The International Society for the Scholarship of Teaching and Learning in History

Suny Cortland is hiring a tenure-track assistant professor to begin Fall of 2015.  The candidate “will contribute to the development of the department’s new emphasis on the Scholarship of Teaching and Learning of History, including by teaching and collaborating in the department’s undergraduate secondary social studies program; teaching graduate courses in the Scholarship of Teaching […]

historians teaching

The website ‘Historians on Teaching’ is now live – www.historiansonteaching.tv. It features historians in Europe, Australia and North America talking about their teaching and their lives as university teachers. The 200 or so short clips together provide insights that will assist individuals, departments and the discipline community as a whole to reflect on, talk about […]

Small group discussion during the Failure Workshop at Liverpool

Many thanks and congratulations to the scholars who have volunteered to administrate the society.  Below are the elections results. Central Committee 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: […]

Paul Hyland shares his failure learning moment.  HISTSOTL members David Pace, Mills Kelly and Geoff Timmins also in shot.

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. Please visit:  http://ahh.sagepub.com/site/includefiles/vsu.xhtml Cheers, […]

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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. […]