A Selection of History SoTL Articles, Essays, and Books (Most Recent First):
- Bridget Ford, Katherine Chilton, Christopher Endy, Michael Henderson, Brad A. Jones, and Ji Y. Son, “Beyond Big Data: Teaching Introductory U.S. History in the Age of Student Success,” Journal of American History 106 (March 2020): 989–1011.
- Natalie Mendoza, “Rethinking Student Success: History Pedagogy and the Promise of Social Change across the K–16 Continuum,” Journal of American History 106 (March 2020): 1016-1019.
- David J. Voelker, “Beyond beyond Coverage: Tackling Student Success in the Introductory History Course,” Journal of American History 106 (March 2020): 1012-1015.
- Wineburg, Sam. Why Learn History (When It’s Already on Your Phone). Chicago: Univ. of Chicago Press, 2018.
- David J. Voelker and Anthony Armstrong, “Designing a Question-Driven U.S. History Course,” OAH Magazine of History 27 (July 2013): 19–24.
- Lendol Calder, “The Stories We Tell,”OAH Magazine of History 27 (July 2013): 5-8.
- 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:
- Blog post about my SoTL project, “Understanding Historical Thinking”
- Coding Rubric for my SoTL project, “Understanding Historical Thinking”
My Argument-Based Introductory History Course:
- “Uncoverage,” Tea for Teaching (March 2019 dialogue about moving beyond the coverage model with John Kane and Rebecca Mushtare from the Center for Excellence in Learning and Teaching at the State University of New York at Oswego.)
- Fall 2014 Syllabus for “American History to 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.)
“For and Against” Exam Format:
- 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.”)
- Updated instructions for “For and Against” exam format (Fall 2014).
- Report on implementation of “For and Against” assessments by Tony Acevedo at Hudson County Community College (2016).
Internet Resources:
- 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)
