Developing a Specialized Identity as an Art History Generalist in a Teaching College

Generalist art historians not only face the rigorous demands of teaching a broad range of courses outside their area of specialization, but must also contend with the challenge of maintaining a scholarly agenda. However, the strong interdisciplinary basis of liberal arts teaching and the increasing emphasis on ambitious undergraduate research actually provides a pedagogical framework for specialized instruction that can drive and sustain faculty scholarship. This talk will outline a series of teaching strategies and curricular initiatives related to my efforts to align the generalist requirements of the Art History program with my own focused research interests in twentieth century American art, as well as my professional background in museum curating. In developing a conceptual and topical structure to courses in American art and Visual Culture Studies, I have been able to address issues and ideas that enhance the knowledge and intellectual growth of my students but also inform my own current research. This intersection between course content and individual scholarly activities is further advanced by encouraging students to undertake specialized research topics for term papers, senior theses and honors projects. As a result, mentoring undergraduates is often collaborative in nature as their discoveries and insights inform and influence topics and analytical directions in my own research. This specialized interdisciplinary pedagogy has served to bridge the growing divide between generalist teaching and the professional need (and desire) to maintain an active scholarly identity and career.