Looking back over the past academic year, the aspirations and concerns of AHA members about undergraduate history education have been reflected in the pages of Perspectives on History. Our Teaching Division’s initiative on enrollments, led by Vice President Elizabeth Lehfeldt, produced articles spawning productive discussion on our Member Forum, within departments, and elsewhere online. Enrollments relate closely to the varied fortunes of the history major, also explored in Perspectives. The Association is running an ongoing survey of history majors about their career paths, with an eye on producing exemplary qualitative and quantitative data.
Most issues of Perspectives include at least one feature related to teaching and learning. The best of the genre, we think, honestly evaluate student learning outcomes, engage contemporary pedagogical thinking, and offer innovative tools for instruction—that one twist in an assignment that makes all the difference, say.
Every student currently pursuing a bachelor’s degree at a public college or university in Texas is required to complete six credit hours of US history, a standard that suggests more uniformity than it delivers.
By Beth Marsh and Dana Schaffer
Across the country middle school and high school students are learning about the historical process through their participation in National History Day.
The AHA and its local partners, the Texas State Historical Association and the history department of the University of Texas at Austin, held a two-day conference on college-level introductory history courses.
The release of a new “framework” for the Advanced Placement examination in United States History has provoked controversy over the nature and content of the AP course. The AHA supports the direction that the College Board has taken with this new approach to Advanced Placement history education, as indicated in the framework and in the sample exam subsequently released by the Board.
This might be crazy, but imagine a first meeting of the academic year where no one talked about budgets, assessment, course assignments, or parking.
The following piece is an excerpt taken from a summer 2014 Perspectives on History article of the same title, written by Elaine Carey, Sara Haviland, Eric Platt, Sarah Shurts, and Emily Tai.