The purpose of the HTLP Workshop & Discussions is to learn from expert guests’ research and experiences with developing student learning objectives, refining teaching practices, and determining the best assessments for measuring student learning in history.
In April 2018, the CU-Boulder History Department welcomed a roundtable of K-16 history educators to consider the pedagogical and curricular differences between high school and college history classes. “Bridging the Gap in History Education: A Conversation on How to Align High School and College History Teaching” was driven by two overarching questions based on these differences: How can we help undergraduates make the transition from high school history to college history? In particular, what changes can history instructors at CU-Boulder make in their curriculum to facilitate this transition?
Our esteemed guests, Dr. Stephanie Hartman (Colorado Department of Education), Joan Jahelka (Colorado Springs District 11), Kathleen King (Skyline High School in Longmont), and Dr. Rachel Reinhard (UC Berkeley History-Social Science Project), led an insightful discussion on the differing goals and challenges in bridging the gap in the K-16 history education continuum.
On December 8th, 2017, Dr. David Pace (Professor Emeritus of History at Indiana University) visited the CU-Boulder History Department to talk about how the Indiana University History Department pursued some of HTLP’s same goals with its History Learning Project (HLP). In particular, Dr. Pace talked with us about the Decoding the Disciplines paradigm (recently published) he and others developed and used to pursue HLP goals.
Dr. Anne Hyde (Professor of History at the University of Oklahoma) visited the CU-Boulder History Department on September 8th, 2017, to discuss her work with the American Historical Association’s Tuning History Project. Dr. Hyde shared the multi-departmental, cross-institutional process involved in developing what came to be known as the History Discipline Core, a document that reflects the common skills, knowledge, and habits of mind particular to the discipline of history. Following Dr. Hyde’s presentation, the History Discipline Core document provided a jumpstart to a robust conversation among the history faculty, leading us to identify issues and generate questions for future consideration.