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Faculty & Historians

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Catherine Denial

Bright Distinguished Professor & Chair of History

2 East South Street

Galesburg, IL 61401-4999

309-341-7382

cdenial@​knox.edu

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Pantone color swatches in the lobby of Ford Center for Fine Arts.

Michael Witgen

Michael is a professor in the Department of History and the Center for the Study of Ethnicity and Race at Columbia University, and he is a member of the Red Cliff Band of Lake Superior Ojibwe.  His publications include “An Infinity of Nations: How the Native New World Shaped Early North America, (Philadelphia: University of Pennsylvania Press, 2012), and “American Indians in World History,” in the Oxford Handbook of American Indian History, ed., Fred Hoxie, (Cambridge: Oxford University Press, April 2016). Witgen’s work explores the juxtaposition of Native and European experiences and responses to the process of mutual discovery that created the New World in North America, with a particular focus on the Great Lakes and Great Plains.  His current research examines the intersection of race, national identity, and state making in the Old Northwest of the early republic, and includes the essay “Seeing Red: Race, Citizenship, and Indigeneity in the Old Northwest,” published in Journal of the Early Republic in 2018, and awarded the Ralph D. Gray prize for best original article by the Society for Historians of the Early American Republic. He is also the author of Seeing Red: Indigenous Land, American Expansion, and the Political Economy of Plunder in North America forthcoming with the press of the Omohundro Institute for the Study of Early American History and Culture.

Dr. Natalie Mendoza

Natalie is an assistant professor in the History Department at the University of Colorado Boulder. Prior to earning her PhD in US History from the University of California Berkeley, Dr. Mendoza taught high school history in Northern California. This secondary school experience cultivated in Dr. Mendoza an additional research interest and expertise in K-16 history pedagogy (K-12 and higher education classrooms), which she has used in multiple venues. She has consulted for K-12 social studies teachers in both California and Colorado, facilitated workshops for graduate students at UC Berkeley and CU Boulder, helped found the Teaching History Conference to support teachers and professors across the K-16 continuum, and served on an ad hoc committee for the American Historical Association tasked with drafting a statement on the value of SoTL in History to the discipline. In fact, Dr. Mendoza first arrived at CU-Boulder as the project lead for the History Teaching & Learning Project (2017-2019), in which she directed a department-wide effort to improve undergraduate curriculum. Her publications in history education include: “Assessment in the History Classroom” (co-author) in Teaching History: A Journal of Methods Vol. 44, No. 2 (2019); “Rethinking Student Success: History Pedagogy and the Promise of Social Change Across the K-16 Continuum” in The Journal of American History (March 2020); “Scholarly Teaching for All, Research for Some: On the Roles of Research and Scholarship of Education in the Disciplines” in Changes Magazine (October 2020); and “Racializing Legality in Post-1965 Immigration Debates” chapter in Understanding and Teaching Recent American History since 1980, edited by Amy Sayward and Kimber Quinney (under contract with University of Wisconsin Press).

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Printed on Saturday, June 19, 2021