History Gateways Resources

Who learns what in our courses today?

• Koch, Andrew. “Many Thousands Failed: A Wakeup Call to History Educators.” Perspectives on History, May 2017.
• Calder, Lendol. “The Stories We Tell.” OAH Magazine of History 27, no. 3 (2013): 5-8.
• Wineburg, Sam, Joel Breakstone, and Mark Smith. “Do We Know What History Students Learn?” Inside Higher Ed. April 3, 2018.
• Pace, David. “The History Classroom in an Era of Crisis: A Change of Course is Needed.” Perspectives on History, May 2017.

The Lay of the Land

• *Jones, Norm. “Core of the Matter: The Complex Roles of History Courses in General Education,” Perspectives on History, December 21, 2020.
• Calder, Lendol. “Uncoverage: Toward a Signature Pedagogy for the History Survey.” Journal of American History, Volume 92, no. 4 (1 March 2006): 1358-1370.
• Sipress, Joel and David Voelker. “The End of the History Survey Course: The Rise and Fall of the Coverage Model.” Journal of American History, Volume 97, no. 4 (1 March 2011): 1050-1066.
• Diaz, Arlene, Joan Middendorf, David Pace, and Leah Shopkow. “The History Learning Project: A Department ‘Decodes its Students.'” Journal of American History, Volume 94, no. 4 (March 2008): 1211-1224.

What Faculty Are Doing

• Hyde, Anne. “Plagued By Doubt: Uncertainty as History’s Pedagogy,” video of keynote presentation from the Texas Conference on Introductory History Courses, Univ. of Texas at Austin, September 28, 2018.
• Mintz, Steven. “Reimagining the History Survey Course.” AHA Today. April 23, 2018.
• *Steve Mintz, “7 Innovative Approaches to Course Design,” Higher Ed Gamma blog, Inside Higher Ed, February 8, 2021.
• Flaherty, Colleen. “Energizing the history survey.” Inside Higher Ed. January 10, 2017.
• Gannon, Kevin. “How to Fix the Dreaded Survey Course.” The Chronicle of Higher Education. May 7, 2019.
• Quam-Wickham, Nancy. “Reimagining the Introductory History Course.” The History Teacher, Volume 49, no. 4 (August 2016): 519-547.
• Alberto, Paulina L. and Farina Mir. “History 101: What It Is and Why We Need It Now.” Perspectives on History, April 2019.
• World History Connected. “FORUM: Tuning History: Redirecting History Surveys for General Education.”
• *Richardson, Caleb Wood. “Turning Inquiry into Action: Using Communities of Practice to Build Better Introductory History Courses.” Perspectives on History, December 2020.

Defining our Purpose

• American Historical Association. “History Discipline Core Statement.” Tuning Project. Revised December 2016.
• Social Science Research Council. “Essential Concepts and Competencies.” Measuring College Learning Project. 2016.
• Calder, Lendol and Tracy Steffes. “Measuring College Learning in History.” Richard Arum, Josipa Roksa, and Amanda Cook, eds., Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21st Century, 7-86. San Francisco, CA: JosseyBass, 2016.
• Brookins, Julia and Emily Swafford. “Why Gateway-Course Improvements Should Matter to Academic Discipline Associations and What they Can Do to Address the Issues.” New Directions for Higher Education. Winter 2017.

Disciplinary Culture Matters

• Hyde, Anne. “Five Reasons History Professors Suck at Assessment.” Journal of American History, Volume 102, no. 4 (March 2016): 1104-1107.
• Sewell, William. “Chapter One: Theory, History, and Social Science.” In Logics of History: Social Theory and Social Transformation. Chicago: University of Chicago Press, 2005.

Multimedia

• Hyde, Anne. “Plagued By Doubt: Uncertainty as History’s Pedagogy.” Video of keynote presentation from the Texas Conference on Introductory History Courses, Univ. of Texas at Austin, September 28, 2018.
• “Ditching the lecture for active learning.” APM Reports. Podcast audio, September 19, 2019. Veteran Tuner Nancy Quam-Wickham shares some active learning strategies and results from her intro to U.S. history course. Hear her at about 10:44 in the episode.
• Quam-Wickham, Nancy. “Webinar: Assessment and Evaluation in Introductory History Courses.” November 19, 2019. The AHA’s History Gateways initiative is excited to offer a webinar on assessment and evaluation in introductory history courses, hosted by veteran Tuner Dr. Nancy Quam-Wickham (CSU Long Beach). AHA members can view a recording of the webinar here.
• Gonzalez, Trinidad. “History Gateways Webinar on Course Redesign and the Tricky Work of Questioning Assumptions.” January 8, 2020. The AHA is pleased to announce a History Gateways webinar titled “Course Redesign and the Tricky Work of Questioning Assumptions” hosted by Dr. Trinidad Gonzalez (South Texas College). AHA members can view a recording of the webinar here. 
• Felton, Peter and Mary Jo Festle. “History Gateways Webinar on Helping Student Learn from Feedback in History Courses.” February 27, 2020. In this webinar, hosts Dr. Mary Jo Festle and Dr. Peter Felten discussed practical and evidence-informed approaches to providing feedback in ways that will help students learn in history courses.
• “What good is a history major?” APM Reports. Educate podcast audio. April 2, 2020. Hear AHA executive director Jim Grossman and AHA special project coordinator Julia Brookins discuss the AHA’s Tuning project.
• Calder, Lendol. “History Gateways Webinar: Uncoverage.” April 21, 2020. This webinar explored what happens when a professor replaces coverage in the introductory course with activities and assignments that uncover crucial heuristics of historical thinking. Lendol Calder (Augustana College) described the signature pedagogy he uses in introductory history courses to prepare all students to think and act in the world. AHA members can view a recording of the webinar here. 
• Winklemes, Mary-Anne. “History Gateways Webinar: The Unwritten Rules of College: Creating Transparent Assignments that Increase History Students’ Success Equitably.” April 23, 2020. In this webinar hosted by  Mary-Ann Winkelmes (Brandeis University), participants reviewed the findings as well as educational research behind the concept of transparent teaching/learning. Participants analyzed sample history assignments together and left the webinar with a concise set of strategies for designing transparent assignments and class activities in history courses that promote students’ success equitably.