We Did Not “Fall Out of a Coconut Tree”: Fostering Historical Thinking Within Higher Education Graduate Programs

Session Type: Symposium

Abstract

To respond to the call for “Research, Remedy, and Repair,” this symposium explores innovative approaches to cultivating historical thinking among higher education students and practitioners. It posits that by teaching our students to look backwards, they will be better able to see and act today and tomorrow. Through interactive dialogue, attendees will explore how they might teach with historical thinking to foster empathy, critical analysis, and informed decision-making in their students. This session aims to contribute to a more equitable and just higher education landscape by equipping future higher education leaders with the tools to address complex challenges through a deep and nuanced understanding of the past.

Sub Unit

• Division J - Postsecondary Education / Division J - Section 4: Faculty, Curriculum, and Teaching

Chair

• Kelly Schrum, George Mason University

Papers

• Engaging historical thinking in an educational leadership history of higher education course - Kevin Bazner, Texas A&M University - Corpus Christi

• What did we/do we do?: Engaging historical thinking in teaching qualitative research methods - Liza Ann Bolitzer, Kean University

• Becoming the model: Complicating the myth of Asian American “success” narratives through historical thinking - Chadrhyn A.A. Pedraza, New Mexico State University

• Historicizing philanthropists as policy actors in a higher education policy and politics course - Ali Watts, Bowling Green State University

• CAS Standards and Historical Thinking: Enhancing Curriculum and Practice in Student Affairs Education - Jen Wells, Kennesaw State University

Discussant

• Kelly Schrum, George Mason University