W&L University Faculty Scholarship
https://dspace.wlu.edu/handle/11021/33086
Washington and Lee University's Digital Archive collects the scholarship of its faculty and staff in many formats.2024-03-29T07:20:50ZJefferson's Manual of 1801: A Bibliographic Inventory of Copies Currently in Existence and Known to the Historical Record
https://dspace.wlu.edu/handle/11021/35024
Jefferson's Manual of 1801: A Bibliographic Inventory of Copies Currently in Existence and Known to the Historical Record
Alexander, Brian; Williams, Madison
This registry of copies of Thomas Jefferson’s Manual of Parliamentary Practice of 1801 is a bibliographic inventory that identifies known and surviving copies of the Manual printed by Samuel Harrison Smith. The Smith printing warrants priority attention as this first edition formed the basis of Jefferson’s ongoing activities regarding parliamentary law into the years of his presidency (Alexander 2021) and the second and final edition authorized by Jefferson, published in 1812. Based on analysis of Jefferson’s correspondence with Smith, it is estimated that 100 copies of the first edition of the Manual were printed in February 1801. Of these 100 estimated copies of the Manual printed in 1801, a total of seventy (70) can be verified as currently remaining in existence, with repository location or private ownership known. The registry includes a memo analyzing and describing the project and its finding, “Jefferson's Manual of 1801: A Bibliographic Inventory of Copies Currently in Existence and Known to the Historical Record.” The tables of the Registry provide information on existing copies of the 1801 Manual with known whereabouts (Table A), known copies with unknown whereabouts (Table B), and other possible remaining copies which are recorded with previous ownership but which cannot be presently traced (Table C).
2021-01-01T00:00:00ZTeaching with Primary Sources at Washington & Lee University: Humanizing History and Engaging with the Topics of Today
https://dspace.wlu.edu/handle/11021/34876
Teaching with Primary Sources at Washington & Lee University: Humanizing History and Engaging with the Topics of Today
The Washington & Lee University Library conducted a series of semi-structured interviews in Fall 2019 to investigate the practices of Washington & Lee University (W&L) undergraduate instructors who teach with primary sources. The project’s scope included only interview participants from the humanities and social sciences. This local project is part of a suite of parallel studies housed at 25 institutions of higher education in the United States and United Kingdom, coordinated by Ithaka S+R, a not-for-profit research and consulting service. From these interviews, the researchers identified five major themes: how faculty learned to teach with primary sources and how they disseminate knowledge on the subject; how they utilize a variety of types and formats across primary sources; how instructors find, organize, and share primary sources; how they employ primary sources to reach pedagogical goals through innovative methods of classroom praxis, including the incorporation of digital tools and methodologies; and how instructors use campus resources, specifically Special Collection & Archives and Museums at W&L. The information presented within these themes sheds light on the need for educational and outreach opportunities broadly related to improving primary source literacy; exploring a scaffolded approach to teaching with primary sources; creating a personal approach to organizing primary sources; and learning about locally available primary sources.
A white paper about W&L humanities undergraduate faculty's teaching practices related to primary sources written as part of the Ithaka S+R project Teaching with Primary Sources.
2020-09-01T00:00:00ZReturning to View: Using Archaeology and History to Restore Forgotten Stories about the Founders, Enslaved People, and Builders Of the Academies that Became Washington and Lee University
https://dspace.wlu.edu/handle/11021/34819
Returning to View: Using Archaeology and History to Restore Forgotten Stories about the Founders, Enslaved People, and Builders Of the Academies that Became Washington and Lee University
Bell, Allison; Gaylord, Donald
"Washington and Lee University’s back campus is dominated by “The Ruins,” the stone walls of Liberty Hall Academy’s academic and dormitory building. This iconic structure, however, was just one of many in the vicinity. The campus also included a rector’s house, steward’s house, stable, and other features that W&L Archaeology has excavated. Not only was the main academy building integral to a web of structures, but it was also short lived. It stood just for a decade (1793-1803) before it burned and the school moved to its current location. From 1803 until the Civil War, the former Liberty Hall campus was a plantation belonging to Andrew Alexander. Thus for some six decades, it was a landscape inhabited and worked by members of an enslaved labor force. Thousands of artifacts recovered around the “steward’s house” and other structures post-date the academy period and therefore were used, not by Liberty Hall students, but by enslaved people in the Alexander estate. Archaeology, archival sources and memoirs have begun to illuminate their experiences, among the most poignant being indications that enslaved people living in former Academy buildings taught each other to read." (Key Points section from the resource)
2018-01-01T00:00:00ZCultivating Sustainability Pedagogy through Participatory Action Research in Interior Alaska
https://dspace.wlu.edu/handle/11021/17543
Cultivating Sustainability Pedagogy through Participatory Action Research in Interior Alaska
As the environmental movement grows into a broader sustainability revolution, we must move beyond the traditional scope of environmental education to address social-ecological challenges through integrated education for sustainability. This paper proposes that the purpose of sustainability education is to foster a community culture that will promote the emergence of sustainability in complex adaptive systems with social and ecological components. This research explores how place-based education can promote sustainability of a particular community food system. Through participatory action research, the paper develops and demonstrates pedagogical components of sustainability that are applicable to formal and non-formal educational contexts. This work is based at the Effie Kokrine Charter School (EKCS), a junior-senior high school in Fairbanks, Alaska that teaches with an Alaska Native approach, emphasizing place-based, experiential, and holistic education by utilizing students’ natural and human communities to facilitate learning. The collaborative design of an Interior Alaska gardening curriculum serves as both an organizing framework for the project’s fieldwork as well as an outcome of the research. The resultant gardening curriculum and the rationale behind its design demonstrate components of pedagogy for sustainability, including systems thinking, place-based and problem-based learning, eco-cultural literacy, eco-justice values, and appropriate assessment. This pedagogical framework has theoretical and practical implications in multiple educational settings and indicates ways for our educational institutions to participate in the global sustainability revolution. [Laura Henry-Stone is a professor of Environmental Studies at Washigton and Lee University.]
Article; [FULL-TEXT AVAILABLE THROUGH LINK BELOW]