UNDERGRADUATE TEACHING

Current Courses:
Please note that I am not teaching this term (Fall 2016)

Future Course Offerings (Winter 2017):

History 103 (Canadian History through Biography)

Through lectures, videos, songs and readings, this course examines the lives of men and women who have been instrumental in the development of Canada since Confederation.  Examples are drawn from politics, religion, the military and foreign service, social reform, the arts, and sport.

History 380 (History of the Canadian North)

The idea of “northerness” is central to our national identity, yet few “southern” Canadians have an appreciation of the historical development of Northern Canada.  This lecture and seminar course will introduce students to major themes in the Canadian Northern history, from pre-contact to the creation of the territory of Nunavut in 1999 (and beyond to the present).  The major themes will focus on evolving cultural, political, socio-economic, and environmental histories.

Legal Studies 498 (Aboriginal Peoples and the Law)

Legal Studies 496 canvasses historical and contemporary legal issues facing Indigenous  peoples in Canada. The scope of cases, legislation, policies and perspectives will provide students with a foundation in the Aboriginal law field.  The course will provide an overview of Indigenous perspectives on legal systems and inherent rights, as well as the legal dimensions of political, constitutional, economic, cultural and social developments related to Aboriginal peoples in Canada, both past and present.  LS 496 also offers students with opportunities to develop oral presentation skills, research and writing skills, and problem-based learning in group settings.

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Undergraduate courses that I have developed and taught at St. Jerome’s University and the University of Waterloo

History 103 (Canadian History through Biography)

  • Fall 2004, 2005, 2006, 2007, 2009, 2011, 2012, 2013, 2014, 2015
  • Winter 2005, 2006, 2007

History 291 (Canadian History through Film)

  • Winter 2015

History 380 (History of the Canadian North)

  • Winter 2007, 2012, 2013
  • Fall 2007 (with Ken Coates)

History 389 (Canada in World Affairs)

  • Winter 2005, Winter 2006

History 397/398 (Independent Study/Directed Readings Course)

  • Summer 2006
  • Winter 2007, 2010, 2012
  • Fall 2007, 2008

History 403A (Canadian History in the 19th and 20th Centuries)

  • Fall 2004, 2005, 2006, 2009, 2011

History 403B (Senior Seminar in Canadian History: Research and Methods)

  • Winter 2005, 2006, 2007, 2010, 2012, 2013

History 491 (Independent Study)

  • Fall 2005, 2006, 2007, 2008
  • Winter 2006, 2010

Legal Studies 401 (Senior Seminar in Legal Studies)

  • Fall 2006

 Legal Studies 496 (Directed Readings Course)

  • Fall 2007 (run as a small seminar for four students)
  • Winter 2010

Legal Studies 498 (Aboriginal Peoples and the Law)

  • Fall 2009, 2013, 2014

Political Science 290 (Special Topics: Arctic Governance)

  • Winter 2012 (with Dr. James Manicom)

Undergraduate courses that I taught at the University of Calgary and the University of Saskatchewan

  • Historical Studies 213 (Canada since 1867)
  • Historical Studies 341 (Post-Confederation Canada)
  • Historical Studies 349 (Canadian Military History)
  • History 363.3 (The Age of Affluence: A History of Post-1945 Canada)

Teaching Recognition

“My last year as an undergraduate was as an on-campus student and I enrolled in three courses taught by Dr. P. Whitney Lackenbauer (HIST 403A and HIST 403B, along with HIST 389). His enthusiasmfor the subject of Canadian History and the passionate manner in which he conveyed it was the most engaging experience of my time at the University. He consistently encouraged my exploration of certain essay ideas and provided insightful comments on all assignments I submitted. He often made himself available outside scheduled class periods and greatly impressed upon me the importance of objectivity in research and argument formulation as the distinguishing feature of the historian. My decision to pursue a Masters Degree in History was greatly influenced by the professionalism and respect he displayed towards the academic discipline of history.” (2005)

 “Regarding professors who went “above and beyond” I have to cite professor Whitney Lackenbauer. When returning papers he always provided far more feedback than I had ever received from any other professor and has always made himself available to provide academic advice to students. As a research assistant for professor  Lackenbauer, he has always tried to provide me with work that will develop me as an academic. As I mastered one skill, he moved me to another, more challenging task. Of course, this meant that he rarely has someone doing work which they find “easy” and probably often results in him having to pay for more hours of work than if he dedicated students to given tasks for the duration of their tenure as an RA. However, this generosity was instrumental in my academic development over the last year. As a result of my RA work as well as his coursework, I am much better prepared for my masters degree than many of my peers.” (2006)

 “Two professors have played a pivotal role in shaping both my life at university and my future. Professor Whitney Lackenbauer is a fantastic teacher whose enthusiasm for history is palpable. He takes a personal interest in all of his students and truly cares about their personal and academic well being. He has cheerfully answered every question I have ever had and has inspired me to become a better historian. … What makes both of these professors special is the interest they take in their students and the encouragement they offer to any that seek it. To me, these are the two best professors in the Faculty of Arts. I truly appreciate all they have done for me, and have come to consider both of them as not only teachers and mentors, but friends.” (2008)

 “Dr. Lackenbauer has been extremely influential on my studies. His 400 level Canadian History seminars not only broadened my knowledge on Canada’s past, but he hammered into us the skills, techniques, and abilities that have truly made me proud of my university career. Incredibly busy as he is, he demonstrated an incredible passion for his subject matter and an admirable attentiveness to his students. There were few lectures where my colleagues and myself did not depart with the feeling that we had just witnessed something very special. Very few professors inspire their students enough for them to create a Facebook page dedicated to how incredible his or her teaching and oratory skills are, and Whitney is certainly deserving of his!” (2010)