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.

Upcoming Guest(s):

Featured Speaker, Leah ShopkowIn November 2018, the History Department will welcome Dr. Leah Shopkow, Professor of History at Indiana University and eminent scholar in the Scholarship of Teaching and Learning in History, as our first Workshop & Discussion guest this academic year. Her recent SoTL in History publications include Overcoming Student Learning Bottlenecks (Stylus Publishing, 2018), co-authored with Joan Middendorf, and her award-winning article, “How Many Sources Do I Need?” (The History Teacher, February 2017). Dr. Shopkow’s talk title and description:

What do we want to teach, how, to whom, and how can we know if they learned it? Materials for a conversation.

Many of the competencies we want to teach our students are complex and the thinking we want them to do is an “unnatural” act. We mostly have learned to teach as we’ve been taught, which doesn’t necessarily get our students where we want them to be. Furthermore, traditional teaching methods privilege the students most like us and create barriers for others. Finally, we’re not always clear on what our students learned and how well they learned it. In this talk Dr. Shopkow will discuss her approach to these questions, offering some tools to help faculty make their way through the challenges of shifting their teaching.  

Featured Speaker, Lendol Calder In Spring 2019, Dr. Lendol Calder (Professor of History at Augustana College) will be our second Workshop & Discussion guest. Dr. Calder is a leading scholar in the Scholarship of Teaching and Learning in History, having written several articles on teaching history at the college level. His 2006 article, “Uncoverage: Towards a Signature Pedagogy for the History Survey,” remains a seminal piece in the literature, and has served as the basis for his current work on re-imagining the introductory survey course. The History Department is excited to welcome Dr. Calder to our campus, and is eager to hear more about his decade-long research on the survey and how it can enhance our undergraduate curriculum.

Past Guest(s):

Four experienced speakers share their knowledge with CU History faculty.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.



Featured speaker, David PaceOn 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.  




Featured speaker, Anne HydeDr. 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.