Teaching Of History In Universities Research Articles

Design and Practice of Mixed Teaching of World History in Universities in Southern Xinjiang from the Perspective of Multiple Culture

Design and Practice of Mixed Teaching of World History in Universities in Southern Xinjiang from the Perspective of Multiple Culture

“Guardians” of Signatures? Future Directions in Pacific History from a Pacific Early Career Academic in Aotearoa

As a Pacific early career academic sitting between history and Pacific studies, I see unresolved tension concerning the lack of prioritisation of Pacific voices in Pacific history. In this article I explore how Pacific voices are included in the writing and teaching of Pacific history to establish that this is a continuing and unresolved issue. To do this, I survey articles in the Journal of Pacific History between 2015 and 2020 to trace the inclusion and prevalence of Pacific voices through authorship and prioritisation of historical evidence, alongside analysis of the teaching of Pacific history in universities in Aotearoa.

The World Wars through tabletop wargaming: An innovative approach to university history teaching

This article explores the experiences of a lecturer and students in a class on the World Wars, where wargaming is used alongside traditional lecturing as a learning experience. It outlines the processes used and then evaluates the various kinds of learning, historical and other, that occur. Drawing on literature associated with history education approaches, authentic learning, reflective practice, slow pedagogy and productive failure, the study’s methods track the students’ learning experiences across a semester in which they engage in a mixture of traditional learning experiences and authentic wargaming sessions. The paper concludes with the strengths and weaknesses of wargaming as a form of history pedagogy.

Provincialism and Cosmopolitanism in University History Teaching: A Ten-Country Sample of Course Offerings

Provincialism and Cosmopolitanism in University History Teaching: A Ten-Country Sample of Course Offerings

University History Teaching, National Identity and Unionism in Scotland, 1862–1914

In the nineteenth century nationalism and historiography were closely linked, and the absence of separatist nationalism in Scotland had consequences for academic history. This article looks at the content of university history teaching, using sources such as lecture notes, textbooks, and inaugural lectures. The nature of the Scottish curriculum made the Ordinary survey courses more significant than specialised Honours teaching. While chairs of general history were founded only in the 1890s, the teaching of constitutional history in law faculties from the 1860s transmitted an older tradition of whig constitutionalism, based partly on the idea of racial affinity between the English and Scots, which was reinforced by the influence of the English historians Stubbs and Seeley. Academic historians shared contemporary views of history as an evolutionary science, which stressed long-term development and allowed the Union to be presented in teleological terms. Their courses incorporated significant elements of Scottish history. Chairs of Scottish history were founded at Edinburgh in 1901 and Glasgow in 1913, but their holders shared the general unionist orientation. By 1914, therefore, university history courses embodied a distinctive Scoto-British historiography, which was a significant factor in the formation of British identity among the Scottish middle classes; there were many European parallels to this state-oriented form of national history.

Errata: College and University History Teaching in the Grip of Change

Errata: College and University History Teaching in the Grip of Change

College and University History Teaching in the Grip of Change

Research Article| October 01 2011 College and University History Teaching in the Grip of Change DONALD W. ROGERS DONALD W. ROGERS Search for other works by this author on: This Site Google Connecticut History Review (2011) 50 (2): 189–196. https://doi.org/10.2307/44370365 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation DONALD W. ROGERS; College and University History Teaching in the Grip of Change. Connecticut History Review 1 January 2011; 50 (2): 189–196. doi: https://doi.org/10.2307/44370365 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressConnecticut History Review Search Advanced Search The text of this article is only available as a PDF. © The Association for the Study of Connecticut History Article PDF first page preview Close Modal You do not currently have access to this content.

‘The Traditional Standpoint of Historians’: Tradition and the Construction of Educational Identity in Late Twentieth-Century British Higher Education

In the final decades of the twentieth century, history in British higher education experienced major challenges that highlighted fundamental issues of educational purpose and value. As the hitherto private world of university history teaching and learning began to open up to public scrutiny, what emerged was a statement of what one subject representative body called ‘the traditional standpoint of historians’ on undergraduate history education. Drawing particularly upon evidence from national discipline consultations and recent rethinking of the representation and uses of tradition, this article argues that the appeal to the educational past was more complex than public statements suggested and that more critical scrutiny of history's educational traditions might play an important role in imagining pedagogic and professional futures.

Practising reflexivity: The place of theory in university uistory

This article examines the impact of the theoretical currents associated with the postmodern turn of the 1980s and 1990s on the teaching of history in universities in England and Wales. Emphasising the centrality of teaching to historians' own professional identity, the article uses information derived from a web survey, course literature and interviews in order to analyse the theoretical components of curricula and pedagogy at honours and Masters' levels. What it suggests is that despite the growing influence of theory on historical research and the urge to introduce a greater element of reflexivity into historical education, there is limited evidence that postmodernism and the turn to theory has had a significant impact on historical education. In conclusion, the article suggests some of the reasons for disciplinary resistance to change as well as the problems such conservatism entails.

The Practice of University History Teaching

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.

An early view of university history teaching

An early view of university history teaching

The Teaching of Economic History in Universities: Part I. Continental (Continued)

The Teaching of Economic History in Universities: Part I. Continental (Continued)

The Teaching of Economic History in Universities

The Teaching of Economic History in Universities