The Scholarship of Teaching and Learning and the History Classroom
Over the past decade, the scholarship of teaching and learning (SoTL) has encouraged historians to scrutinize our teaching with the same rigor that we apply to our research. Unlike top-down, administratively driven models of assessment, SoTL emphasizes discipline specific approaches to evaluating and reimagining our pedagogical objectives and practices. What do we wish students to accomplish in a history course, or in a history major? With what questions and tools can we measure that accomplishment and thereby evaluate the effectiveness of our teaching? Ultimately, how can we close the loop: refine or redefine our practice to achieve the objectives we have articulated?