Transfer articulation is an important policy issue in Virginia. With increasing economic strains on federal and state budgets, pressure on key actors in higher education, and critical teacher shortages, an opportunity presented itself to investigate state transfer policy and articulation agreements designed to facilitate student transfer.…

The question of why students think there are two kinds of American history taught--one in the K-12 system and one in the university system--can be examined critically using Emile Durkheim's (1973) description of the sacred and the profane. The history taught in K-12 classrooms often focuses on idealized accounts of the past that protect the status…

Over the past decade historians and educational researchers in the UK, Australia, the USA and Canada have been devoting ever increasing energy to the systematic exploration of the learning of history at the college level. Now members of the discipline have come together to nurture and to disseminate this new scholarship of teaching and learning…

The American emphasis on utility and practicality in education was expanded over the course of the twentieth century, particularly in the development of community colleges with their dual mission of liberal arts education and vocational training. Because of their mission and their dependence on local funding and community requirements, two-year…

From 1900 to 1970, only eight United States historians established courses on Native American history in history departments at the college and university level. This made them rare exceptions in an academic world that placed overwhelming emphasis on mainstream Euro-American history, with extremely limited attention to race and ethnicity. Except…

Although primary source work is a major component of undergraduate history degrees in many countries, the topic of how best to support this work has been relatively unexplored. This article addresses the pedagogical support of primary source work by reviewing relevant literature to identify the challenges undergraduates face in interpreting…

Through an examination of one undergraduate American history course at a large university in the southeastern United States via interview, observation and content analysis, we attempted to discern if the pedagogical methodology was relating to the students in such a way as to foster students' ability to construct meaning beyond simply…

"Preparing the Next Generation of Oral Historians" is a resource to educators seeking to bring history alive for students at all levels. The anthology opens with chapters on the fundamentals of oral history and its place in the classroom, but its heart lies in nearly two dozen insightful personal essays by educators who have successfully…

In this article, the author discusses the findings of the study entitled, "The Coming Crisis in Citizenship: Higher Education's Failure to Teach America's History and Institutions," by the Intercollegiate Studies Institute, a Delaware think tank. In the study, a 60-question, multiple-choice test was administered to 14,000 freshmen and seniors at…

Describes how a Barnard history professor's effort to engage students in key texts through role-playing is catching on at other colleges. (EV)

British universities are known among the other Bologna countries not to have adjusted fully to the new common three-tier degree structure. Is it the case that British higher educational concerns are different from Continental concerns? A study of recent developments in two British graduate schools of history shows that a three-tier study structure…

The author explains why he believes that relevance is the most important factor in the teaching of history. (Author/PG)

The dearth of scholarly works and appropriate materials for the teaching of subjects in dance history led to the request for support of this project. The aim of the project was to review the materials in dance history from 1660 to 1880 in France and England, to prepare a classification system within which the materials could be organized, and to…

Describes ten values which are developed from the study of history. The values are: appreciation of change, appreciation of historiography, vicarious experience, perspective, historical insight, pluralism, skepticism, empiricism, humanism, and responsible citizenship. Describes how the study of history develops each value and states that explicit…