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?

In this installment

• The Scholarship of Teaching and Learning and the History Classroom
  by Scott E. Casper


• The End of the History Survey Course: The Rise and Fall of the Coverage Model
  by Joel M. Sipress and David J. Voelker


• Putting History Teaching “In Its Place”
  by Keith A. Erekson


• How Now? Historical Thinking, Reflective Teaching, and the Next Generation of History Teachers
  by Elizabeth Belanger