Eugene Asher Distinguished Teaching Award
Established in 1986, the Eugene Asher Distinguished Teaching Award recognizes outstanding teaching and advocacy for history teaching at two-year, four-year, and graduate colleges and universities. The award is named for the late Eugene Asher, for many years a leading advocate for history teaching. The Society for History Education shares the sponsorship of the award.
The award is intended for inspiring teachers whose techniques and mastery of subject matter made a real difference to students of history. Nominations of mentors or teaching colleagues are appropriate. An individual may not nominate his or her thesis adviser (current or within the past five years). At the time of nomination, a nominee must still be alive but may be retired or emeritus. Each letter of nomination must include current contact information (home, work, phone, and e-mail) of the nominee.
Up to five letters of nomination (no more than two pages each) should be submitted to the AHA no later than May 1, 2014. The prize committee will select a short list of finalists, each of whom will be asked to provide a short CV, syllabus (or syllabi), and a teaching statement to a total of 5 pages or fewer. The recipient will be invited to attend the award presentation at the Association's 2015 annual meeting.
Only the letter(s) of nomination should be e-mailed to email@example.com. Please be sure to include “Asher Prize Nomination” in the subject line.
For questions, please contact the Prize Administrator, or call 202-544-2422.
2013 Asher Award
Michael S. Green, Coll. of Southern Nevada/ Univ. of Nevada, Las Vegas Honors Coll.
The scale, range, and innovation of Michael Green’s teaching are extraordinary. Teaching close to 200 students a semester, many of whom are first-generation college students, his innovative assignments engage students while also developing their writing and 21st-century career skills. Commendably, he has delivered over 600 presentations to community groups in the Las Vegas area. His extensive writing for both scholarly and public audiences also demonstrates the importance of his research to his teaching.