OAH Distinguished Lecturer Profile

Andy Mink

Portrait of Andy Mink

Andy Mink is the vice president for education programs at the National Center for the Humanities. He designs and leads professional development programs for K-12 and university educators, using hands-on instructional models and drawing on his experiences as executive director of Learn NC at the University of North Carolina at Chapel Hill and as director of outreach and education for the Virginia Center for Digital History at the University of Virginia. His programs integrate scholarship, innovative technology, and interactive approaches to teaching and learning, with a particular focus on geospatial and situation-based technologies. Fundamental to this work is the support of teacher leadership and curriculum design through OER assets and digital technology. In 2002, Mink was named the National Experiential Educator of the Year by the National Society of Experiential Education. He currently serves on the executive boards of the North Carolina Council for Social Studies and the North Carolina Outward Bound School, and on the board of trustees for National Council for History Education.

Featured Lecture

OAH Lectures

When students are given the opportunity to explore primary sources, the class itself transforms to a highly collaborative, problem-based classroom in which the individual student contribute to the direction, the pace, and the outcome of their study. If technology creates more opportunities for teachers and students to access information, that access brings the responsibility of redefining the classroom to emphasize, reward, and expect a different type of learning. This learning can be measured using technology by providing students with a richer format to express their historical thinking than simply text. This session will introduce emerging technologies into the history classroom in ways that can impact and reflect solid scholarship and hands-on learning. With a strong emphasis on the best pedagogical approaches, these technologies will be agnostic to platform and classroom-friendly. Some of these approaches include (but are not limited to) geospatial technology, augmented reality, digital textbooks, digital simulations, and video documentaries. Historical topics will be determined in advance.
Family history provides students with an opportunity to investigate the historical record along the narrative line of a "first person" approach (or, by researching their own family history) or a "third person" approach (or, by researching other family histories). By providing this personal narrative structure, students are able to explore the historical agency of the everyday person - and to re-animate their lives in historical context through a rich variety of records. Implicit in this approach is a set of the hands-on strategies and tools that help students interrogate primary sources - from photographs to census records, draft cards to land deeds. Participants will receive specific classroom-ready examples of how to integrate family history as a teaching and research tool in the digital age, including issues of the marginalized voices of the historical record.