Search results for ""Author David Quigley""

A Choice Outstanding Academic Title (2004) In 1821, New York’s political leaders met for over two months to rewrite the state’s constitution. The new document secured the right to vote for the great mass of white men while denying all but the wealthiest African-American men access to the polls. Jim Crow New York introduces students and scholars alike to this watershed event in American political life. This action crystallized the paradoxes of free black citizenship, not only in the North but throughout the nation: African Americans living in New York would no longer be slaves. But would they be citizens? Jim Crow New York provides readers with both scholarly analysis and access to a series of extraordinary documents, including extensive excerpts from the resonant speeches made at New York’s 1821 constitutional convention and additional documents which recover a diversity of voices, from lawmakers to African-American community leaders, from newspaper editors to activists. The text is further enhanced by extensive introductory essays and headnotes, maps, illustrations, and a detailed bibliographic essay.

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A Choice Outstanding Academic Title (2004) In 1821, New York’s political leaders met for over two months to rewrite the state’s constitution. The new document secured the right to vote for the great mass of white men while denying all but the wealthiest African-American men access to the polls. Jim Crow New York introduces students and scholars alike to this watershed event in American political life. This action crystallized the paradoxes of free black citizenship, not only in the North but throughout the nation: African Americans living in New York would no longer be slaves. But would they be citizens? Jim Crow New York provides readers with both scholarly analysis and access to a series of extraordinary documents, including extensive excerpts from the resonant speeches made at New York’s 1821 constitutional convention and additional documents which recover a diversity of voices, from lawmakers to African-American community leaders, from newspaper editors to activists. The text is further enhanced by extensive introductory essays and headnotes, maps, illustrations, and a detailed bibliographic essay.

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This book tells the story of how a team of colleagues at Boston College took an unusual approach (working with a design consultancy) to renewing their core and in the process energized administrators, faculty, and students to view liberal arts education as an ongoing process of innovation. It aims to provide insight into what they did and why they did it and to provide a candid account of what has worked and what has not worked. Although all institutions are different, they believe their experiences can provide guidance to others who want to change their general education curriculum or who are being asked to teach core or general education courses in new ways. The book also includes short essays by a number of faculty colleagues who have been teaching in BC’s new innovative core courses, providing practical advice about the challenges of trying interdisciplinary teaching, team teaching, project-or problem-based learning, intentional reflection, and other new structures and pedagogies for the first time. It will also address some of the nuts and bolts issues they have encountered when trying to create structures to make curriculum change sustainable over time and to foster ongoing innovation.

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This book tells the story of how a team of colleagues at Boston College took an unusual approach (working with a design consultancy) to renewing their core and in the process energized administrators, faculty, and students to view liberal arts education as an ongoing process of innovation. It aims to provide insight into what they did and why they did it and to provide a candid account of what has worked and what has not worked. Although all institutions are different, they believe their experiences can provide guidance to others who want to change their general education curriculum or who are being asked to teach core or general education courses in new ways. The book also includes short essays by a number of faculty colleagues who have been teaching in BC’s new innovative core courses, providing practical advice about the challenges of trying interdisciplinary teaching, team teaching, project-or problem-based learning, intentional reflection, and other new structures and pedagogies for the first time. It will also address some of the nuts and bolts issues they have encountered when trying to create structures to make curriculum change sustainable over time and to foster ongoing innovation.

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