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Future Conferences

Are you interested in forming a panel with other HistorySOTL members, or suggesting a time and place for a meeting, or simply wanting to figure out who is going to be at the conference?  Just login and leave comments below!

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.

18th Annual Meeting of the International Society for the Scholarship of Teaching and Learning, Bergen Norway, October 24-27, 2018

ISSOTL in History is an affiliate of ISSOTL and there will be a meeting of historians during the conference.

Third Bi-Annual EuroSoTL Conference, Bilboa, Spain, June 2019

Details to be announced.


Past Conferences

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 The deadline for submissions is February 15, 2016.


Teaching History in the 21st Century, Teaching History Conference at UC Berkeley – California, May 5-6, 2017

The Teaching History Conference began in 2015 as a way to bring scholars and practitioners across the K–16 continuum together to discuss history education. More than 150 participants from five different countries—including K–12 teachers, university and college professors, graduate students, and education researchers—began a collaborative dialogue on the unique challenges and opportunities faced by history educators at all levels.

This year, the Teaching History Conference will continue and expand on this conversation by considering history education in the twenty-first century, and the ways in which history can respond to our current moment. We conceive of this theme as inclusive of—but not limited to—teaching history in a digital context, and we encourage submissions that consider contemporary issues beyond the digital.

More information about the conference and the Call for Proposals are available at: The deadline for submissions is January 31, 2017.


EuroSoTL 2 – Lund, Sweden, June 8-9, 2017

The EuroSoTL meetings on June 8-9. 2017 will provide an excellent opportunity for historians involved in the scholarship of teaching and learning to share ideas and to continue the exchanges and networking begun at last May’s history teaching conference in Bielefeld. The conference will be held in Lund, Sweden, a beautiful city in itself and easily accessible to Copenhagen, for those interested in a Scandinavian vacation.

The deadline for submissions is January 15, 2017. More information can be found at


Meaning, Thinking and Learning in History, University of Jyväskylä, Finland, June 7–8, 2017

Meaning, Thinking and Learning in History seeks to strengthen research on history pedagogy by furthering cooperation between history education practice and research. History as both a discipline and school subject is in motion, receiving increasing demands from the surrounding society. Focusing on textbook-driven narratives is usually not enough to meet the demands of the curricula or of students. The primary goal of this two-day conference, arranged by the group Teaching History Outside the Box of the University of Jyväskylä: Anna Veijola (Jyväskylä Normal School), Matti Rautiainen (Department of Teacher Education) and Simo Mikkonen (Department of History and Ethnology), is to encourage collaboration and foster dialogue between professional historians, education scholars, graduate students, and classroom teachers in order to find ways of balancing the scholarship on the pedagogy of history with increasing demands and classroom realities. Keynote lectures by Bob Bain (University of Michigan) and Henrik Meinander (University of Helsinki).

Scholars and practitioners interested in the pedagogy of history in both schools and universities are invited to submit proposals that address the learning, teaching and researching of history in schools, universities, and, more generally, society. We encourage submissions from teachers who specialise in history or social science education, as well as from graduate students and scholars. The conference is bilingual, in English and Finnish. The conference will be designed so that there is an English-language programme throughout. Meinander’s keynote will be in Finnish.

More information about the conference, as well as suggestions on a variety of related topics for presentations, panels and workshops, may be found at; twitter #teho2017. Proposals and questions should be directed to teho2017 [at] jyu [dot] fi. The deadline for proposal submissions is January 15, 2017. Any materials intended for pre-circulation must be received by 15 May, 2017.


STLHE 2017: ‘Gateways in Higher Education: Cultures, Transitions, Transformations’ Conference, Halifax, NS, June 20-23, 2017

The metaphor of gateway is used widely to represent passages from one location to another, from one undertaking to another, from one way of life to another.  In the realms of the theory and practice of technology, pedagogy, and assessment, it seems as though higher education is continually at the gateway, a liminal space, where possibility and advancement is available. What is the role of the post-secondary institutions, classrooms, teachers in supporting the students in their quest for higher learning? Understanding where we have come from and where we are now is key to understanding where we are going, and how we can develop and change over the next century to meet the needs of our changing student demographics. We invite conference participants to engage in questions such as these, and considerations of our collective contributions to social, political, economic and human wellbeing in the unique context of Halifax—a place that combines real and metaphorical gateways with a 200-year history of providing opportunities for higher education.

Proposals can be submitted for half-day and full-day pre-conference workshops, and for interactive workshops, research presentations, Pecha Kucha sessions, and posters during the main conference.   The proposal submission site will be live in the next couple of weeks as part of the main conference site. Proposals will be due December 12, 2016. More information about the conference:


International Society for the Scholarship of Teaching and Learning Conference, Calgary, October 11-14, 2017

The ISSOTL meetings always provide a great opportunity to find out what is happening in the field and to meet with great people from all disciplines from countries throughout the world, and 2017 sessions in Canada should be no exception. There will be a meeting of ISSOTL in History and, historians interested proposing papers can find others to share sessions with by visiting the ‘Events’ page on our HistorySoTL website ( and submit a ‘Request for Collaboration Message’ in the Comment box at the bottom of the page.

More information about the Calgary meetings will be available later at



 Reports on Conferences on Teaching and Learning Over the Past Year

Bielefeld Conference on Teaching History in Higher Education, Bielefeld University, Germany, May 24-25, 2016

May 24-25, 2016 a Conference on Teaching History in Higher Education was held at the University of Bielefeld in Germany. Organized by Bielefeld historian Friederike Neumann, the meetings provided the occasion for a very productive exchange of ideas about teaching and learning in our discipline among forty-five historians from Germany, Russia, the UK, Sweden, the US, and Australia and was the first such meeting to ever occur at a German university. In addition to the formal presentations, there were also discussions about ways to use the ISSOTL in History network to increase such productive discussions in the future. The conference generated a good deal of enthusiasm about our work and provided an invaluable opportunity for face-to-face networking among historians from different countries. Hopefully, it will be possible to continue to build this momentum at the EuroSoTL meetings in Lund, Sweden in June 2017. (See above)

The program of the conference is available at and a description of the volume that is emerging from the conference may be found below.

History New to Teaching (NTT) Workshop, Institute of Historical Research, London, September 2016

Another one-day History New to Teaching (NTT) workshop was held this September at the Institute of Historical Research (IHR).  The event, sponsored by the Royal Historical Society, was well attended, with over 30 participants.  Furthermore, History UK, the organisation which represents departments, made travel bursaries available to those travelling long distances to attend.  Sessions included workshops on curriculum design, quality assurance and the student experience; small group and seminar teaching; digital history in the learning experience; assessment, feedback and feed-forward; and building my career and job applications.  We aim to hold another NTT workshop next year and, if funding for another international conference on Teaching History in Higher Education can be secured (watch this space …), then, as in 2015, it will be held the day immediately beforehand so that experienced academics can offer contributions.

In May, History UK organised a job application ‘boot camp’ for early career historians.  The event, which was held at the IHR, was very successful, with 40 participants answering a real job advertisement and then presenting themselves to pairs of volunteers from History UK’s Steering Committee in short mock interview situations.  Each participant was then given feedback to work on.  History UK also offered travel bursaries, in order to facilitate participation from those not in the London area.


Minutes of History Meeting of the 13th Annual Meeting of the International Society for the Scholarship of Teaching and Learning, Los Angeles, California, USA, October 12-15, 2016

Meeting commenced at 12:40

David Pace (Indiana University — USA)
Leah Shopkow (Indiana University — USA)
Sean Brawley (Macquarie University — Australia)
Peter D’Sena (University of Hertfordshire — UK)
David Arnold (Columbia Basin College — USA)
Bengt Schüllerqvist (Sweden)

  • DP welcomed colleagues
  • The meeting discussed the new book being edited by Jennifer Clark and Adele Nye.
  • DP noted Lauren Poor was now performing the role of Communications Director and a new newsletter was being finalized.
  • The meeting saw the AHA meeting in Denver in January 2017 as a pump priming opportunity in the USA. Laura Westoff is leading workshops on SOTL and the survey course.
  • DP noted the planned History conference in northern Finland in June 2017 and regretted it clashed with the EuroSoTL meeting
  • DP noted the need for a general election of all positions in the spring
  • Discussion of the Society’s status as a ISSOTL affiliate not a special interest group
  • A discussion ensued on connecting and networking with community colleges.
  • PdS discussed the possibility of blog post capability on website
  • LS raised the issue of research intensive universities and their failure to engage with SOTL
  • DP raised issue of greater online networking
  • DP raised the issue of succession planning
  • The meetings closed at 1.22pm

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.


Keynote lectures

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.

Panel session

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

The Linköping Conference on History Teaching and Learning in Higher Education, Campus Valla, Linköping University, 20–21 May 2014 | conference webpage | program

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


    • I would like to make bring together our members, who are attending the American Historical Association Meetings. If you are going, and would like to meet with others from our group, please send me a message.
      David Pace
      Professor Emeritus
      History Department, Indiana University
      Chair, ISSOTL in History

  1. I will be submitting proposals for a sessions at the EuroSoTL conference in Cork in June. I would appreciate hearing from anyone else who is planning to give papers at the conference so that we can do some planning. It would be good to make the history presentations as visible as possible.
    David Pace
    Professor Emeritus
    Indiana University
    Chair, ISSOTL in History
    dpace [at] indiana [dot] edu

  2. I will be submitting a proposal for the ISSOTL meetings in Melbourne in October. I would appreciate hearing from anyone else who is planning to give papers at the conference so that we can do some planning. It would be good to make the history presentations as visible as possible.
    David Pace
    Professor Emeritus
    Indiana University
    Chair, ISSOTL in History
    dpace [at] indiana [dot] edu

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