Kent Philpott and the Charismatic Roots of Contemporary Conversion Therapy

Second-wave feminism and the sexual revolution changed Americans’ relationship with not only sex and gender but also religion. In the late 1960s, Kent Philpott, a seminary student in San Francisco, experienced these changes first-hand. After feeling a calling to minister in Haight-Ashbury, Philpott increasingly devoted himself to one cause—remedying homosexual men and women. Philpott’s story, however, remains an underreported part of the history of contemporary conversion therapy. More specifically, Philpott’s charismatic beliefs have been lost in the expansive scholarship on sexual reorientation change therapies. The erasure of charismatic beliefs and healing practices from contemporary conversion therapy’s history only underscores the rapid nature of religious, gendered, and sexual transition in the 1960s and 1970s. This article argues that charismatic beliefs, including demonic possession of homosexual bodies, served as important religious and therapeutic ideas for the emergence of the ex-gay movement. Yet, at the same time, the rise of family values conservatism, which sought political support from a coalition of evangelicals, Catholics, and Latter-day Saints, divorced the ex-gay movement from its charismatic roots

Review of Nonbinary Gender Identities: History, Culture, Resources

McNabb introduces the definitions, histories, and cultures of nonbinary individuals and provides scholars, archivists, librarians, and teachers with an array of resources to research the history and contemporary experiences of nonbinary people. Although the text privileges gender variance in Western nations and could have included more on gender theory, McNabb offers a strong introduction to the topic of nonbinary gender identities. Researchers will especially appreciate the comprehensive list of resources

Chapter 1- The Irresponsibility of Doing Nothing: Using Habits of Mind to Reduce DFWI Rates in a Gateway History Course

My first teaching job, which I started in 2007, was as an on-campus boarding schoolteacher near the shores of Long Island Sound. Though my high school students came from affluent backgrounds, few of them had found success in formal learning environments. Some faced learning challenges. Many had been expelled from—or failed at—prestigious private schools because of drug dependency. Somewhere along the way, they had all missed some of the basic strategies needed to succeed academically. Much of my job, then, revolved around teaching these students the skills needed for academic and career success

Afterword

Utah State University (USU) instructors are committed to developing the Habits of Mind that can help students achieve academic, career, and personal success. Many instructors have designed entire courses around Habits of Mind. Others have incorporated Habits of Mind into specific assessments. And some instructors have created course policies that align strongly with the Habits of Mind learning framework. The work highlighted in this edited collection demonstrates how seriously USU takes its mission to educate our students

Introduction and References

Although content knowledge remains at the heart of college teaching and learning, forward-thinking instructors recognize that we must also provide 21st-century college students with transferable skills (sometimes called portable intellectual abilities) to prepare them for their futures (Vazquez, 2020; Ritchhart, 2015; Venezia & Jaeger, 2013; Hazard, 2012). To “grow their capacity as efficacious thinkers to navigate and thrive in the face of unprecedented change” (Costa et al., 2023), students must learn and improve important study skills and academic dispositions throughout their educational careers. If we do not focus on skills-building in college courses, students will not be prepared for the challenges that await them after they leave institutions of higher education. If students are not prepared for these postsecondary education challenges, then it is fair to say that college faculty have failed them

Title Page, Acknowledgements, and Introduction

Although content knowledge remains at the heart of college teaching and learning, forward-thinking instructors recognize that we must also provide 21st-century college students with transferable skills (sometimes called portable intellectual abilities) to prepare them for their futures (Vazquez, 2020; Ritchhart, 2015; Venezia & Jaeger, 2013; Hazard, 2012). To “grow their capacity as efficacious thinkers to navigate and thrive in the face of unprecedented change” (Costa et al., 2023), students must learn and improve important study skills and academic dispositions throughout their educational careers. If we do not focus on skills-building in college courses, students will not be prepared for the challenges that await them after they leave institutions of higher education. If students are not prepared for these postsecondary education challenges, then it is fair to say that college faculty have failed them

Habits of Mind: Designing Courses for Student Success

Although content knowledge remains at the heart of college teaching and learning, forward-thinking instructors recognize that we must also provide 21st-century college students with transferable skills (sometimes called portable intellectual abilities) to prepare them for their futures (Vazquez, 2020; Ritchhart, 2015; Venezia & Jaeger, 2013; Hazard, 2012). To “grow their capacity as efficacious thinkers to navigate and thrive in the face of unprecedented change” (Costa et al., 2023), students must learn and improve important study skills and academic dispositions throughout their educational careers. If we do not focus on skills-building in college courses, students will not be prepared for the challenges that await them after they leave institutions of higher education. If students are not prepared for these postsecondary education challenges, then it is fair to say that college faculty have failed them

Age of Fracture, by Daniel T. Rodgers (2011)

Histor

Film Review – The Miseducation of Cameron Post (Dir: Desiree Akhavan, 2018)

Histor