COVID-19 Safety Information

Faculty Detail

Kevin B. Sheets

I am pursuing several projects in American cultural history. One examines the importance of memory to 19th and 20th century American culture. Part of this projects involves investigating memory training systems which proliferated in the 19th century providing a window onto Americans’ understanding of the mind’s workings and the cultural significance of knowledge accumulation and use.



Ph.D., University of Virginia

M.A., University of Virginia

B.A., Gettysburg College (Phi Beta Kappa)



HIS 200 United States History to 1877

HIS 201 United States History since 1877

HIS 290 Historical Methods  

HIS 306 Gilded Age and Progressive Era      

HIS 329 19th Century United States History

HIS 415 History of American Education

HIS 310 American Intellectual and Cultural History to 1865

HIS 311 American Intellectual and Cultural History since 1865

HIS 490 Seminar in History

HIS 524 Issues in Nineteenth Century America (graduate class)

HIS 529 Issues in the History of American Education (graduate class)

HIS 529 Teaching American History (graduate class)

HIS 660 Seminar in American History

I also offered a Center for the Advancement of Technology in Education (CATE) Teaching and Technology Summer Institute, 2002, “HIS 629: Evaluating and Using Web Resources to Teach Social Studies”.



“Is the Gilded Page Mightier than the Sword? The Century’s Effort to Create American Culture,” Review of Mark J. Noonan, Reading the Century Illustrated Monthly Magazine: American Literature and Culture, 1870-1893. H-Net Reviews. (October 2011).

“Education” in American Centuries: The Ideas, Issues, and Trends that Made U. S. History, Melanie Gustafson, ed. Vol. 4 (New York: 2011): 105-113.

“Thinking Historically, Teaching Historically: Perspectives on the Professional Development of Teachers from a Teaching American History Grant,” History Teacher 43 (May 2010): 455-461.

“Wiki in the History Classroom: Can Joint-Authoring Technology Help Students Understand the Nature of the Historian’s Craft?” Perspectives on History 47 (May 2009): 52-54.

“Competing Voices: Literary Texts and the Battle for Meaning in Gilded Age Culture.” Review of Ben Railton, Contesting the Past, Reconstructing the Nation: American Literature and Culture in the Gilded Age, 1876-1893. Journal of the Gilded Age and Progressive Era 8 (January 2009): 145-147.

“The Architect’s Shelf: Books and Print Culture in the Making of a Profession.” Review of Kenneth Hafertepe, James F. O'Gorman, eds. American Architects and Their Books, 1840-1915. H-SHGAPE. February 2009.

“Antiquity Bound: The Loeb Classical Library as Middlebrow Culture in the Early Twentieth Century,” The Journal of the Gilded Age and Progressive Era 4 (April 2005): 149-171.

“Art in the Family: For Nearly Half a Century the Schuler Family has Taught Art, and Fought It,” Baltimore Magazine (June 2004).

“Past Appraisals: The Writings on Nineteenth-Century American History.” Review of        

William L. Barney, ed., A Companion to 19th-Century America. H-Survey. January 18, 2002.        

“The Memory Palace of Lorenzo Johnson: Pedagogy and the Art of Memory in the Nineteenth Century,” Proceedings of the South Carolina Historical Association (Spring 2002).

“‘A series of arduous and unwearied labors’” the Maryland Historical Society and its Founders.” Maryland Humanities Council Magazine 80 (November 2001): 9-13.

The Scottish Connection: The Rise of English Literary Study in Early America by Franklin E. Court.” Review. History of Education Quarterly 41 (Winter 2001): 544-547.

“A History in the Arena.” Review of James Roark,, The American Promise: A History of the United States. H-Survey. August 15, 2001.

“The Origins of the American High School by William Reese.” Virginia Quarterly Review 72 (Spring 1996), 43-44.

“Saving History: The Maryland Historical Society and Its Founders,” Maryland Historical Magazine 89 (Summer 1994): 133-155.



College Committees

Member, Search Committee for Coordinator of Service-Learning, 2007

Chair of the LRPG Cultural and Intellectual Climate Committee, 2003-2010                       

Member, Honors Convocation Committee, 2003-2004

Member, Long Range Planning Group, Goal #1 “Intellectual Climate”

Member, “Intellectual Climate on Campus” sub-group of the College’s, 2001-2002 

Middle States Accreditation self-study. 2000-2001

Member, Status and Education of Women Committee, 2001-2004

Member, Educational Policy Committee, 2001-2002.

Member, College Writing Committee, 2002-2006

Member, Academic Standing Committee, 2002-


Department Committees

Chair, History Department Personnel Committee, 2010-11

History Department Personnel Committee, 2007-

Alternate, History Department Personnel Committee, 2006-07

Search Committee, African History, 2006-07 and 2007-08

Served on Committee that conceived of and wrote the Department’s           

Entrance examination for assessment purposes

Member of Department Task Force on Tenure and Promotion



Co-Project Director, “First Person America,” a three-year, $990,447 federal Teaching American History (TAH) grant from the U. S. Department of Education for the professional development of social studies teachers. In this third TAH grant, I have primary responsibility for the design and implementation of the history-related content of our professional development activities for 72 K-12 teachers across 24 school districts. (2010-2013)

Project Director, “American Dream Project,” a three-year, $950,905 federal Teaching American History (TAH) grant from the U. S. Department of Education for the professional development of social studies teachers. In this second TAH grant, I direct all aspects of design, implementation, and assessment of professional development activities for an anticipated 72 K-12 teachers across 24 school districts. (2007-2010)

Project Director, “Crossroads of Change,” a three-year, $992,432 federal Teaching American History (TAH) grant from the U. S. Department of Education for the professional development of social studies teachers. In this capacity I direct all phases of design, implementation, and assessment of our professional development courses for more than 200 elementary, middle, and high school social studies teachers in New York State. (2004-2007)

Andrew W. Mellon Fellowship, The Center for the Study of New England History, Massachusetts Historical Society, 1996-97