Category Archives: Beyond The Lecture

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 »

Call For Submissions – Beyond the Lecture: Innovations in Teaching Canadian History

Being a historian is as much about being an educator as a researcher. And yet, most academic historians receive little to no training in pedagogy. Though there are many history education resources aimed k-12 teachers, there is substantially less for those interested in critically engaging with history education at the post-secondary level. During their tenure, THEN/HiER and the Historical Thinking… Read more »