Natalie Mendoza
History Post-Doctoral Associate
US Latino/a History

Office: Hellems 224

By Appointment

Natalie Mendoza is a Postdoctoral Research Associate and the project lead for the History Teaching & Learning Project (HTLP) at CU-Boulder. She earned her PhD in US history at UC Berkeley. In addition to studying the past, Natalie has an active research agenda in the Scholarship of Teaching and Learning in History (SoTL in History), a body of literature that uses theoretical and evidence-based research to examine the discipline-specific problems in the teaching and learning of history. Natalie relies upon her training as a historian and her expertise in SoTL in History to direct HTLP, a two-year department-wide project effort to improve undergraduate curriculum.  


Natalie’s current book project, The Good Neighbor at Home: Mexican American Identity and Civil Rights during World War II, is an institutional and intellectual history that examines the impact of geopolitics and war on intellectual thought, identity formation, and civil rights activism within the Mexican American population in the pre-Chicano period. She will be sharing some of her book project at two conferences this academic year: the Western History Association and the American Historical Association. Natalie’s history research interests include: Mexican American and Chicana/o history, US Latina/o history, US civil rights history, and the history of race and racism in the US.


In addition to the work she does with HTLP, Natalie has used her expertise to improve history education at multiple levels. She has consulted for K-12 social studies teachers in both California and Colorado, taught and facilitated a pedagogy course and workshops for graduate students at UC Berkeley and CU-Boulder, and co-organized two international teaching history conferences at UC Berkeley to support teachers and professors across the K-16 continuum. Natalie’s expertise in history and the practice of pedagogy has earned her recognition by the American Historical Association (AHA): she recently served on an ad hoc committee tasked with drafting a statement on the value of SoTL in History to the discipline; and she was invited to participate in a panel to discuss the role of pedagogy in the AHA’s Career Diversity initiative, which aims to prepare graduate students for work within and outside the professoriate.


At the college level, Natalie has taught courses on: Mexican American History since 1848, Latinas/os in the US since 1848, US Social History since 1865, and US History since World War II. She has also taught a history thesis course with a thematic focus on writing about race and ethnicity in the US.