Richard C. Carrier is the editor in chief of the Secular Web (www.infidels.org) and an occasional contributor to the Skeptical Inquirer. He received his M.A. and M.Phil. at Columbia University in New York where he has helped teach courses on the Greeks and Romans and is currently a doctoral student in ancient history, specializing in Roman science.
Denise Dallmer teaches courses in the undergraduate teacher education program and graduate education courses in the department of elementary, middle and secondary education at Northern Kentucky University, where she is also a member of the Institute for Freedom Studies. Her research and teaching interests include multicultural education, the design of classroom instruction, and collaboration between schools and universities. She holds a Ph.D. in education from The Ohio State University.
John K. Lee is assistant professor and coordinator of the social studies teacher education program at Georgia State University. His teaching and research interests include integrating technology into history and social science. He has written for Social Education, Social Studies and the Young Learner, International Journal of Social Studies, and International Social Studies Forum, among others. He holds a Ph.D. in social studies education from the University of Virginia.
Andrew H. Myers teaches American studies as an assistant professor at the University of South Carolina Spartanburg. He earned his Ph.D. in history from the University of Virginia. He served more than four years as an infantry officer and is a graduate of the U.S. Army Ranger School. He credits the latter for inspiring many of the teaching techniques used in Backyard Battles. As an historian, he is interested in the military less as a war-fighting organization than as a domestic institution that has shaped American culture.
Donald M. Reid is professor of history at the University of North Carolina, Chapel Hill, where he was awarded the Tanner Award for excellence in undergraduate teaching and has directed and taught summer graduate programs on new developments in history for North Carolina high school teachers. He has been awarded a Guggenheim Fellowship for 2002-2003 to work on a study of the French anarchist Daniel Guérin. In 1991 he co-organized and co-directed "How We Learn History," a conference for history instructors in high schools and colleges. He coedited Learning History in America: Schools, Cultures and Politics, which came out of this experience. He also is author of The Miners of Decazeville: A Genealogy of Deindustrialization and Paris Sewers and Sewermen: Realities and Representations. Reid received his Ph.D. from Stanford University.
David Trask teaches western and world civilization at Guilford Technical Community College in Jamestown, North Carolina, where he has also taught classes online and studied the impact of electronic media on the understanding and teaching of history. His paper in this issue, "Did the Sans-Coulottes Wear Nikes? The Impact of Electronic Media on the Understanding and Teaching of History," represents part of his work as North Carolina cluster leader for the "Teaching and Learning in a Digital Age" project of the American Historical Association. More information about this project can be found online at www.historians.org/tl/index.cfm.
Philip L. White has taught history for forty years at the University of Texas at Austin and briefly at the University of Chicago, University of Nottingham, and the City University of New York. He frequently taught the undergraduate survey in American history, sometimes in sections of more than 500 students. For thirty years he also taught a graduate seminar on how to teach history at the college level. His publications include The Beekmans of New York in Politics and Commerce, 1647-1877 (1956) and Beekmantown, New York: Forest Frontier to Farm Community (1979). He received his Ph.D. from Columbia University in 1954.