History SoTL Resources
Articles, Essays, and Books (Most Recent First)
- David J. Voelker and Anthony Armstrong, ”Designing a Question-Driven U.S. History Course," OAH Magazine of History 27 (July 2013): 19–24.
- Joel Sipress and David Voelker, "The End of the History Survey Course: The Rise and Fall of the Coverage Model," Journal of American History 97 (March 2011): 1050-1066.
- Joel Sipress and David Voelker, "From Learning History to Doing History," in Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind, pp. 19-35, edited by Regan Gurung, Nancy Chick, and Aeron Haynie (Stylus, 2008).
- David Voelker, "Assessing Student Understanding in Introductory Courses: A Sample Strategy," The History Teacher 41 (Aug. 2008). (This article outlines my "For and Against" assessment strategy.")
- Lendol Calder, "Uncoverage: Toward a Signature Pedagogy for the History Survey," Journal of American History (2006).
- David Pace, "The Amateur in the Operating Room: History and the Scholarship of Teaching and Learning," American Historical Review 109 (October 2004).
- Joel Sipress, "Why Students Don't Get Evidence and What We Can Do About It," The History Teacher 37 (May 2004).
- Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (Temple Univ. Press, 2001).
My SoTL Research Materials
My Argument-Based Introductory History Course
- Fall 2012 Syllabus for "U.S. History from 1600-1865: Interpreting Early America: Myth and History" (The syllabus does not show daily assignments but does outline three question-driven units and also shows importance of historical debate and argument to the course.)
- More coming soon!
- Stanford History Education Group (SHEG)
- Beyond the Bubble: A New Generation of History Assessments (from SHEG)
- HistorySOTL (The International Society for the Scholarship of Teaching and Learning in History)