Many thanks and congratulations to the scholars who have volunteered to administrate the society. Below are the elections results.
- Chair — David Pace
- Vice-Chair — Lendol Calder
- Secretary — Sean Brawley
- Treasurer — Keith Erekson
- Director of Publications/Editor — Andrew M. Koke
- At Large — Alan Booth, Geoff Timmins, Allison Twells
Regional Committee: Australasia
- Adrian Jones (Director)
- Adele Nye
- Paul Sendziuk
- Sean Brawley
Regional Committee: Eastern Europe and Russia
- Svetlana Suveica (Director)
- Etleva Lala
- Andrei Sokolov
- Emilios Solomou
Regional Committee: Northern and Western Europe
- David Ludvigsson (Director)
- Karl G. Hammarlund
Regional Committee: North America
- Elizabeth Belanger
- Amy Nelson Burnett
- Scott Casper
- Michael Smith
- Laura M. Westhoff
- Brad Wuetherick
- David Pace
- Lendol Calder
- Keith Erekson
- Andrew M. Koke
Regional Committee: UK and Ireland
- Allison Twells (Director)
- Mike Cosgrave
- James G.R. Cronin
- Peter D’Sena
- Alan Booth
- Geoff Timmins
Arts and Humanities in Higher Education has launched its first virtual collection of papers drawn from the journal over the years. The first collection is in history and with an introduction from our member Michael Smith from Ithaca College. The collection is open free to consult until the end of May.
Dr. Sean Brawley, HistorySOTL Secretary
SoTL through the Lenses of the Arts and Humanities
As the community of SoTL scholars has grown across Canada and around the world, however, there has been a growing sense that SoTL work has been dominated by the epistemologies, philosophies, and research methods of the social sciences, a view that has been supported by SoTL journal editors and resources dedicated to introducing faculty to SoTL (Gurung and Schwartz, 2009; Jarvis and Creasey, 2009; McKinney and Chick, 2010; Chick, 2012). To quote Nancy Chick (2012) in a recent book on the current state of SoTL in the disciplines, “while many well-known SoTL leaders come from humanities backgrounds …, the on-the-ground work largely marginalizes the practices of their disciplines.”
The question then follows: “How does the apparent under-representation of (arts and) humanities-based disciplines affect expectations for SoTL, from norms for research design and methodology to the genre and style of its products?” (McKinney and Chick, 2010).
This special issue of The Canadian Journal for the Scholarship of Teaching and Learning seeks to explore this question, and also to provide examples of SoTL work that uses the genres, approaches, research designs, theoretical and epistemological frameworks, and methodologies of the arts and humanities to explore key topics in teaching and learning.
For the complete call for submissions, please click – Special Issue Call for Submissions
For more information, please contact Brad Wuetherick (brad [dot] wuetherick [at] usask [dot] ca).
Just follow this link to see the latest news for HistorySOTL! Alternatively, you may browse this newsletter, or previous copy, using the menu to the right.
The following was posted on H-Net:
We welcome manuscripts on teaching any historical subject, time period, or region. Here are some questions that may be addressed... other questions as well as proposals from diverse perspectives are encouraged.
1. What pedagogical or andragogical approaches should be used in teaching an undergraduate or graduate history class?
2. As our understanding of history and historical development changes, how should we adjust our teaching and learning facilitation methods to reflect these changes?
3. What types of methods work best at each level--high school, community college, undergraduate, graduate or post-graduate?
4. How appropriate or effective are currently broadly popular methods, such as cooperative learning (i.e. group work), service learning, and educational games, for the history classroom?
5. How much should we adapt old methods or move to completely new approaches? In other words, how and how far should we teach beyond the textbook?
6. How can we assess the relative effectiveness of new methods for teaching history?
7. What do we teach and/or should we teach in a secondary school history class: memory, heritage, traditional indigenous histories, counterfactual history, or reading and writing? How much history should be required in a school curriculum?
8. What educational technology is useful for teaching history?
9. How can we effectively use educational technology to promote historical understanding?
10. What is the effect of computer-based technology on historical scholarship and teaching?
Who May Submit:
Manuscripts are sought from those whose experiences and methods in the college or high school classroom have produced meaningful ways to teach history, whether in the traditional classroom, through on-line courses, or a combination of class meetings and web-based work. Submissions may be in the form of research reports, case studies, research in progress, or theoretical papers. Please identify your submission with keyword: HISTORY
Thursday, 28th February 2013.
Dr. Gary Kieffner,
AEQ Teaching History Feature Editor
Assistant Professor, Department of History
The Fiji National University, Lautoka Campus
Tel. 679-6667-533 ext. 7017
gary [dot] kieffner [at] fnu [dot] ac [dot] fj<
Several HistorySOTL members were chosen as advisory team members for the forthcoming project studying Berkeley’s graduate student pedagogy course. For the news brief, follow this link.
See www.bitingduckpress.com for a forthcoming new reference book on how to study history.
“Making Sense in History” provides a guide for history students and teachers. This work provides descriptions and analysis of several approaches for writing history. While the focus is on how history has been written, the methods that are researched in the book are suitable as a reference work for college-level history students and teachers. It provides an overview of how research has been undertaken, and how authors throughout history have written history. Most works of this type deal with either the philosophy of history, methodology for writing history, or historiography. This work combines all of these elements into one work. Students are therefore provided with a broad overview of what history is, along with a chapter on practical skills that students can refer to while doing their own research, reading to evaluate sources, how to write a research paper, and how to write a critical book review. This e-book will help the new generation of students and teachers with learning and teaching history course work. The author is a history professor who draws on his own experiences with teaching and research to make the content vibrant and interesting to younger college students.
The Higher Education Academy is once again hosting its annual Teaching and Learning Conference.
The conference will be held in London, 11 and 12 September 2012 and will be held in partnership with the Institute of Historical Research.
The Call for Papers has just been released at http://www.heacademy.ac.uk/events/detail/2012/academyevents/11_12_Teaching_History_conference.