Larry Lipin, PhD
At Pacific University, all faculty teach a variety of different courses. Typically, we do not use graduate teaching assistants, which means that your classes will be taught by professors and that you will have plenty of opportunities to get to know the faculty in your discipline.
Below I have listed some of the courses that I teach. We are always developing and trying out new classes, so the list may change now and then.
HUM 100 | FYS: Origins, Identity, and Meaning
HIST 141 | American History to 1865
HIST 246 | American West: History, Memory, and Film
HIST 247 | Gender and Sexuality in Victorian American
HIST 248 | Public Health, Private Bodies
HIST 341 | American Revolution and Constitution
HIST 342 | Civil War and Reconstruction
HIST 493 | Industrialization, Labor, & The State in America, 1877-1939
HIST 391 | Research Methods in History
HIST 441 | Environmental History
Areas of Research & Specialization
I am currently researching the career of a woman journalist, Eleanor F. Baldwin, whose career trajectory includes a column in a daily Portland newspaper in which she expounded a consistant social justice form of progressivism, including concern over gender equality and worker rights, as well as an interest in spirituality, particularly those directions that engaged women actively. After losing her affiliation with the newspaper, Baldwin produced anti-banker, pro-labor currency tracts during the era of World War I, after which she began to write anti-Catholic, anti-immigrant articles, some of which were published in the labor press, but she also corresponded with the Oregon Ku Klux Klan newspaper. Hailing from New England, the daughter of an abolitionist minister, Baldwin idealized this humanitarian tradition as she promoted progressive reform. I am interested in the way that she constantly reinterpreted the reform tradition that she understood as her familial inheritance over a period that ranges from reconstruction to the eve of the Great Depression.
PhD in History, University of California, Los Angeles, Calif., in 1989
Master of Arts in History, University of California, Los Angeles, Calif., in 1981
Bachelor of Arts in History, University of California, Davis, Calif., in 1978
Member, Oregon Historical Quarterly Editorial Advisory Board
Member, Awards Committee, Sterling Fellowships in Pacific Northwest History,
Oregon Historical Society
Reader, AP United States History Exam, Educational Testing Service
Member, Editorial Advisory Board, 2007-2010, Oregon State University Press
Workers and the Wild: Conservation, Consumerism, and Labor in Oregon, 1910-1930. Urbana: University of Illinois Press, 2007
Producers, Proletarians, and Politicians: Workers and Party Politics in Evansville and New Albany, Indiana, 1850-87. Urbana: University of Illinois Press, 1994
“Nature, the City, and the Family Circle: Domesticity and the Urban Home in Henry George’s Thought,” Journal of the Gilded Age and Progressive Era 13 (July 2014), 1-31.
“Moralistic Direct Democracy: Political Insurgents, Religion, and the State in Twentieth-Century Oregon,” collaboratively written with Bill Lunch, Oregon State University, Oregon Historical Quarterly 110 (Winter 2009), 514-43
“‘Burying the Destroyer of One Happy Home’: Industrial Authority, Manhood, and Constituency Building in the Murder Trial of Ira Strunk,” Journal of Social History 28 (Summer 1995), 783-800
“‘There will not be a Mechanic Left’: The Battle Against Unskilled Labor in the San Francisco Harness Making Trade, 1880-90,” Labor History 35 (Spring 1994), 216-236
“The Paved Road to Wilderness Preservation: Class, Nature and Leisure in Pre-New Deal Oregon,” delivered at Portland State University, May 10, 2007
“The Paved Road to Wilderness,” delivered at University of Portland, James Connelly Lecture Series, March 26, 2007
“Toward Wilderness: Class Conflict, Leisure, and William Finley’s Commitment to Wildlife Preservation, 1912-1935,” delivered at Lewis and Clark Symposium on Environmental Affairs, October 3, 2007
Delivered “Racial Categories and Natural Rights in Jefferson’s Declaration of Independence” and led discussion in a public session at the Oregon Historical Society as part of visiting Declaration of Independence exhibit, September 22, 2003
Honor & Awards
2014 | University Distinguished Professor
2013 | Faculty Development Award
2010 | Oregon Historical Society's Palmer Award for Best Article
2007 | Oregon Historical Society's Palmer Award for Best Article
2005 | Pacific University Faculty Development Grant
2004 | Pacific University Seniors Trombly Faculty Award
1995 | John H. Meyer Fellowship for Teaching Excellence
Approach to History in the Classroom
On my better days, I teach students to appreciate history as an important means of coming to know what it is to be human, and to see that it provides perspectives into the way people create culture and society and, at the same time, are shaped by it. In my American history courses, students are encouraged to think about the relationships between cultural belief systems and the structures of social organization and power that people form and live under. Students learn to think about the intentions and results of human activity in the past and the degree to which individuals and groups are able to control and shape their destinies. Rather than as a clear instrument for future action, I teach students to see history as an opportunity to come to understand how our historical predecessors have struggled — sometimes successfully, sometimes less so, sometimes in ways that we are proud of, sometimes in ways that we would like to disown — -to shape the world in their image.
For more of my thoughts about history, teaching, and research, see my interview in Pacific magazine, Summer 2006.