David Harper

Assistant Professor of English [EXPERIENTIAL TEACHING STRATEGIES]

Teachers lead. Leaders serve. Servants engage their community. Page 1

English 101: It is always a challenge to fully engage the wide range of students who take this course, many of
whom arent particularly excited about English Composi tion! Highlights for me include working with students
to:
design survey instruments for conducting primary research on adolescent drug abuse;
analyze works of art that students have chosen because of a personal connection;
create written snapshots of local communities, as defined by a specific person, place, or quotation.
This semester, I am collaborating with the Faculty Development Center to present an experimental section of
English 101, incorporating the use of iPads. The goal is to transform the student learning experience by
engaging in teaching and learning activities beyond traditional classroom boundaries. We will create and edit
photographs, audio-recordings, and video documentaries as a way of examining the composition process
while archiving valuable records of unique Eastern-Shore people and places (think StoryCorps). By integrating
course content closely with the local community, we also hope to engage a wide variety of students with the
kinds of strategies that may help grow enrollment. Here are three of the main assignments:
II Disappearing Delmarva My Community Narrative (15%)
In some way, al l communi ti es depend upon a sense of pl ace. However, many of the defi ni ti ve
pl aces i n our l ocal communi ti es are di sappearing. Thi s assignment provi des you wi th an
opportuni ty to save one of those pl aces from exti ncti on at l east for a whi l e. Your chal l enge i s to
i denti fy a uni quel y compel l i ng l ocati on that i s di sappearing i n some way. Then, careful l y
photograph that l ocati on and wri te a narrati ve that hel ps bri ng i t to l i fe. You wi l l have an
opportuni ty to share your pl ace wi th the cl ass i n a photography & narrati ve exhi bi ti on.
III (Intergenerational) Interview Summary (15%)
When i t comes to understandi ng a pl ace, there i s no substi tute for tal ki ng wi th someone who has
l i ved a l i feti me i n that communi ty. For thi s assi gnment, pl ease fi nd a nati ve of the Eastern Shore,
aged 65 years or ol der. Wel l work together to compose i ntervi ew questi ons and to responsi bl y
desi gn the i ntervi ew process. Be prepared to conduct a professi onal i ntervi ew and to rel ax and spend
pl enty of ti me wi th your subject. Dont rush; l i sten careful l y. Ask fol l ow-up questi ons, take good
notes, and enjoy the conversati on.

IV 6-Page Research Paper (25% )& Video Documentary (15%)
For thi s essay, you must sel ect one of the previ ous three projects to expand i nto a 6-8 page properl y documented and thesi s-dri ven
research paper. You may choose to use porti ons of al l three. The goal i s to make a persuasi ve argument usi ng both pri mary and
secondary research. Your research fi ndi ngs wi l l al so be expressed i n the form of a short vi deo documentary. Thi s i s a uni quel y
val uabl e assignment because presenti ng your fi nal report i n two forms wi l l enabl e you to fi nd your uni que and engagi ng wri ters
voi ce i n a way that woul d l i kel y be i mpossi bl e otherwi se.
David Harper
Assistant Professor of English [EXPERIENTIAL TEACHING STRATEGIES]

Teachers lead. Leaders serve. Servants engage their community. Page 2

English 102: Students are really gaining academic momentum when they reach English 102. They are
prepared for higher-level and more abstract critical thinking. A couple of my favorite 102 semesters:
(Honors Section) Selecting primarily one author to pursue, we read texts in multiple genres, including
a fascinating and very extensive biography of the author. Then, students evaluated texts in light of
historical, biographical, and a variety of critical approaches, including feminist, post-colonial, and
deconstructionist literary theory.

(Honors Section) Students were more deeply engaged in textual analysis by becoming creative
practitioners and writing in various genres, including short fiction, poetry, and drama. The result was
the student-driven publication of the first Beacon magazine. The results of their efforts can be viewed
by clicking on the link below:



- 1 Please click here to view the work those students produced.




David Harper
Assistant Professor of English [EXPERIENTIAL TEACHING STRATEGIES]

Teachers lead. Leaders serve. Servants engage their community. Page 3

200-Level Literature Classes: By this point in their academic careers, students know
where they are going (after Chesapeake), and are close to achieving their goal. These
courses are a joy to teach, and I find that students thrive on opportunities to personally
and creatively engage with the literature. Toward that end, I provide less guidance and
more creative space on fewer (but larger) assignments. Often, to make the texts come
alive, we engage as many of the senses as possible. A few of my favorite moments:

World Lit. I (from Play-Doh to Platofrom clay tablets to calligraphy): We learned to
write our names in cuneiform, on clay tablets, while studying the Epic of
Gilgamesh, which was translated primarily from Sumerian and Babylonian clay
tablets. Later, while reading what is arguably the first novel, Lady Murasakis Tale of
Genji, we studied Chinese Calligraphy, a popular form of art during Japans Heian era.

In the same course, which included study of the Torah, Bhagavad Gita, New Testament, and Quran,
our class hosted guest-lecturers who were authoritative scholars and educators representing each of
those four major faith traditions. I have included a few student comments below:







Examples of one students experiments with Chinese calligraphy:







- 4 (power) - 3 (luck) - 2 Enso Circle
David Harper
Assistant Professor of English [EXPERIENTIAL TEACHING STRATEGIES]

Teachers lead. Leaders serve. Servants engage their community. Page 4

I thought *Rabbi Hymans+ lecture was fascinating. Looking at a religious text from a scholarly standpoint from a
religious figure. I saw how the Torah wasn't just random stories written by inferior ancient people, but stories written by
intellectuals. The Torah was really about the Jewish people and their trials throughout that time period. Of course the
Rabbi and Bishop could not say if it was right or wrong or false or true, they both kept the lecture neutral. In all, I thought
it was a great experience and I am looking forward towards more quest speakers. Matthew Bozek
The speakers this semester just keep getting better and better! I loved Dr. Sananovic. He is not only an Islamic scholar
but a believer and follower of the Muslim religion, so he provided a credible combination of the two perspectives which I
appreciate as a student. He was not intimidating and created an atmosphere that was comfortable and allowed for
thoughtful discussion. It was fascinating to know that he is trilingual and has experienced many different cultures in
different corners of the world. He touched on a very tender point at the end of the discussion that I wish we would of had
time to expand upon. After completing the work sheet I realized how much I assume about things I really know very little
about. He then touched on these "passages that are taken out of context" that lead to extremism not only in the Muslim
religion but in all religionsI have really enjoyed the guest speakers this semester. I definitely encourage you, Mr. Harper,
as well as other professors to do this again and for more classes. It has been a great learning experience for me and truly
a pleasure. Thank you! - Megan Galvin

This semester, in English 206 (World Literature II), students will strive to engage World Literature texts with all
five senses. Here is the assignment description:

At the begi nni ng of the semester, students wi l l si gn up to present on one course readi ng. Identi fy the nati on of ori gi n of t hat text
and thoroughl y research i ts cul tural context. Thi s assi gnment wi l l be submi tted el ectroni cal ly and presented i n-cl ass. On the
appropri ate day, presenters shoul d come to cl ass prepared to present one of the fol l owi ng arti facts from the ti me and pl ace we are
studyi ng:

A tradi ti onal food (prepared, wi th smal l servi ngs for both Cambri dge & Wye Mi l l s students);
(OR) Ful l text of a bri ef fol ktal e we can study i n cl ass;
(OR) Mul ti pl e i mages, pai nti ngs, or works of art from the appropri ate ti me and pl ace, wi th arti st names;
(OR) A sel ecti on of tradi ti onal musi c (l ikel y cl assical or fol k, wi th expl anati on);

(AND) 3-page essay refl ecti ng upon common themes & poi nts of connecti on between your research materi al and the text;
(AND) A bi bl i ography i ncluding at l east 3 academi c-qual ity resources used for the presentati on.



Mul ti pl e students wi l l present for each text, so wi th a l i ttl e coordi nati on, we shoul d be abl e to experi ence
each of thi s semesters readi ngs wi th al l fi ve senses whi l e gai ni ng a fi rmer grasp of hi stori cal & cul tural context.
David Harper
Assistant Professor of English [EXPERIENTIAL TEACHING STRATEGIES]

Teachers lead. Leaders serve. Servants engage their community. Page 5

Capstone Course: Some of my best teaching experiences have included
collaborations with faculty and students in IDC courses. Taking inspiration
from John Palfrey & Urs Gassers book, Born Digital, Professor John Haas and
I joined our students in exploring the implications of living plugged-in vs.
unplugged lives. Our experiments in transforming student learning
included an overnight camping trip and ropes course adventure at Tuckahoe
State Park. These experiences sparked some of the most honest, mature and
insightful student writing I have ever read.

Our unplugged camping getaway is unlike anything I have experienced in my
college career. - Erika Taylor


Our little excursion was an amazing experience that has sort of shifted me back into
hippie modeOut of all the poetry I really enjoyed Nature by Longfellow because *of+ the main metaphor - Sarah
Brothers


Furthermore, the highlight of the camping trip for me was the time my instructors took out to talk about burdens that
everyone has carried with them. I thought what could be a better way than to do something you have not done in years
and discuss with strangers a burden I may have. LaJuan Pack


The main thing I expected to miss was my phoneI have never been away from my phone for more than 8 hoursAfter
[our] trip to Tuckahoe, I have found that it is important that we disconnect time to time from our increasingly connected
lives. Ciara Haskins

The Thoreau excerpt from Waldenhad a statement that really jumped out
at me. He wrote, The millions are awake enough for physical labor; but only
one in a million is awake enough for effective intellectual exertion, only one in
a hundred millions to a poetic or divine life. To be awake is to be alive. I have
never yet met a man who was quite awake. I like this because it really puts
your life and how you live it into perspective. I think most of us just see our
lives as normal, and dont really see the complications that the hectic
schedules and stressed out routines can cause; its just normal. When I think
about what he was saying, I realize that I am never really awake, therefore I
am never really alive. I basically am a robot set on autopilot going through
day-to-day routines as if life consisted of nothing else. Maybe, if I work on
actually being awake, and taking time to myself to absorb and appreciate
my surroundings and the simple things, I will find that living doesnt have to
be such a stressful thing
- Katie Neal
David Harper
Assistant Professor of English [EXPERIENTIAL TEACHING STRATEGIES]

Teachers lead. Leaders serve. Servants engage their community. Page 6

Capstone Continued: Professor Farley and I worked together to develop and teach an interdisciplinary course
to promote the kind of thinking that may advance environmental sustainability and to explore the
intersections between geography, identity, and community responsibility. various places in local communities
to answer questions about the size, shape, and long-term impacts of our footprints. Two images and all
ideas below are samples of the resulting student work:


I drive past the Wye Mills pond every day, twice a day. After receiving the
assignment, I had to think about it for a minute to remember where it is.
That early, dark, Wednesday morning, I woke up at 4:30am and sat at the
pond from 6am until around 8am. It was one of the most beautiful things I
have ever seen. I couldnt believe that I have been overlooking the place I
drive past everyday on my way to classes or work. Kassie Nelson




We all come into this world looking to leave behind a
legacy. Everyone wants to make a difference in the world.
There is a preconceived notion that in order to make a
difference in the world then a huge impact must take place.
While a big impact can bring forth a positive outcome, as we
have discussed in class, it can also cause much negativity in
the worldCan someone who lives a very minimalistic life
have a big impact on the world? Gilbert Byron may be seen
as a writer from the Eastern Shore but the minimalistic
lifestyle he led maybring forth a more beneficial impact
than the change the world idea we are all born with.
Dylan Lyles

I feel that this class has made me answer questions Id never thought about
before. As a 19 year old college student who lives at home I never thought
about my footprint on the world, or what shaped me into the person Ive
become, or how I want to live my life. The way I look at the world has changed
for the better since Ive been in this class. Ive always been a fairly confident
person and have been confident in the decisions I make. This class has made me
confident in my future decisions as well, I feel that its truly prepared me for life.
Discussions about the future and the way society has shaped the world into
what its become has made me realize just how important the simple things
are; like a relationship with your neighbors, nature and how it affects us as
humans, and the legacy I want my name to carry. Crystal Hall
David Harper
Assistant Professor of English [EXPERIENTIAL TEACHING STRATEGIES]

Teachers lead. Leaders serve. Servants engage their community. Page 7

(New Course) English 140: Literary Journal Together, Marc Steinberg and I proposed and developed this
course.
Course Descri pti on: The goal of thi s course i s to desi gn and publ i sh the 4th edi ti on (and to begi n prepari ng for the 5
th
edi ti on) of
Chesapeake Col l eges Li terary Magazi ne, The Beacon. Students wi l l be i nvol ved i n al l aspects of l i terary journal production
(New Course) Honors Vision Seminar: I, along with Kathy Barbour, Linda Earls, the Honors Committee, and
others, contributed to the development of this exciting course.
Course Descri pti on: i nstructi on i n devel opi ng a personal ized academi c portfol i o and navi gating through the research and appl i cation
process for 4-year school s and scholarships
One of the most experiential and immediately relevant courses I have ever taught, the Vision Seminar is aimed
directly at improving student goal attainment by helping to boost student retention, motivation, and future
success. Professor Earls and I had great fun taking students on Friday tours of Salisbury University,
Washington College, Loyola University, and Arlington National Cemetery. We also organized guest speakers
including former students and the author (via Skype) of our course text, Twenty-One Steps of Courage. Along
the way, we challenged our students to take their own steps of courage, to set ambitious goals and to write
ambitious application essays. Here are a couple of examples from the fall 2013 semester:
I am just a pair of shoesChuck Taylors. I hang in Savannahs closet right next to her other Chucks, as she
likes to call us. We sit there until she wants to wear us. For some reason, she always puts me on when its cool
outside, and then she complains and states that shell never do that again, and then she does it again. I wish I could
send her a note sometimes.
Dear Savannah, Your toes will get cold today!! / Love, your Chucks (the yellow ones).
Well Ive been with Savannah for almost five years so I wasnt there when Savannahs mom and dad got divorced
but I was there when her mom got divorced from her second husband. I couldnt do that once, so her going through
that twice makes her my hero. But I did walk with her through high school. I rode with her through her drivers permit
and I like to brag that I was a major part in her getting her license. I walked into Savannahs first college class with
her. She did duel enrollment. She wont admit it but she was afraid. As much as she didnt like the people at her high
school and as much as a college class could help, she was still afraid that she made a mistake. But she would later
find out that she didnt and fortunately I was there to comfort her. Now, I wasnt with Savannah when she
graduated but I was at the rehearsals so I have an idea and her Sandy, her white sandals, filled me in. We were all so
proud of her but honestly, it made us afraid. We would have to leave high school, which I liked, and go to college
- Savannah Ransom
I came home one day to find that all of my belongings had been stolen. The area where my twin sized bed had
once rested had disappeared, leaving behind gum wrappers and old receipts. My closet was empty. Nothing but a
pathetic white plastic hanger dangled in the air. My laptop, filled with countless memories that documented every
highlight of my life had been taken. My life, familiarity, and comfort, had been stripped of me in an instant as I sat in
the passenger seat of a U-Haul truck glaring back at the big red sign that stamped the words foreclosure across my
eyes and into my mind... Megan Galvin
Out of the first 5 students who took this course, all transferred successfully to 4-year schools
(or will soon), and two earned admission to elite private schools (Loyola & McDaniel),
including at least $20,000 in annual scholarship awards, each.