Category Archives: Beyond The Lecture

Curious about Learning: Teaching Postcolonial Theory to First-Year History Students

Curious George sitting on a chair and trying on clothing.

Susan Joudrey I like theory, but I know not everyone feels this way. Undergraduate students, in particular, expect theory to be dry or difficult even if they’ve never actually encountered it. In order to ease students into theoretical practice, I’ve relied on active learning strategies to teach postcolonial theory in a first-year Canadian History course. Through a number of iterations… Read more »

Teaching the Work Process and “Deskilling” with the Paper Airplane Game

Mark Leier Understanding that the division of labour as a function of class and power rather than technology and efficiency is crucial to understanding historical and contemporary capitalism.  Because the division of labour is fundamental to capitalism, practically everyone who works has some familiarity with it. We can use the ‘Paper Airplane Game’ as a way to draw on that… Read more »

Lessons from High School: Assessing Differently in the University Classroom

Janis Thiessen I taught high school students for a decade and a half before my current university career. I obtained my B.Ed. in the early 1990s, at the height of K-12 educators’ interest in constructivism and alternative assessment. The phrase “alternative assessment” was eventually replaced by “authentic assessment” and finally the term became simply “assessment” (at least at the K-12… Read more »

“History Teaching at its Best:” Some Thoughts on History Teaching, Passion, and the University Classroom

Adam Chapnick When I read Andrew Nurse’s first post for the Beyond the Lecture series, I was both delighted and frustrated.  Delighted because I continue to believe that, as academic historians, we have an obligation to think more seriously about the craft of teaching; frustrated because how far behind we Canadians are in this reflective process.  This is one reason… Read more »

Reflecting on Critical Making in Digital History: The #hist3812 Experience, Part Two

Editors Note: This is the second post in a two-part post exploring a digital history course taught at Carleton University in Winter 2018. Part one explains the premise behind #hist3812. Anderson, E., Bitar, M., Burgstaller, M., Ellerington, S., Grunksy, K., Lee, J., Mawko, A., Petrie, E., Rashid, A., Saravia, K. A., Weymann, R., and Graham, S. In part one, Graham explained… Read more »

Reflecting on Critical Making in Digital History: The #hist3812 Experience, Part One

Editors Note: This is the first post in a two-part post exploring a digital history course taught at Carleton University in Winter 2018.   Anderson, E., Bitar, M., Burgstaller, M., Ellerington, S., Grunksy, K., Lee, J., Mawko, A., Petrie, E., Rashid, A., Saravia, K. A., Weymann, R., and Graham, S. What happens to history as it gets digitized? That is, what… Read more »

Assessing Critical Reading Assessments at Huron University College

Geoff Read, Tom Peace, and Tim Compeau As the most recent professors in Huron University College’s signature first-year course, History 1801E, “Controversies in Global History,” we have struggled for several years with an issue that appears to plague university instructors far and wide: many of our students are not doing the readings for their weekly tutorials. This poses quite a… Read more »

Innovating Pedagogy in Canadian History: Infusing the Classroom with Primary Research, Analysis, and Collaboration

Thirstan Falconer and Zack MacDonald  Not every history student is going to become a professional historian. The challenge, therefore, is an obvious one: how can professors transcend traditional pedagogical models that emphasize written exams and research papers to incorporate elements that better prepare students for life after an undergraduate degree? Some individuals teaching Canadian history are especially interested in reinventing the… Read more »

“Ditch the Highlighter”: What the Research Suggests about Teaching and Learning in Higher Education

Andrew Nurse This is the second post in a two-part series on STLHE by Andrew Nurse. Read part one here. How can we — how should we — teach history at the university level? This question has been the subject of a great deal of discussion. The perspective that I’m trying to introduce here is influenced by the scholarship of… Read more »

“Classroom Practices”: Historians and the Scholarship of Teaching and Learning

A lecture hall with wooden chairs

Andrew Nurse Last fall I had the good fortune to attend a regional workshop and conference on post-secondary teaching and learning, or as it now increasingly called: the scholarship of teaching and learning in higher education (STLHE). For me, the highlight of my weekend was watching a fawn walk in front of my car — seemingly without a care in… Read more »