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.
Up to five letters of nomination (no more than two pages each) should be submitted to the AHA no later than May 15, 2017. Only the letter(s) of nomination should be e-mailed to firstname.lastname@example.org. Please be sure to include "Asher Prize Nomination" in the subject line. Generally, one individual serves as the organizer for the nomination, writes one of the letters nominating the individual, and contacts individuals to write additional letters of support. Each letter of nomination must include current contact information (phone and e-mail address) of the nominee.
Selection and Nofication
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 (5 pages or fewer). Recipients will be announced on the AHA website in October 2017 and recognized during a ceremony at the January 2018 AHA annual meeting in Washington, DC.
For questions, please contact the Prize Administrator.
2016 Asher Award
Fritz Fischer, Univ. of Northern Colorado
Fritz Fischer is an ideal candidate to be awarded the Eugene Asher Distinguished Teaching Prize. Fischer’s teaching statement and syllabi are all evidence of a scholar who has established a pedagogical philosophy that facilitates outstanding teaching. Fischer’s commitment to raising critical questions about the past, which is evident in the courses that he designed and taught, reflects the profound vision of an educator seeking to enhance the educational experience of every student he encounters.