Developing Effective Training Programs for History Teaching Assistants

Abstract

THE TEACHING of history at the college and university level is causing concern among members of the profession. Alarmed over declining undergraduate enrollments and the realization that the traditional lecture-term paper-examination format no longer appeals to many students, historians are seeking to upgrade the quality of their teaching. One indication of this concern is the number of articles appearing in historical journals and newsletters suggesting innovative methods. In many instances the innovations have received a trial run in the classroom or lecture hall and were judged to increase student motivation, involvement, and consequently enrollments significantly. Promoting imaginative and innovative teaching techniques is commendable, but it does not go to the heart of the problem-the training of graduate students in the teaching of history. Departments of history, like most departments in academe, depend on graduate students for a substantial share of undergraduate