The History Survey Project
Dr. Keith A. Erekson and Dr. Bradley J. Cartwright
Americans encounter a history survey course more than any other history course--and they do so in a wide variety of settings, from universities and colleges, to early college high schools, to dual credit and Advanced Placement classes. This project examines what history surveys are and have been in order to promote good course design and attempt to bridge the gap between secondary schools and the university. Read more . . . .
The Large Class Dashboard: Incorporating Technology to Promote Student Success in Large Classes
Dr. Charles Ambler with Roy Mathew (CIERP) and Sunay Pasole (ISS)
In my spring and fall 2008 sections of 1301, I attempted to measure the utility of interventions (e.g. exam retakes; short paper assignments tied to exams, etc.) in increasing persistence and success in the class. The data seemed to suggest that these had a significant and positive effect on students who might otherwise have dropped or failed. The next phase of the project will make use of technology to facilitate this kind/or similar kinds of intervention strategies—what we’re calling a class management dashboard for large classes. This phase is being funded by a UT System Transforming Undergraduate Education grant. Read more . . . .
Bridging the Gap between K-12 and College Readiness Standards in Texas:
Recommendations for U.S. History
Prospective history teachers in Texas face two daunting challenges. First, there are at least thirty-six relevant sets of standards that govern teaching and assessment. Second, the principal standards for secondary learning outcomes—the Texas Essential Knowledge and Skills (TEKS)—have been shown to be inadequate in a number of ways. College and Career Readiness Standards (CCRS) were prepared by the Texas Higher Education Coordinating Board but the TEKS fall far short of reaching the college preparation standards.
Bridging the Gap between K-12 and College Readiness Standards in Texas: Recommendations for U.S. History seeks to address both of the problems facing future history teachers by correlating the most important and relevant standards while at the same time offering recommendations designed to connect the TEKS with the CCRS. The recommendations are intended to blend content and skills, the TEKS and the CCRS, into rich and useful “pedagogical content knowledge”—knowledge about that past that cannot be separated from the process of learning about it.
The Center for History Teaching & Learning hosted TEKSWatch, which led to the arrangements to play a part in this project.