regular scholarship for promotion and tenure purposes.<\/p>\n

Such work not only helped get me tenure and promotion to full professor but also led to distinguished faculty awards for both teaching and research. Outside my institution, other people noticed my efforts. Maryellen Weimer, a celebrated expert on college-level instruction, praised my work<\/a> and invited me to serve on the editorial board of The Teaching Professor<\/em>. An offer to join the national advisory board of the Society for History Education came around the same time. In 2015, the American Historical Association (AHA) bestowed on me its William & Edwyna Gilbert Award<\/a> for my article<\/a> on the tension between breadth and depth in introductory history courses. This made me the first (and only) historian at my university ever to win an AHA prize. Ultimately, I teamed up with the AHA to secure major funding from the NEH, allowing us to conduct a national survey of the American public\u2019s views on, and uses of, the past, including people\u2019s educational experiences with history. This resulted in not just an important publication<\/a>, but in my penning related columns for Slate<\/em><\/a>, TIME<\/em> magazine<\/a>, and the History News Network<\/em><\/a>, as well as an interview<\/a> with the American Historical Review<\/em>\u2019s podcast, History in Focus<\/em>.<\/p>\n

As these accomplishments suggest, the WTF program encouraged me to investigate teaching and learning with the same methods and rigor I applied to my disciplinary field. This led to novel, even demonstrably successful, approaches to basic educational problems. Randy Bass, a Georgetown-based SOTL pioneer whom I met as part of my UW campus faculty development program, pointed out to me that problems are \u201cgood things\u201d in teaching, just as in traditional research: they offer the opportunity to grapple, to experiment, and to improve our practices.<\/p>\n

That curiosity, nurtured while a Fellow, has never left me. Among other projects, I devised a quantitative approach to teaching the reading of historical texts and other media, then shared the successful results here<\/a> and here<\/a>. I employed the method of \u201cdecoding\u201d to understand how I, as a professional, go about writing introductory paragraphs, and then devised a method to teach this skill. I learned the fundamental value of \u201cbackward design,\u201d published on it<\/a>, and led numerous workshops on the technique for other faculty. I figured out why subject matter experts and their students can read the same words on a page but have very different takeaways, a topic I discussed both here<\/a> and here<\/a>. I even solved the perennial problem of cellphone distraction in the classroom and shared the protocol<\/a>, though I remain perplexed as to why more faculty don\u2019t use it!<\/p>\n

These are just a few career highlights that I regard as outgrowths of my training as a WTF. Sam Wineburg, arguably the most important researcher of history pedagogy in the last quarter century, shows that professional historians don\u2019t simply know a lot of facts about the past. Rather, these experts think about history in ways that are fundamentally different from how their students do. The WTF program did something similar for me: it set me on a course to think about and understand teaching and learning in whole new ways, and to investigate matters I otherwise wouldn\u2019t have known even existed. It\u2019s been a long and circuitous road, and I\u2019ve had many influences and mentors ranging far beyond WTF. But without that crucial introduction early in my career to what college teaching can be, I somehow doubt I would\u2019ve accomplished many of the things in the preceding paragraphs.<\/p>\n

And Now for the Curses<\/em><\/h4>\n

A little knowledge about how learning works can be a dangerous thing in higher ed. I\u2019m certainly not the most accomplished college teacher or SOTL researcher: others I\u2019ve met or worked with, such as Dee Fink, Maryellen Weimer, Randy Bass, Stephen Chew, and Jonathan Zimmerman come to mind in that regard. But because pedagogical training is so weak across the professoriate, even a modicum of knowhow is exceptional, and that can be a curse. Here, I\u2019m reminded of the Trojan princess Cassandra, whose fate was to know the future but never be believed.<\/p>\n

Ancient prophecy aside, I know first-hand the frustration of what it\u2019s like to work at an institution that has no culture of SOTL or systematic teaching improvement, let alone a funded program like the WTF. This is odd, since my university is one the many \u201cteaching-first\u201d institutions dotting the country, yet it has consistently proffered excuses for why investments in faculty development just can\u2019t be made. (I ultimately stepped down from chairing my school\u2019s unfunded teacher training program due to exasperation with broken pledges from administrators.) An internal poll I conducted in 2017 found that the majority of my fellow faculty were not engaged in any sort of teaching improvement, while only a tiny minority reported ever having conducted pedagogical research. Despite that dearth of instruction and engagement, a Lake Wobegon-worthy 95% of respondents characterized themselves as effective or highly effective teachers.<\/p>\n

Maybe they are, but if we were talking about our students in this context, we\u2019d probably chalk up the obvious disconnect to very poor metacognition, or perhaps invoke the Dunning-Kruger effect<\/a>. Whatever the case, it leads to some rather suspect, even harmful practices that I can only watch with irritation and disbelief. Despite experts pointing out that there\u2019s no agreed-upon definition of \u201cgood teaching,\u201d let alone a simple diagnostic for measuring it, dubious markers thereof proliferate. For example, there\u2019s an ever-growing pile of high-quality research showing no correlation between student evaluations of teaching (SETs) and actual learning. But that doesn\u2019t stop SET results from being trotted out as if they\u2019re holy writ. Similarly, class enrollment data becomes a proxy for teaching quality. But if the goal is simply \u201cbutts in seats\u201d \u2013 a target that administrators and some faculty overtly aim for, especially in light of plummeting enrollments \u2013 then the floodgates open to all manner of questionable instructional methods. The resulting slipshod practices serve as the antithesis to the WTF program and nearly everything I\u2019ve done as a SOTL researcher.<\/p>\n

Most strangely of all, I\u2019ve found through countless interactions that the instructors who are most convinced of their teaching prowess are usually the ones who know the least about the fields of teaching and learning, who forego opportunities to improve their practices, and who are the least likely to have produced any teaching-related scholarship. Actually, perhaps this isn\u2019t so strange: studies on self-awareness reveal that it\u2019s the weakest students with the strongest confidence, so why should faculty be any different?<\/p>\n

Meaningful conversations with these people go nowhere because, in their minds, they have nothing to learn. In any case, it quickly becomes apparent that they\u2019re unacquainted with even the most basic relevant literature. I suspect one of two things (and perhaps both) is going on here. First, these faculty have probably fallen into the trap of believing that repetition alone confers expertise. That is, after X number of years of teaching, they\u2019re necessarily experts at their craft. But we know that high proficiency isn\u2019t achieved this way. Malcom Gladwell popularized<\/a> the notion that 10,000 hours of practice at something results in expertise, but in fact, he had grossly misrepresented the more nuanced research<\/a> of the psychologist Anders Ericsson.<\/p>\n

Second, those who eschew formal instructional training may do so out of profound fear \u2013 fear that everything they know and believe about teaching and learning is wrong, a crisis that would blow apart their self-images. I seem to recall a story about a member of the Inquisition refusing to look through Galileo\u2019s telescope for fear of what he might see in the heavens. The account is surely apocryphal, but it nicely encapsulates why some faculty show contempt and even hostility toward the very thing they purport to love and excel at. Institutional cultures and priorities can either alleviate or exacerbate these conditions.<\/p>\n

To counter the myriad misconceptions about teaching and learning that permeate higher ed, I\u2019ve found myself producing more columns and scholarship in a likely futile attempt to change attitudes. These include articles on the positive role that boring plays<\/a> in teaching; on the necessity for difficulty in the learning process (a favorite topic, seen here<\/a> and here<\/a>); on the unrealistic expectations we have for \u201cengagement\u201d<\/a> as a teaching panacea; on the crucial difference between knowing and understanding<\/a>; on the tyrannical role that basic content and \u201ccoverage\u201d<\/a> continue to play in classrooms; and on assorted other teaching and learning fallacies<\/a> that lead us down blind alleys. Thinking back to my opening days as a college instructor, I had no idea these issues even existed. I\u2019m glad I know now, but it can be depressing to realize how entrenched some of them are, despite plentiful warnings to the contrary.<\/p>\n

If professors\u2019 lack of instructional training is the worst-kept secret in higher ed, then the runner-up is probably that research is valued more than teaching \u2013 and not by just a little bit. In a column<\/a> I recently co-wrote for the Chronicle of Higher Education<\/em>, I analyzed the content of 150 obituaries composed for historians over a 25-year period, and the research\/teaching balance wasn\u2019t even close. Language devoted to scholarship consistently dwarfed that given to teaching (and service), in some cases by ratios of greater than ten to one. Faculty who spent their careers at research-intensive institutions were far more likely to be commemorated than were those at so-called \u201cteaching-first\u201d venues. Not only that, but historians at teaching-focused establishments consistently mimicked their research-focused colleagues in privileging scholarship over teaching. Finally, out of the 150 cases, I found only two that mentioned anything that could classify as SOTL work. Those results parallel Jonathan Zimmerman\u2019s recent findings<\/a> that, for over a century, there\u2019s been tension between the relative values of research and teaching, and that research has invariably come out on top.<\/p>\n

Long before I did that investigation, I knew that I couldn\u2019t rely solely on my teaching-related scholarship to advance my career. Although I succeeded in getting pedagogical research to count in review cases, as mentioned earlier, I\u2019d still have to show competence in traditional scholarship as well, even while colleagues who took more conventional paths faced no SOTL requirements. The injustice of effectively having to dance backwards and in high heels, if Ginger Rogers will allow me the metaphor, always rankled me a bit, even if it resulted in greater professional satisfaction and success. During the pandemic, to take but one instance, many colleagues\u2019 research productivity came to a halt due to library, archive, and travel restrictions, but my own continued unabated, thanks to my ability to pivot to teaching and learning projects when other options were unavailable. And although I\u2019ve remained a productive history researcher, I always welcome the opportunity to change gears to things pedagogical, and to share my efforts with others. If that\u2019s a curse, I guess I\u2019ll take it.<\/p>\n

The Verdict<\/em><\/h4>\n

All in all, for the reasons adumbrated above, my involvement in the WTF program so long ago has had a profoundly positive, if at times frustrating, impact on my career. Would I have achieved the things I did without my time as a Fellow? Perhaps, but I have to admit that the odds are strongly against it. The support and mentoring I received from WTF in the early stages of my professional development were crucial to who I\u2019d become over the next two decades, and I\u2019m pretty happy with, even proud of, that person. One rarely solves anything definitively in the realm of teaching and learning, so it\u2019s the effort of chasing that elusive rainbow that matters most. My deepest thanks to WTF and the folks who guided me. May the program nurture another generation of teachers and scholars as well as it did me.<\/p>\n

Biography:<\/strong><\/h4>\n

Pete Burkholder (Wisconsin Teaching Fellow, 2004-05) is professor of history at Fairleigh Dickinson University in Madison, NJ, where he has taught since 2005. He has won distinguished faculty awards at FDU for both teaching and research, as well as the American Historical Association\u2019s Gilbert Award for the best article on teaching the past. Burkholder is on the national advisory board of the Society for History Education, the editorial board of The Teaching Professor<\/em>, and was formerly a consulting editor for College Teaching<\/em>.<\/p>\n

Teaching-Related Scholarship:<\/strong><\/h4>\n

Burkholder, P., \u201cThe Numbers Don\u2019t Lie \u2013 or Do They? An Exercise in Decoding Medieval Pop Culture Artifacts,\u201d in A. Archiopoli et al., eds., Teaching Popular Culture in the Humanities Classroom <\/em>(Lexington Books, 2025), 85-100: https:\/\/rowman.com\/ISBN\/9781666967074\/Teaching-Popular-Culture-in-the-Humanities-Classroom<\/a><\/p>\n

Burkholder, P. and Calder, L., \u201cObituaries of Historians Show What We Value, and It\u2019s Not Teaching,\u201d The Chronicle of Higher Education <\/em>(May 2024): https:\/\/www.chronicle.com\/article\/obituaries-of-historians-show-what-we-value-and-its-not-teaching<\/a><\/p>\n

Burkholder, P., \u201cIn Defense of Boring and Other Supposed Teaching Taboos,\u201d The Teaching Professor<\/em> (May 2024): https:\/\/www.teachingprofessor.com\/topics\/student-learning\/in-defense-of-boring-and-other-supposed-teaching-taboos\/<\/a><\/p>\n

Burkholder, P., and Pastorino, G. \u201cDramatic Film, the Rodney Dangerfield of Teaching Resources,\u201d The Teaching Professor <\/em>(November 2023): https:\/\/www.teachingprofessor.com\/topics\/preparing-to-teach\/course-design\/dramatic-film-the-rodney-dangerfield-of-teaching-resources\/<\/a><\/p>\n

Burkholder, P., \u201cThe American Public and \u2018Difficult Histories\u2019: What World Historians Can Learn from a National History Survey,\u201d The Middle Ground: World History and Global Studies<\/em> 26 (2023), 47-62: https:\/\/middlegroundjournal.com\/2023\/12\/08\/the-american-public-and-difficult-histories-what-world-historians-can-learn-from-a-national-history-survey\/<\/a><\/p>\n

Burkholder, P., \u201cSome Takeaways from A History of College Teaching,\u201d The Teaching Professor<\/em> (December 2022): https:\/\/www.teachingprofessor.com\/topics\/professional-growth\/some-takeaways-from-a-history-of-college-teaching\/<\/a><\/p>\n

Burkholder, P., and Matro, K., \u201cThe Continued Tyranny of Content,\u201d The Teaching Professor<\/em> (February 2022): https:\/\/www.teachingprofessor.com\/topics\/student-learning\/the-continued-tyranny-of-content\/<\/a><\/p>\n

Burkholder, P., \u201cCloser Together: Across Party Lines, Americans Actually Agree on Teaching \u2018Divisive Concepts\u2019,\u201d Slate<\/em> (October 2021): https:\/\/slate.com\/news-and-politics\/2021\/10\/opinions-on-history-education-survey-of-americans-finds-most-agree-on-teaching-divisive-concepts.html<\/a><\/p>\n

Burkholder, P., and Schaffer, D., History, the Past, and Public Culture: Results from a National Survey<\/em> (American Historical Association, 2021); available in web form and as a PDF at https:\/\/www.historians.org\/teaching-learning\/current-events-in-historical-context\/history-the-past-and-public-culture-results-from-a-national-survey\/<\/a><\/p>\n

Burkholder, P., and Schaffer, D., \u201cA Snapshot of the Public\u2019s Views on History: National Poll Offers Valuable Insights for Historians and Advocates,\u201d Perspectives on History<\/em> 59\/6 (September 2021), 28-31: https:\/\/www.historians.org\/perspectives-article\/a-snapshot-of-the-publics-views-on-history-national-poll-offers-valuable-insights-for-historians-and-advocates\/<\/a><\/p>\n

Burkholder, P., \u201cTaking Measure of Our DEI Efforts,\u201d The Teaching Professor<\/em> (September 2021): https:\/\/www.teachingprofessor.com\/topics\/student-learning\/taking-measure-of-our-dei-efforts\/<\/a><\/p>\n

Burkholder, P., and Schaffer, D., \u201cThe Split in How Americans Think About Our Collective Past Is Real \u2013 But There\u2019s a Way Out of the \u2018History Wars\u2019,\u201d TIME<\/em> magazine (April 2021): https:\/\/time.com\/5972867\/history-wars-survey\/<\/a><\/p>\n

Burkholder, P., \u201cQuia difficilia sunt<\/em>: The Pedagogical Benefits of a Challenging Middle Ages,\u201d Studies in Medieval & Renaissance Teaching<\/em> 28\/1 (2021), 61-88: https:\/\/www.wichita.edu\/academics\/fairmount_las\/smart\/backissueSMART2.php#Spring2021<\/a><\/p>\n

Burkholder, P., and Peabody, B., \u201cBack to the Future: The Educational Returns of Lifelong Learner Avatars,\u201d The Teaching Professor<\/em> (February 2021): https:\/\/www.teachingprofessor.com\/topics\/student-learning\/back-to-the-future-the-educational-returns-of-lifelong-learner-avatars\/<\/a><\/p>\n

Burkholder, P., \u201cHistory by the Numbers: A Quantitative Approach to Teaching the Importance of Conflicting Evidence,\u201d The History Teacher<\/em> 54\/1 (2020), 69-106: https:\/\/www.jstor.org\/stable\/27058654<\/a><\/p>\n

Burkholder, P., \u201cEngaging with the Engagement Issue,\u201d The Teaching Professor<\/em> (September 2020): https:\/\/www.teachingprofessor.com\/topics\/student-learning\/engaging-with-the-engagement-issue\/<\/a><\/p>\n

Burkholder, P., \u201cWhat You Know that Just Ain\u2019t So,\u201d The Teaching Professor<\/em> (April 2020): https:\/\/www.teachingprofessor.com\/topics\/student-learning\/what-you-know-that-just-aint-so\/<\/a><\/p>\n

Burkholder, P., \u201cTeaching Historical Literacy within a SOTL Framework,\u201d Teaching History: A Journal of Methods<\/em> 44\/2 (2019), 44-50: https:\/\/doi.org\/10.33043\/TH.44.2.44-50<\/a><\/p>\n

Burkholder, P., \u201cHow to Read a Historical Film,\u201d World History Connected<\/em> 16\/2 (2019), 1-14: https:\/\/tinyurl.com\/r4l3xp6<\/a><\/p>\n

Burkholder, P., and Jenkins, K., \u201cWhat Are Our Fields About? Survey Suggests Disconnect between Professionals and the Public,\u201d The Teaching Professor<\/em> (November 2019): https:\/\/www.teachingprofessor.com\/topics\/student-learning\/what-are-our-fields-about\/<\/a><\/p>\n

Burkholder, P., \u201cKnowing vs. Understanding: A Short Exercise to Highlight the Difference,\u201d The Teaching Professor<\/em> (March 2019): https:\/\/www.teachingprofessor.com\/topics\/teaching-strategies\/active-learning\/knowing-vs-understanding-a-short-exercise-to-highlight-the-difference\/<\/a><\/p>\n

Burkholder, P., \u201cNot So Lonesome Anymore: Bridging the Disciplines Through Pedagogy,\u201d in K. Tracy et al., eds., The Ballad of the Lone Medievalist<\/em> (Punctum Books, 2018), 31-49: https:\/\/muse.jhu.edu\/pub\/319\/edited_volume\/chapter\/2332083<\/a><\/p>\n

Burkholder, P., \u201cThe Dreaded Introductory Paragraph: Decoding a Learning Bottleneck,\u201d Best of the 2018 Teaching Professor Conference<\/em> (Magna Publications, 2018), 5-6<\/p>\n

Burkholder, P., \u201cHistorical Thinking in the Medieval Classroom\u201d (podcast interview), Historically Thinking<\/em>, Episode 76 (August 2018): https:\/\/historicallythinking.org\/episode-76-historical-thinking-in-the-medieval-classroom\/<\/a><\/p>\n

Burkholder, P., \u201cHard Lessons from Ben Franklin\u2019s Failure,\u201d Teaching United States History<\/em> (March 2018): http:\/\/www.teachingushistory.co\/2018\/03\/hard-lessons-from-ben-franklins-failure.html<\/a><\/p>\n

Burkholder, P., \u201cReading Right Past Each Other: Divergent Faculty and Student Perspectives on Texts,\u201d Teaching United States History<\/em> (January 2018): http:\/\/www.teachingushistory.co\/2018\/01\/reading-right-past-each-other-divergent-faculty-and-student-perspectives-on-texts.html<\/a><\/p>\n

Burkholder, P., \u201cEstablishing Learning Goals \u2013 And Mapping a Plan to Attain Them,\u201d Teaching United States History<\/em> (November 2017): http:\/\/www.teachingushistory.co\/2017\/11\/3987.html<\/a><\/p>\n

Burkholder, P., \u201cA Medievalist Visits the Americanist Teaching Neighborhood,\u201d Teaching United States History<\/em> (September 2017): http:\/\/www.teachingushistory.co\/2017\/09\/3870.html<\/a><\/p>\n

Burkholder, P., \u201cHelping Students Make the Right Call on Cell Phones,\u201d Faculty Focus<\/em> (September 2017): https:\/\/www.facultyfocus.com\/articles\/effective-classroom-management\/helping-students-make-right-call-cell-phones\/<\/a><\/p>\n

Burkholder, P., \u201cLessons from Expertise, Decoding, and a Quest for the Five-Minute Mile,\u201d The Teaching Professor <\/em>(May 2017): https:\/\/www.teachingprofessor.com\/topics\/preparing-to-teach\/course-design\/lessons-expertise-decoding-quest-five-minute-mile\/<\/a><\/p>\n

Burkholder, P., \u201cFrom Passive Viewer to Active Learner: Strategies for Teaching Medieval Film,\u201d Studies in Medieval & Renaissance Teaching<\/em> 24\/1 (2017), 61-78: https:\/\/www.wichita.edu\/academics\/fairmount_las\/smart\/backissueSMART2.php#Spring2017<\/a><\/p>\n

Burkholder, P., \u201cBackward Design, Forward Progress,\u201d Faculty Focus<\/em> (May 2016): http:\/\/www.facultyfocus.com\/articles\/instructional-design\/backward-design-forward-progress\/<\/a><\/p>\n

Burkholder, P., \u201cMetacognitive Roadblocks: How Students\u2019 Perceived Knowledge and Abilities May Hinder Performance in Undergraduate History Courses,\u201d American Historical Association Tuning Project Report<\/em> (May 2015): https:\/\/tinyurl.com\/vpkvx38<\/a><\/p>\n

Burkholder, P., \u201cA Content Means to a Critical Thinking End: Group Quizzing in History Surveys,\u201d The History Teacher<\/em> 47\/4 (2014), 551-578: https:\/\/www.jstor.org\/stable\/43264354<\/a><\/p>\n

Burkholder, P., \u201cWhy You Read Like an Expert \u2013 and Why Your Students Probably Don\u2019t,\u201d Faculty Focus<\/em> (November 2014): http:\/\/www.facultyfocus.com\/articles\/teaching-and-learning\/read-like-expert-students-probably-dont\/<\/a><\/p>\n

Burkholder, P., \u201cTranscending Disciplinary Boundaries: Conversations about Student Research Projects,\u201d Faculty Focus<\/em> (June 2014): http:\/\/www.facultyfocus.com\/articles\/teaching-and-learning\/transcending-disciplinary-boundaries-conversations-student-research-projects\/<\/a><\/p>\n

Burkholder, P., \u201cGetting Medieval on American History Research: A Method to Help Students Think Historically,\u201d The History Teacher<\/em> 43\/4 (2010), 545-562: https:\/\/www.jstor.org\/stable\/25740776<\/a><\/p>\n

Burkholder, P., and Cross, A., \u201cVideo Killed the Term Paper Star? Two Views,\u201d in R. Bass et al., eds., The Difference that Inquiry Makes:<\/em> A Collaborative Case Study of Technology and Learning <\/em>(Academic Commons, 2009), 4-19<\/p>\n

Burkholder, P., \u201cPopular [Mis]conceptions of Medieval Warfare,\u201d History Compass<\/em> 5\/2 (2007), 507-524: https:\/\/doi.org\/10.1111\/j.1478-0542.2007.00394.x<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Fairleigh Dickinson University Professor of History Wisconsin Teaching Fellow (UW-Stout), 2004-05 A True Blessing, But Not Without Its Curses: The Influence of the Wisconsin Teaching Fellows Program on My Academic Career Let me begin by stating unequivocally that my time as a Wisconsin Teaching Fellow (WTF) way back in 2004-5 was one of the most […]<\/p>\n","protected":false},"author":4665,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[43],"tags":[81,82,47],"class_list":["post-19390","post","type-post","status-publish","format-standard","hentry","category-sotl-25th-anniversary-narratives","tag-2004-05","tag-uw-stout","tag-wisconsin-teaching-fellow"],"_links":{"self":[{"href":"https:\/\/www.wisconsin.edu\/opid\/wp-json\/wp\/v2\/posts\/19390","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.wisconsin.edu\/opid\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.wisconsin.edu\/opid\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.wisconsin.edu\/opid\/wp-json\/wp\/v2\/users\/4665"}],"replies":[{"embeddable":true,"href":"https:\/\/www.wisconsin.edu\/opid\/wp-json\/wp\/v2\/comments?post=19390"}],"version-history":[{"count":1,"href":"https:\/\/www.wisconsin.edu\/opid\/wp-json\/wp\/v2\/posts\/19390\/revisions"}],"predecessor-version":[{"id":19392,"href":"https:\/\/www.wisconsin.edu\/opid\/wp-json\/wp\/v2\/posts\/19390\/revisions\/19392"}],"wp:attachment":[{"href":"https:\/\/www.wisconsin.edu\/opid\/wp-json\/wp\/v2\/media?parent=19390"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.wisconsin.edu\/opid\/wp-json\/wp\/v2\/categories?post=19390"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.wisconsin.edu\/opid\/wp-json\/wp\/v2\/tags?post=19390"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}