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 Historians on Teaching

                 The ‘Historians on Teaching’ website features history lecturers talking about their practice as educators. It has recently added a postgraduate blog for those new to teaching in which a group of ‘rookie history tutors’ are recording their experiences as first-time university teachers. We invite you to add your comments to these blogs as they appear and help a new generation of historians. We would also welcome new video contributions to the site. If you would like to submit a short clip of yourself talking about your teaching, or know of video content that we might use to enhance the site, please get in touch with Alan Booth: alan [dot] booth [at] nottingham [dot] ac [dot] uk. If you use Twitter, follow on @historiansteach.



H-Teach: Teaching History in the University – H-TEACH is a network for intellectual exchange on history teaching methods at all levels–high school, university, and graduate–in diverse settings. Special attention is paid to use of new technologies in and outside of the classroom, as well as specific teaching tools including texts, videos, exams, and assignments.


The Carnegie Foundation of Teaching and Learning – The Carnegie Foundation for the Advancement of Teaching is committed to developing networks of ideas, individuals, and institutions to advance teaching and learning. We join together scholars, practitioners, and designers in new ways to solve problems of educational practice. Toward this end, we work to integrate the discipline of improvement science into education with the goal of building the field’s capacity to improve. For more information see: 

Center for Engaged Learning, Elon University – The Center for Engaged Learning brings together international leaders in higher education to develop and to synthesize rigorous research on central questions about student learning. For more information see:

Center for History and New Media, George Mason University – The Center use digital media and computer technology to democratize history: to incorporate multiple voices, reach diverse audiences, and encourage popular participation in presenting and preserving the past. For more information see:

The Center for Teaching History with Technology – The Center for Teaching History with Technology, a resource created to help K-12 history and social studies teachers incorporate technology effectively into their courses. For more information see:

Decoding the Disciplines – Decoding the Disciplines is a process for increasing student learning by narrowing the gap between expert and novice thinking. Beginning with the identification of bottlenecks to learning in particular disciplines, it seeks to make explicit the tacit knowledge of experts and to help students master the mental actions they need for success in particular courses.  It is being used in a dozen countries as both a practical strategy for helping students with difficult material and as a basis for research in the scholarship of teaching and learning. For more information see:

The Higher Education Academy for History, Classics and Archaeology – The Academy is designed to support teaching and learning in particular disciplines through the identification, collection and dissemination of information and material on good practice in teaching and learning. For more information see:

History Learning Project, Indiana University – The History Learning Project is dedicated to increasing learning in college history classes through the use of the Decoding the Disciplines process. Through the links below you can find out more about the project and gain access to the resources that we have produced. For more information see:

OAH History Teacher Research Center – To help fulfill their mission of promoting excellence in the teaching of American history, the OAH offers a variety of teaching resources geared toward secondary and postsecondary learners. For more information see:

The Stanford History Education Group: Charting the Future of Teaching the Past – SHEG is a collaboration among many people: full-time staff, graduate student RAs, practicing teachers, and undergraduate volunteers and interns. SHEG sponsors an ongoing research group for students across the university interested in issues of how history is taught and learned. We also host visiting scholars whose work addresses issues of historical understanding and history education. For more information see:


Digital History
Larry Ferlazzo’s ESL education blog
Historians on Teaching
Decoding the Disciplines



One comment

  1. web-based resources make it possible to engage students with primary sources, regardless of their geographical location. I’ve developed extensive primary source links for the history of the American West at Please feel free to use these in your own teaching and suggest additions.

    For examples of SoTL using these materials see Slatta, Guest editor, special issue on “Teaching about the West.” Journal of the West, 46: 2 (Spring 2007).
    Slatta “Introduction: Teaching about the West.” Journal of the West, 46: 2 (Spring 2007): 11-13.
    Slatta with Maxine P. Atkinson, “Using Primary Sources Online: An Inquiry-guided Approach to Teaching Western History,” Journal of the West, 46: 2 (Spring 2007): 14-21.

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