In Sawin’s African-American history class, students investigate how African-American music and film impact larger American culture. This exploration raises other intersections of privilege, class, economics and politics.

“How, for example, can Louis Armstrong be the most popular performer in America at the same time that the KKK is winning elections in the South and promoting a racist agenda?” Sawin says. “And then later, we look at Blaxploitation films of the ‘70s. What does the financial and artistic success of these films, which simultaneously celebrate African-American culture but reinforce stereotypes at the same time, tell us about what is going on in the country at the time?”

Sawin, who has taught at 91����Ƶ since 2001, shares a contagious enthusiasm for American history that has spurred his undergraduate students and 91����Ƶ graduates to their own academic successes in the field. Last spring, then-junior E the Francis J. Ryan Undergraduate American Studies Paper Award at the Eastern American Studies Association annual conference.

Two alumni, Holly Scott ‘02 and Peter Lehman ‘09, were encouraged to pursue doctoral work in the field. Scott, a professor and graduate writing tutor at 91����Ƶ who recently completed her first book on US protest movements, earned a master’s degree in American studies at Penn State and a PhD in history at American University in American Studies. Lehman teaches at Hesston College in Kansas while completing his doctorate in American studies at Penn State.

“The way that Dr. Sawin can inspire students to produce conference-quality original scholarship on American cultural topics is a great asset to our history program at 91����Ƶ,” says department chair .

She adds that the interdisciplinary approach to history is present in other courses as well, and that students are encouraged to gain a global perspective, offered through area studies courses, such as the history of Africa, Latin America, the Middle East and Asia. Sprunger, who has taught at 91����Ƶ for 24 years, says she introduced a world history survey course to curriculum offerings “because I think it is important for us as global citizens to have some idea of what has shaped the international context we inhabit.”

‘What makes America America?’

While 91����Ƶ doesn’t have a formal American studies program, Sawin teaches all his courses with the kind of creative, interdisciplinary approach that is the hallmark of the field. Both the field and the interdisciplinary approach has gained popularity around the world: next spring, Sawin will return to teach an American studies course at the University of Zagreb, Croatia, where he taught classes on US culture, literature and religion as a Fulbright Scholar in 2008-09.

A quick history lesson: The field of American studies developed during the Cold War, when the United States government wanted more academics exploring, studying and generally praising American culture and history to “reinforce America’s superiority to the Soviets.”

“The question American studies perpetually asks is, ‘What makes America American?’” Sawin says.

By the early 1950s, most schools had responded to this initiative with at least one class on American history viewed through the lens of culture. Programs soon morphed into anything but a conservative, patriotic agenda.

“Any time the federal government tries to do something with academics, it backfires,” Sawin says with a laugh. “It became left-leaning and socially active pretty quickly.”

Holly Scott’s area of specialization is social change movements: she is publishing her first book—Younger Than That Now: The Politics of Age in the 1960s—in June. She says her experience learning about and working in social justice issues as an undergraduate student at 91����Ƶ was a prime influence in her focus.

“Seeing their passion for their subject matters,” says Scott, who praises 91����Ƶ history professors for challenging her intellectually. “Enjoying the

world of ideas definitely put the idea of graduate study in my mind. I went to a large high school and never really saw myself as someone who might go into academic work. I think without the small classes and individual attention at 91����Ƶ, I probably never would have gone on to graduate school.”

Scott says she came to 91����Ƶ from a home where “lively political discussions” flourished. “And my dad has a great collection of 1960s record albums. As I dived deeper into the records, I started to see the connections between music, culture and politics—a combination that fits well in the American Studies world.”

That kind of cultural engagement is an experience that current students bring with them into the 91����Ƶ history classes, Sawin says. “Often, their experience with high school history is thin, mostly politics and economics with a little social culture. So when we look at film, music and literature, and when we take the religious, scientific and social movements of the country seriously, it helps create a more complete picture of America.”

Research inspires careers

Opportunities for independent research projects, often with an ethnographic slant, encourage students to look critically at the world and culture they live in. This spring, four students who had written research papers in Sawin’s “History of Recent America” class were invited to present at the American Studies Association’s Eastern Region conference (Sawin has served on the region’s executive committee since 2003, including two years as president and 91����Ƶ hosted the regional conference in 2013).

Peter Lehman took two courses with Sawin—“Reading 19th Century America” and “The History We Tell Ourselves,” which prompted the pursuit of American studies in his graduate work.

“I was interested in the histories of many different regions, but often felt like as Americans, we have the extra responsibility to have a clear-eyed view of our own history. It so greatly affects our self-perceptions,” Lehman says. “I have always enjoyed literature, as well, so American studies seemed like a great way to combine those two fields in a useful way.”

His time at 91����Ƶ, he added, also brought a faith lens and “sense of mission” to his studies.

“It can be interesting and fun studying U.S. culture,” he says, “but we as Christians must also understand where we should fit, how we can serve others, resist and otherwise relate to culture, while remaining sensitive to the impact of our own actions, narratives and traditions.”

Sawin hopes painting the tapestry of history with broad brushstrokes continues to inspire new learners.

“Students like having things made relevant, and cultural pieces are ones they resonate well with,” Sawin says. “You see how people lived day to day. It takes a lot of different methodologies from different disciplines to help people best understand.”

Monica Comparagni, assistant professor of the practice of nursing

Comparagni earned a BS in nursing from 91����Ƶ and a family nurse practitioner master’s degree from the University of Virginia. She brings experience as a local nurse practitioner and a practicing nurse in various areas. She was previously a nursing adjunct instructor at 91����Ƶ.

DeAnne Chenoweth, instructor of political science

Chenoweth earned a BA in political science from Bethany College and holds two master’s degrees – an MA in international studies from the Claremont Graduate School and an MA in political science from the University of Maryland at College Park. She has been an adjunct instructor at James Madison University for the past 10 years. She has also taught at Indiana University in Bloomington, Illinois. Her research has focused on the politics of foreign and comparative official development assistance practices.

Marcy Dean, instructor of nursing

Dean earned a BS in nursing at Shepherd University and an MS in nursing at Marshall University. She brings nursing experience in the hospital, along with specific training and certification in advanced cardiac life support and end of life and pain management. She was previously an adjunct nursing instructor at 91����Ƶ.

Janet Hostetter, assistant professor of the practice, artistic director of Shenandoah Valley Children’s Choir

Hostetter earned a BA in music education from 91����Ƶ and completed an MM in choral conducting at James Madison University. She has served as music instructor and choral conductor in a variety of settings: elementary, middle and high schools, and churches. In addition, she led 91����Ƶ’s university chorale for several years. She is the second artistic director of the acclaimed Shenandoah Valley Children’s Choir since its founding in 1992 by Julia J. White.

Carol Grace Hurst, associate professor and director of social work

Hurst earned a BA in sociology from 91����Ƶ, and an MSW and a PhD in social work from Virginia Commonwealth University. She brings many years of experience in the field and in educational settings. Most recently, she was director of continuing education and evaluation within the Corporate University of Providence, designing continuing education curriculum and teaching continuing education classes.

Ryan Keebaugh, assistant professor of music

Keebaugh earned a BA in music from Bridgewater College, an MM in composition from Shenandoah University, and a DMA in composition from the Catholic University of America. Beginning in 2008, Keebaugh taught in the Clarke County (Va.) Public School system and as an adjunct at several colleges. Keebaugh has won awards for his musical composition skills; in addition, he is an instrumentalist (euphonium, trombone and piano) and a vocalist.

Gregory Koop, assistant professor of psychology

Koop earned a BA from Goshen College with majors in psychology and history, and an MA and PhD in psychology from Miami University. He completed a post-doctoral position at Syracuse University where he worked in the memory modeling lab.

Emily Peck-McClain, instructor of Christian formation, preaching and worship

Peck-McClain earned a BA in religion from Washington and Lee University and an MDiv from Union Theological Seminary. She is finishing her ThD in Christian education and New Testament from Duke Divinity School, where she has been a teaching assistant. Peck-McClain recently received the honor of a fellowship from the American Association of University Women. During 2014-15, she will teach part time at the seminary.

Holly Scott, assistant professor of history

Scott earned a BA in English and justice, peace and conflict studies from 91����Ƶ, an MA in American Studies from Pennsylvania State University, and a PhD in history from American University. She has previously taught as an adjunct at both 91����Ƶ and American University. Her interests lie in the areas of youth, generational culture and student protest and activism.

Nancy Wise, instructor of nursing at Lancaster

Wise earned a BS in nursing from Millersville University and an MA in nursing education at Villanova University. She is currently pursuing a PhD in nursing at Villanova. Wise brings many years of nursing experience to the classroom, both in the hospital setting and as a nurse educator. She has been an adjunct nursing instructor at 91����Ƶ’s Lancaster site as well as at Alvernia University.