Abstract
Provides a guide to good practice and its development in the teaching and learning of history in universities and colleges. Its contributors examine recent thinking on the teaching of the subject, survey current practices, and provide practical advice to teachers and departments at a time of considerable change. Using a variety of approaches grounded in research, experimentation and reflection, the authors address central issues facing history teaching today. Topics covered include: scholarship and history teaching; teaching adn academic careers; creating an effective learning context; skills and the history curriculum; modularization; teaching students through active learning; devising imaginative seminars; teaching with larger classes; using the Web as a teaching and learning resource; and integrating IT into the history curriculum. There are also essays on the role of fieldwork, teaching oral history to undergraduates, rethinking the history essay, practices of seminar assessment, developing assessed group-work, assessing learning outcomes, and learning from feedback on assessment.
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