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Here are some meetings at which there will be ample opportunities to share ideas about teaching and learning. We encourage you to consider joining us in participating in these events. They are arranged in the order of dates for submitting paper proposals, and the first is coming up very soon. We are working on a mechanism to help members find others to share sessions with. Information on that will be forthcoming very soon. If you do have a session on the scholarship of teaching and learning in history accepted for any of these conferences, please send us a message at histsotl [at] indiana [dot] edu. In the future we hope to alert our members of sessions at future conferences that will be of particular interest.
American Historical Association, Denver, Colorado, January 5-8, 2017
The American Historical Association encourages the participation of historians from throughout the world at its annual meeting, and this conference has become a center for presentations on teaching and learning. ISSOTL in History now has status as an affiliate of the organization, and we are working to generate a series of workshops and papers on teaching and learning. There will also be a meeting of our organization, as part of the larger conference, so it is a good opportunity for face-to-face meetings. If you do submit a proposal, please check the box to indicate that it is connected to our organization.
Information about the conference and the Call for Proposals are available at http://www.historians.org/annual-meeting/future-meetings. The deadline for submissions is February 15, 2016.
Bielefeld Conference on Teaching History in Higher Education, Bielefeld University, Germany, May 24-25, 2016
This conference, which builds on work done at a series of conferences in Sweden and the U.K., seeks to bring together historians involved with SoTL from across Europe and beyond. It is sponsored by the University of Bielefeld and ISSOTL in History. There will be papers on a wide range of topics involving the pedagogy of history and opportunities to network with others concerned with this work and to plan for the future. Among the presenters will be Leah Shopkow (Indiana University) and Peter d’Sena (Institute of Historical Research, University of London).
More information about the conference may be found at: http://www.unibielefeld.de/geschichte/abteilung/nachrichten.html#Bielefeld-Conference-on-Teaching-Historyin-Higher-Education. Proposals for papers, workshops and round-table discussions (150-word abstracts) and questions should be directed to friederike [dot] neumann [at] uni-bielefeld [dot] de. The deadline for submissions is March 1.
13th Annual Meeting of the International Society for the Scholarship of Teaching and Learning, Los Angeles, California, USA, October 12-15, 2016
The annual meetings of the larger ISSOTL organization provide the premier opportunity for sharing ideas and making contacts with those doing the scholarship of teaching and learning in many fields. Hopefully there will be a number of sessions devoted to learning issues in our discipline, and there will definitely be a meeting of ISSOTL in History members. The date for submitting proposals has not been announced, but it will probably be in April. Further information will be made available at http://www.issotl.com/issotl15/node/28.
EuroSoTL 2 – Lund, Sweden, June 2017
Looking farther ahead there will be a SoTL conference in Lund, Sweden in the summer of 2017. Arrangements have not been finalized, but, like last June’s highly successful EuroSoTL conference, this will bring together scholars of teaching and learning from Europe and beyond.
Reports on Conferences on Teaching and Learning Over the Past Year
Teaching History: Fostering Historical Thinking Across the K-16 Continuum University of California-Berkeley, May 2015
This past May, our research team of four doctoral students from Indiana University traveled to the Teaching History: Fostering Historical Thinking Across the K-16 Continuum conference held at the University of California-Berkeley. The conference was truly a coming together of diverse scholars all dedicated to history pedagogy. Our group, which includes three PhD students in the History Department and one PhD student in the School of Education, had been brought together and turned on to questions of teaching history in college by Dr. Leah Shopkow. At the conference, we remarked how amazingly welcome and supported we felt as graduate students, and that we were treated as peers with everyone else who attended and presented. Our group presented our own evidence-based research on teaching undergraduates with primary sources, but found even more value in attending other panels and keynote addresses that were uniformly dedicated to opening up dialogue across the K-16 continuum and all who teach history in between. In recalling the conference, we marvel at the muchneeded opportunity to talk to people from many levels of education who are interested in teaching. As graduate students, we often do not get the chance to work with students outside our department, and often feel as if our pedagogical passion is a lonely journey. Spaces like the Teaching History conference not only reinvigorated us as teachers, but also gave us a muchneeded justification that our priority on effective and engaging teaching is not only worthwhile, but crucial. We left the conference with new strategies in our toolboxes and a clearer vision for the importance of collaborating with teachers at many levels as well as being in a supportive community with those who are dedicated to teaching. ~~ Kristen Hengtgen and Jessica Leach, Indiana University
EuroSoTL (Cork, June, 2015), ISSOTL Annual Conference (Melbourne, October 2015), and The American Historical Association Meetings (Atlanta, January, 2016)
All three of these meetings attracted scholars, who shared their work on teaching and learning. ISSOTL in History is an affiliate of the larger ISSOTL organization and of the American Historical Society, and at all three conferences members of our organization took part in general sessions and met separately to discuss plans for making expanding the community of historians doing work in this field. We are seeking to give history even greater representation in the presentations at the future conferences of all three groups, and the group in Atlanta began to develop a plan for a half-day workshop introducing historians, Ph.D. students, and high school history teachers new to the work teaching and learning in history to be proposed for the next meetings of the American Historical in Denver in January 2017.
Teaching History In Higher Education Conference
This annual conference was held at the Institute of Historical Research, London in September, 2015. Forty presenters from the UK, the United States, Ireland, Algeria, Russia, and Israel presented papers that addressed a varied range of matters, including curriculum design and assessment; approaches to learning and teaching; and linking high education historian with external communities. The conference was very well attended. The schedule of the meetings is included is included below.
Program for the TEACHING HISTORY IN HIGHER EDUCATION CONFERENCE
Reflections on teaching history in schools
Mike Maddison, Educational Consultant (Former Her Majesty’s Inspector of Schools and National Lead for History)
Politics, problems and possibilities: why teaching must really matter for historians
Maggie, Andrews, University of Worcester.
The Teaching Excellence Framework (TEF). Implications and possibilities for the teaching of history in higher education
Jane Longmore, Arthur Burns, Mike Maddison and Peter D’Sena
Learning through practice: a participatory workshop exploring ways of teaching the ‘grammar’ of historical research
Diana Jeater, Goldsmiths University, London
Introducing history students to employability skills and reflection: a first-year approach.
Chris Corker, Sheffield Hallam University
Slow down! Teaching students to encode their close reading
Melodee Beals, Sheffield Hallam University.
How to develop a decision forming case in less than an hour
Bruce Gudmundsson, Case Method Project, Marine Corps University, Virginia, USA
Making Digital History: students constructing online learning objects at the University of Lincoln
Jamie Wood, University of Lincoln
Students as researchers – an arts placement module
Kevin Linch & Tess Hornsby- Smith, University of Leeds
Beyond the Portfolio revisited: assessing workplace learning in undergraduate history programmes across UK HEIs
Richard Hawkins & Harvey Woolf, University of Wolverhampton
HE historians and teaching history in schools; further deliberations
Geoff Timmins, University of Central Lancashire, Preston
Are you an ignorant schoolmaster? Using philosophy to construct pedagogy in the history classroom
Annmarie Valdes, Loyola University, Chicago
Argue to think: helping VIth formers to write more effective argument in their history essays
Diana Hilliard, Argue to Think Project
It ‘really makes you think critically’: The making of modern Britain: identity and community, 1901-1964
David Clampin & Steve Lawler, Liverpool John Moores University
Using independent research to turn first-year history students into historians
Chris Corker, Sheffield Hallam University
History and developing critical thinking in first-year college students
Don Langley, USAF Academy, Colorado, USA.
Teaching empathy: lessons from the 1890s
Peter Yeandle, Loughbrough University
Experiences in designing a course on the history of the book
Mac Nason, Algonquin College, Ottawa, Canada
Dual mentorship: how academics can help postgraduates to help undergraduates to develop final-year dissertations
Marcus Collins & Deena Ingham, Loughborough University & Katie Carpenter, Royal Holloway, London
Complementary paper: Passing it on: how postgraduates can help undergraduates to develop final-year dissertations
Jenna Townend, Katie Carpenter and other students from Loughborough University
Public history in Northern Ireland: dealing with the past, engaging with the future
Olwen Purdue, Queen’s University Belfast
Public history: marketing and presenting the past
Ian Whitehead & Ruth Larsen, University of Derby
‘British History’ in Algerian University EFL classrooms
Mohammed Afkir, Laghouat University, Algeria
Making history work: the Heritage i-Teams Graduate attributes scheme at the University of Hertfordshire
Caroline Nielsen, University of Northampton
History as the core point of the Russian Far East course in Vladivostok
Natalia Khisamutdinova, Vladivostok state University, Russia
Teaching history backwards
Annette Atkins, St John’s University/College of St Benedict, Minnesota, USA
‘I wanted to do it right, because I knew you’d be watching’: video log assessments
Elaine Farrell, Queen’s Universiyu, Belfast
Asynchronic and remote teaching of ancient history: trial, error and future prospects
Daniela Dueck, Bar Ilan University, Israel
Creating a history curriculum for the 21st century
Chris Szejnmann, Loughborough University
Making Digital History
Colin Thomas, Independent scholar/film producer, director and writer
Teaching the history of Holocaust and genocides in multicultural classrooms
Doron Avraham, Bar Ilan University, Israel
Approaches to improve the teaching of European history
Andreas Boldt, Maynooth University, National University of Ireland
Previous conferences listed below:
Teaching History: Fostering Historical Thinking and Literary Across the K-16 Continuum, University of California, Berkeley, 1-2 May, 2015, | conference webpage
EuroSOTL: Bridging Boundaries through the Scholarship of Teaching & Learning, University College Cork, Cork, Ireland, 8-9 June, 2015 | conference webpage
Annual Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL), Melbourne, Australia, 27-30 October, 2015 | conference webpage
American Historical Association Meetings, New York, 2-5 January | conference webpage
Annual Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL), Quebec City, Quebec, Canada, 22-25 October 2014 | conference webpage
Third Annual HEA Arts and Humanities Conference. “Heroes and Monsters: Extra-Ordinary Tales of Learning and Teaching in the Arts and Humanities,” The Lowry, Manchester, 2-4 June 2014 | conference webpage